Conference Call: A Strategy to Improve the Academic Performance in Grade Six Learners in Remote Learning

This study explores the impact of conference calls on the academic performance of Grade VI pupils at Balangbalang Elementary School during the 2021-2022 school year. As remote learning became essential due to the COVID-19 pandemic, this study aimed to determine whether regular conference calls could enhance pupils’ understanding of mathematics, specifically in solving problems related to fractions. A quantitative approach was employed, utilizing a pre-test-post-test design with 30 Grade VI-Rizal pupils. The first-quarter summative test served as a baseline, and the second-quarter test was administered after the intervention had been implemented. The intervention consisted of weekly conference calls, scheduled at a consistent time each week, in which teachers reviewed key mathematical concepts from the curriculum, explained problem-solving steps for fractions, answered pupils' questions, and provided targeted guidance on both routine and non-routine problems. Each session lasted approximately one hour and provided opportunities for interactive discussion to reinforce understanding. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (t-test). Results showed a slight improvement in pupils' performance from the first to the second quarter, with the second-quarter average score (86.5000) slightly higher than the first (86.1333). The t-test revealed a statistically significant difference (p < 0.05), supporting the effectiveness of the conference call. The findings suggest that conference calls can effectively support pupils' remote learning, particularly in enhancing understanding and problem-solving skills in mathematics.