Utilizing the lattice method to enhance multiplication automaticity in Grade 4 Pupils

Abstract

This study introduced a new method to help students who struggle with multiplying multiple digits. This study examined the effect of the lattice approach on multiplication automaticity among Grade 4 students at Cateel Central Elementary School during the school year 2023-2024. Utilizing a quasi-experimental methodology, the study compared two intact groups: a control group with 22 respondents taught using traditional multiplication methods, and an experimental group with 21 respondents taught using the lattice method. Pre-test results indicated that neither the control nor the experimental group met the expectations set by the K to 12 grading system, with grade percentages of 65.68 and 67.22, respectively. Statistical analysis showed no significant difference between the pre-test scores of the two groups, suggesting a similar initial level of multiplication proficiency. Post-test results, however, revealed a significant improvement in the experimental group's performance, with a grade percentage of 84.77 compared to the control group's 74.70. The statistical analysis confirmed this difference as significant, with a t-value of -3.383 and a p-value of 0.002. The findings demonstrate the superior efficacy of the lattice method over traditional teaching methods in enhancing multiplication skills among Grade 4 students.