Abstract:
Proficiency in basic math skills, particularly multiplication, is fundamental for success in higher-level mathematics courses and daily life activities. However, many learners encounter challenges in mastering basic math facts, which can negatively impact their academic performance. Effective interventions, such as technology-assisted learning, peer tutoring, and personalized instruction, can assist learners in enhancing their basic math skills. Basic math facts provide a foundation for more complex understanding and problem-solving, and are indespensable for navigating everyday life. (Wasseman, 2019)\r\n\r\nNevertheless, the difficulty learners face in mastering basic math facts can be attributed to several factors, including a lack of practice, difficulty with memorization, learning disabilities, limited exposure to math concepts, and anxiety. To address these concerns, this study proposed the use of EEAT math board material as a tool to aid learners in improving their multiplication skills. (TeachHUB, 2018) By implementing effective teaching and learning strategies, learners can achieve mastery in multiplication and other mathematical concepts. (TeachHUB, 2018)\r\n\r\nThis action research aimed to evaluate the effectiveness of using EEAT math board materials as an intervention to improve basic math skills, specifically in multiplication. The research was based on the importance of basic facts in mathematics and the challenges that learners faced in mastering them. The study compared the effectiveness of the intervention to standard teaching methods, identified areas of improvement for struggling learners, and provided insights into tailoring interventions to meet their needs. The results of the research could inform future teaching practice and contribute to the development of evidence-based interventions for improving basic math skills. The goal of research was to improve learners\' math skills and help them achieve mastery in multiplication and other mathematical concepts. This action research study investigated the effectiveness of math board material in improving the multiplication operations skills of non-numerate Grade 4 pupils at Carael Elementary School.\r\n\r\nThe study employed a quasi-experimental research design with pretest and posttest control group with experimental group subjected to use EEAT math board material while the standard teaching methods were used to the control group. Data collection methods included pretest and posttest, observations, and pupils\' feedback. The study found that math board material was effective in improving the math operations skills of non-numerate pupils. The results were analyzed using mean and t-test, and ethical considerations were taken into account.\r\n\r\nThe study found that the math board material was highly effective in enhancing pupils\' multiplication skills. The experimental group demonstrated a significantly higher mean score on the posttest compared to the control group. The t-value of 7.998 obtained by comparing the posttest scores of the two groups was greater than the tabled value of t=2.045 at the 0.05 level of significance with 29 degrees of freedom, indicating a significant difference between the posttest scores of the two groups. Based on these results, it is recommended that teachers incorporate the EEAT math board into their math instruction to enhance the multiplication skills of their learners.\r\n-E.A. Tomelden

---

Keywords: Basic Math Skills, EEAT Math Board Material, Intervention Strategies, Multiplication Skills