WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue VIII (August 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue VIII (August 2025), p.10
MARC KLEINE V. ASPURIA
Francia Sur Elementary School, Tubao, La Union
Division of La Union
Abstract
This study investigates the impact of the Lattice Method on the multiplication skills of Grade 6 learners at Francia Sur Elementary School. The research spans from January to May 2024 and involves 28 participants. Prior to the intervention, data revealed that 89.29% of the learners were at the 'Beginning' level of multiplication skills, indicating a significant challenge in mastering basic multiplication concepts. After implementing the Lattice Method, the results demonstrated a substantial improvement: none of the learners fell into the 'Beginning', 'Developing', or 'Approaching Proficiency' categories, while 92.86% reached an 'Advanced' level, and 7.14% achieved 'Proficient' status. However, a statistically significant negative correlation of -35.633 was observed between the use of the Lattice Method and the proficiency in multiplication skills, necessitating further exploration to understand the cause of this inverse relationship. The findings underscore the effectiveness of the Lattice Method in improving multiplication skills while highlighting the need for a tailored approach in mathematics instruction. Recommendations include integrating the Lattice Method into the curriculum, continuous assessment and analysis of performance data, parental support, and further research on the nuances of the method.
Keywords: Lattice Method, Multiplication Skills, Intervention, Multiplication Concepts
DOI 10.5281/zenodo.16778880
