UTILIZING TEACHER-MADE WINDOW CARD MATERIALS IN TEACHING MULTIPLICATIONAND DIVISION AMONG GRADE 1 SPED FAST-A MATHEMATICSLEARNERS AT BALANGA ELEMENTARY SCHOOL

PANTIG, MARIA LEONORA E.

Completed 2025

ABSTRACT

This study investigated the effectiveness of teacher-made window card materials in enhancing the multiplication and division skills of Grade 1 SPED Fast-A Mathematics learners at Balanga Elementary School. Grounded in the goal of promoting inclusive education and addressing disparities in foundational mathematics skills, the study employed a descriptive mixed method approach. Quantitative data were gathered through pre- and post-assessment tests and a Survey Questionnaire Form, while qualitative insights were drawn from observational checklists, interview guides, and learner feedback. Results revealed substantial improvements in learners’ performance and engagement, particularly in understanding multiplication and division concepts, problem-solving techniques, and practical application skills. The intervention also fostered a more supportive and interactive learning environment, which positively influenced learner confidence and participation. However, some challenges emerged in terms of learners’ initial unfamiliarity with the materials and the need for consistent teacher and aide guidance during sessions. The originality of the study lies in the innovation of using tailored instructional tools designed specifically for SPED learners to address core mathematics competencies. Findings support the value of differentiated instruction and emphasize the importance of teacher-made resources in specialized settings. The implications suggest that integrating customized, interactive materials into early mathematics instruction can significantly enhance learning outcomes for students with special educational needs. This study will contribute to ongoing discussions on inclusive practices

and underscore the role of teacher initiative in improving the quality of SPED instruction.