Task Cards Instruction and Skill in Adding and Subtracting Dissimilar Fractions

This disquisition was intended to determine whether the use of Task Cards Instruction would significantly improve the performance of learners in adding and subtracting dissimilar fractions. Thirty-nine (39) students from Grade Six - Bonifacio of R.C. Quimpo Elementary School were preferred as respondents through purposive sampling. Descriptive-comparative design using Paired Samples t- Test and Eta- Squared were used. The specific questions answered were: 1) What are the pretest scores of the learners prior to the intervention? 2) What are the posttest scores of the learners following the intervention? 3) Is there a significant difference between the pretest and posttest scores of the learners? 4) What is the effect size of the Task Cards Instruction to the skills in adding and subtracting dissimilar fractions? The results showed that there was significant difference between the pretest and posttest scores of the respondents in the implementation of Task Cards Instruction. Based on the findings of this study, the following conclusions are drawn: 1) The scores of the respondents before the implementation of the Task Cards Instruction was low ; 2) The scores of the respondents after the implementation of Task Cards Instruction was high ; 3) There was a significant difference in the pretest and posttest scores of Grade Six - Bonifacio in the implementation of Task Cards Instruction ; and 4) The effect size of Task Cards Instruction to the performance of the respondents in Adding and Subtracting Dissimilar Fractions was moderate. The researcher offered the following recommendations: 1) Encourage Mathematics teachers to use Task Cards as their instructional materials in teaching Mathematics. ; 2) The use of Task Cards is also encouraged in any Mathematics subject, particularly in the Secondary and Tertiary levels ; and 3) Teachers should further attend mathematics training and upgrading especially in the teaching methodology and the use of other teaching resources for the upliftment of the students. Consequently, this approach helped in teaching Mathematics that require full mastery of the concept.