Advancing the quality of mathematics teaching and learning remains a key challenge for educators. One key factor is that many students view mathematics as the challenging subject, which can result in decreased confidence and engagement, ultimately hindering their ability to learn effectively. Integer operations pose a significant challenge for learners, primarily due to a lack of mastery of the underlying rules and insufficient foundational knowledge in basic integer operations. As a result, learners may need multiple opportunities to develop these skills, and one effective approach to achieve this is through the 5- Minute Rule Review and Drill. This action research aimed to test the effectiveness of 5-Minute Rule Review and Drill in improving the performance of grade 7 learners in integer operation. The participants consisted of two sections from Santol Vocational High School enrolled in the 2024–2025 academic year. This study used a quasi-experimental two-group design, and data were gathered using a 30-item problem-solving skill test from Mathematics DepEd reference material. Data were analyzed statistically using means, percentages, and t-tests. The study investigated the performance levels of participants in the control and experimental groups in the pretest and posttest, examining whether there were significant differences in performance within the experimental group and between the control and experimental groups in the posttest. The control group demonstrated satisfactory performance in both pretest and post test scores, while the experimental group showed fairly satisfactory pretest scores but achieved very satisfactory post test results. There was significant difference after the intervention in the experimental group’s pretest and posttest. The findings led to the conclusion that the use of 5-Minute Rule Review Drill is effective in enhancing the performance of grade 7 learners especially along operation of integers. Thus, it is recommended that mathematics teachers may use the 5-Minute Rule Review Drill in teaching operations of integer.
Diosel C. Gacutan (Wed,) studied this question.