Effectiveness of 5-Minute Rule Review and Drills in Improving the Performance of Grade 7 Learners in Integer Operations

Abstract

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.

Introduction

This study investigates the effectiveness of the 5-Minute Rule Review and Drills (5-MRRD) in improving Grade 7 students' performance in integer operations at Santol Vocational High School. Mathematics is fundamental to critical thinking and problem-solving, yet many students struggle with basic integer operations (addition, subtraction, multiplication, division) due to misconceptions, procedural errors, and a weak foundational understanding.

Background:

• Research shows that students view integers abstractly and often make basic operational mistakes (Hanifa et al., 2024; Rosa et al., 2023).

• Filipino Grade 7 students in particular struggle with these concepts (Santiago & Bernardo, 2019).

• Short, targeted drills—like the 5-MRRD—are suggested to improve fluency, reduce anxiety, and boost confidence (Krishnan, 2020; Villaverde, 2018).

Purpose of the Study:

The study aims to determine whether 5-minute daily drills enhance students’ performance in integer operations. Specifically, it seeks to:

1. Measure student performance before and after the intervention.

2. Analyze improvement within the experimental group.

3. Compare the experimental group’s performance against a control group.

Methodology:

• Design: Quasi-experimental, two-group design (experimental and control).

• Participants: 72 Grade 7 students from two sections (36 each).

  • 7-Emerald: Experimental group (received 5-MRRD).

  • 7-Amethyst: Control group (traditional teaching).

• Tool: A 30-item test aligned with DepEd curriculum.

• Data Analysis: Mean, percentage, and independent t-tests using Excel.

Results:

1. Performance Improvement:

   • Pretest means: Control (14.31), Experimental (10.19).

   • Posttest means: Control (15.03), Experimental (19.03).

   • Experimental group improved from “Fairly Satisfactory” to “Very Satisfactory.”

2. Within-Group Analysis (Experimental):

   • A statistically significant improvement was found (t-stat = 11.50 > t-critical = 2.03), indicating strong effectiveness of the 5-MRRD.

3. Between-Group Posttest Comparison:

   • Experimental group outperformed the control group (t-stat = 2.53 > t-critical = 1.99), confirming the method's superiority over traditional instruction.

Conclusion

Based on the findings of this study, it is concluded that applying the 5-minute rule review drill is an effective strategy to enhance the level of performance of grade 7 learners particularly in integer operations. The use of 5-MRRD promotes understanding and mastery in learning mathematics concepts. The significant difference between the level of performance of the control group and experimental group indicating improvement in their mathematical skills of the learners.

References

[1] A quote by Johann Wolfgang von Goethe. (n.d). https://www.goodreads.com/quotes/65686-all-truly-wise-thoughts-have-been-thought-already-thousands-of [2] De Guzman, A. T., Ramos, J. E., & Salcedo, N. M. (2021). Contextualized drills as a tool for enhancing performance in mathematics among learners in Region 1, Philippines. Regional Education Journal, 9(4), 89-101. https://doi.org/10.1080/00131911.2021.189413 [3] Hanifa, U. N., Prabawanto, S., & Fatimah, S. (2024). Identification of the difficulties of middle school students in understanding the mixed operations of integer. KnE Social Sciences. https://doi.org/10.18502/kss.v9i13.15956 [4] Khalid, M., & Embong, Z. (2019). Sources and Possible Causes of Errors and Misconceptions in Operations of Integers. International Electronic Journal of Mathematics Education, 15(2).https://doi.org/10.29333/iejme/6265 [5] Krishnan, S. (2020). The effects of short, daily practice sessions on mathematical performance: A review of international approaches. Journal of Educational Practices, 8(3), 134-149. https://doi.org/10.3102/0034654319870123 [6] Rosa, M. G. C. D., Rosete, P. J. O., Maggay, K. J. N., Mego, J. R. M., Rivas, M. J. D., &Elegido, R. M. E. (2023). Discovering the Errors and Misconception in Operation on Integers. International Journal of Applied Science and Research, 06(06), 01–07. https://doi.org/10.56293/ijasr.2023.5601 [7] Santiago, E. R., & Bernardo, D. G. (2019). Enhancing mathematical fluency among Filipino learners through drills and assessments: A longitudinal study. Philippine Journal of Education, 92(2), 56-78. https://doi.org/10.2139/ssrn.3235748 [8] Valdez, L. A., & Santiago, M. C. (2022). The impact of repetitive drills on the mathematics performance of Grade 7 learners in Ilocos Sur. Ilocos Sur Educational Journal, 5(1), 45-67. [9] Villaverde, P. S. (2018). Implementing short, structured drills to improve integer operations mastery in Philippine public schools. Asia-Pacific Journal of Educational Research, 12(3), 34-50. https://doi.org/10.1080/02671522.2018.1427998

Copyright

Copyright © 2025 Diosel C. Gacutan, Reymart Cabanero, Reymar Javillonar, Joanna Mae Ragasa, Avelina C. Visaya. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.