Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study examined the effectiveness of Fraction Trackers in improving fraction learning among Grade 4 students at San Agustin Elementary School in Novaliches, Quezon City. Fractions, particularly the addition of dissimilar fractions, are widely regarded as difficult because learners may struggle to visualize relationships and may apply inappropriate whole-number reasoning. Fraction Trackers were introduced as instructional tools based on the Concrete–Representational–Abstract (CRA) approach to address these difficulties. The study employed a quasi-experimental design with cluster sampling and involved 31 Grade 4 learners from a population of 651 students. A pretest and posttest measured learners’ proficiency in adding dissimilar fractions, while a validated survey questionnaire assessed their perceptions of Fraction Trackers across the CRA stages. Data were analyzed using frequency and percentage distributions, weighted mean, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Learners initially demonstrated low proficiency, with most scoring 1–4 points on the pretest and being classified as “Not Proficient.” After the intervention, the average posttest score increased to 8.39, interpreted as “Nearly Proficient.” For the Grade 4 learners, the Wilcoxon signed-rank test yielded W = 0.00 and p = 0.000001712, indicating a significant difference between pretest and posttest scores. Learners appeared to benefit most from hands-on activities and progressed toward symbolic reasoning with greater confidence. The findings indicate that Fraction Trackers improved learners’ comprehension, confidence, and engagement in mathematics. The researchers recommend providing sufficient instructional materials, training teachers in CRA-based strategies, and designing real-life applications to strengthen learning transfer. Fraction Trackers may therefore serve as a useful teaching tool for supporting fraction mastery and active, learner-centered instruction in elementary classrooms.

Keywords

quantitative research, quasi-experimental design, fraction trackers, fractions, concrete–representational–abstract approach