Remedial Mathematics Sessions: A Strategy to Enhance the Problem-Solving Skills of Grade 4 Learners

Source abstract

This study investigated the effectiveness of structured remedial mathematics sessions in enhancing the problem-solving skills of Grade 4 learners at Malilion Elementary School during the school year 2025 – 2026. Based on Polya’s Four Steps of Problem Solving (Understanding the problem, devising a plan, carrying out the plan, and looking back), this study applied a quasi-experimental one–group pretest–posttest design with 17 learners. Learners’ performance pre- and post-intervention was evaluated using a researcher-made 20-item test anchored on Most Essential Learning Competencies (MELCs). Results showed that learners initially performed poorly (M=4.71) on problem-solving, suggesting significant issues with interpreting and solving mathematical word problems. Post-test data revealed significant improvement (M = 11.88) after the eight sessions of remedial instruction offered three days each week, indicating moderate to high performance. Results from a paired-samples t-test confirmed that there was a significant difference between pretest and post-test scores (t = 9.50, p < 0.001) with a very large effect size (d = 2.30), which demonstrates that a strong intervention effect was achieved. The qualitative findings further illustrated changes in learners’ problem-solving processes encompassing understanding, strategy selection, computational accuracy, and metacognitive reflection. This intervention was structured and scaffolded, with guided practice opportunities and feedback to the learners, which has possibly led to increased confidence and engagement. The study concludes that remedial mathematics sessions anchored on Polya’s model are an effective and context-responsive instructional strategy for improving both the performance and cognitive processes of learners in mathematical problem-solving.