Abstract

This study examined the effectiveness of Digit Box in teaching basic addition facts to Grade 1 pupils at Silangan Elementary School. It aimed to assess how the material supported pupils’ understanding and solution of basic addition tasks. A total of 128 respondents were selected through Stratified Sampling to participate in the research. The researchers randomly selected sections based on the number of respondents to meet the sample size. The study utilized a quasi-experimental research design to compare the performance of students who used Digit Box with those who did not. Data were collected using pretest and posttest assessments, along with survey questionnaires to evaluate student performance and perceptions regarding the learning intervention. The Vark Model (Visual, Auditory, Reading, Kinesthetic strategy of teaching) was used as the theoretical framework. Most respondents were 6 years old (79%), followed by 7-year-olds (21%). The sample included 69 males (54%) and 59 females (46%). The study reported a significant improvement from a “Proficient” pretest level to a “Highly Proficient” posttest level and rejected the null hypothesis. The findings indicate that Digit Box supported pupils’ addition skills, engagement, collaboration, and retention of basic addition facts. The study recommends incorporating similar interactive materials into mathematics instruction and examining their long-term outcomes and applications in other subjects.