Enhancing Arithmetic Skills of Alternative Learning System Junior High School in Magallanes District Through the Use of Abacus

Abstract This study investigated the effectiveness of abacus-based learning in improving the arithmetic skills of Alternative Learning System (ALS) Junior High School learners in the Magallanes District. Thirty participants voluntarily engaged in the intervention, which incorporated both quantitative and qualitative measures. Pre- and post-tests were administered to determine changes in arithmetic performance, while survey questionnaires captured learners’ perceptions and attitudes toward abacus use. The results revealed substantial improvement in learners’ arithmetic proficiency following the intervention, with mean post-test scores significantly higher than pre-test scores. Statistical analysis confirmed the significance of these gains, while Pearson correlation results further supported the effectiveness of the intervention. Learners reported positive experiences, noting that the abacus made arithmetic easier, increased confidence, and enhanced enjoyment of mathematics. The findings indicate that the abacus functions not only as a computational tool but also as a motivational aid that fosters active engagement in arithmetic learning. The study recommends the integration of abacus-based activities into the ALS curriculum as a supplementary instructional strategy. Such integration can bridge gaps in fundamental skills, promote inclusive education, and equip learners with the confidence and competence to handle arithmetic tasks.