Project COSPLAY (Coaching, Singing, and Playing): An Intervention to Improve Multiplication Fact Recall of Struggling Grade Six Learners

Abstract

This study aimed to enhance the multiplication fact recall of Grade 6 learners experiencing difficulties in memorizing basic multiplication facts. The intervention, titled Project COSPLAY—an acronym for Coaching, Singing, and Playing—was implemented over a fifteen-day period and comprised three distinct phases: (1) Coaching, involving a review of key multiplication concepts, including the Zero, Identity, and Commutative Properties; (2) Singing, where learners chanted multiplication facts to the tune of familiar nursery rhymes to facilitate memorization; and (3) Playing, utilizing the Android application Multiplication Memorizer to reinforce fluency through interactive games.

A one-group pretest-posttest design was employed to assess the effectiveness of the intervention. Quantitative data were analyzed using mean, standard deviation, and a paired samples t-test. Results indicated a significant improvement in learners' multiplication fact recall, with mastery levels increasing from 18.83% in the pretest to 90.70% in the posttest, reflecting an overall gain of 71.87%.

These findings suggest that Project COSPLAY is an effective strategy for improving multiplication fact recall among struggling learners. The incorporation of multisensory and game-based approaches is recommended for educators aiming to enhance foundational numeracy skills.