Investigating the Effectiveness of Learners’ Performance in Mathematics using Trimodal Strategies

Abstract

The objective of this research is to investigate the effectiveness of Trimodal Strategies in enhancing the mathematics performance of Grade 3 learners. Specifically, it focused on the integration of the Concrete Representational Abstract (CRA) approach, Real-World Problem Solving (RWPS), and Technology-Enhanced Learning (TEL). These instructional approaches are anchored in Constructivism, Cognitive Load Theory (CLT), and Vygotsky’s Zone of Proximal Development (ZPD), providing a comprehensive theoretical foundation for instructional design and delivery.

A quasi-experimental pretest-posttest design was implored, involving 17 purposively selected Grade 3 learners from Quidaoen Elementary School during the academic year 2024–2025. The study aimed to determine learners’ initial performance in mathematics, implement the three instructional strategies, and assess their effects on performance, engagement, and acceptance. Data collection tools included the SMART Project Tool for both pretest and posttest assessments, and a teacher-made survey questionnaire to evaluate levels of engagement and acceptance.

Findings showed a significant improvement in learners' mathematics performance, with the grand mean increasing from 69.12 ("Did Not Meet Expectations") in the pretest to 83.71 ("Satisfactory") in the posttest. The Real-World Problem Solving strategy yielded the highest academic gains, particularly in data collection and capacity-based problem-solving tasks. The CRA strategy effectively improved learners’ understanding of time and measurement concepts and garnered the highest levels of engagement and acceptance among the three approaches. Meanwhile, Technology-Enhanced Learning showed positive effects, particularly in probability, though it reflected comparatively lower engagement, indicating a need for more effective integration of technology in instruction.

Statistical analysis using the dependent t-test revealed that the observed improvements were significant across all strategies, supporting the efficacy of the trimodal approach. Learners responded most positively to CRA, appreciating its hands-on, scaffolded structure, followed by moderate acceptance of RWPS and TEL.

In conclusion, the study affirms that combining concrete, contextual, and technological strategies significantly improve mathematical understanding and engagement among Grade 3 learners. The results recommend that teachers adopt and refine Trimodal Strategies to address varied learner needs and foster a deeper, more meaningful mathematics learning experience.