Strengthening Basic Mathematics Skills of Beed Students at Moncast through Project Maps (Manipulatives, Active Participation, and Peer Tutoring Strategies)

This action research aimed to strengthen the basic mathematical skills of Bachelor of Elementary Education (BEED) students at Monkayo College of Arts, Sciences, and Technology (MonCAST) through the implementation of Project MAPS (Manipulatives, Active Participation, and Peer Tutoring Strategies). Anchored on Shulman’s (1986) concept of Pedagogical Content Knowledge (PCK), the study explored how integrating subject mastery with interactive teaching strategies could help future educators overcome learning gaps in mathematics. Specifically, it sought to determine the mean scores of students before and after the intervention and to examine how the program contributed to their mathematical development. A dual-method design was employed, combining quantitative analysis of pretest and posttest results with qualitative thematic analysis of interview responses. The participants were 15 BEED students placed on academic probation due to low mathematics grades. Results showed a significant improvement in students’ performance, with the mean score increasing from 24.07 (SD = 2.40) in the pretest to 50.33 (SD = 5.96) in the posttest, and a t-value of 18.27 (p < 0.000), confirming the effectiveness of Project MAPS. Thematic analysis revealed that the intervention built students’ confidence, strengthened conceptual understanding beyond memorization, provided effective teaching strategies within a supportive learning environment, and enhanced problem-solving skills and mastery of foundational concepts. The study recommends sustaining and expanding Project MAPS, encouraging teachers and pre-service programs to adopt similar approaches, and calling on future researchers to explore its long-term impacts and adaptability in other educational settings to further improve mathematics teaching and learning.