Effectiveness of Differentiated Practice Activities in Improving Basic Computational Skills Among Grade 6 Learners

This study examined changes in the basic computational skills of Grade 6 learners following differentiated practice activities at Angela Elementary School, San Mariano I District, Schools Division of Isabela, Philippines. It focused on computational accuracy and fluency in addition, subtraction, multiplication, and division. A quantitative single-group pretest–posttest design was used, involving 30 Grade 6 learners selected through criterion-based purposive sampling. The eight-week intervention incorporated diagnostic assessment, flexible grouping, tiered exercises, guided practice, mathematics games, timed activities, and individualized corrective feedback. Computational accuracy was assessed using a 40-item test, while fluency was measured through a five-minute timed assessment. Descriptive statistics were used to examine changes in performance. The manuscript reported an increase in mean computational accuracy from 19.20 to 30.80 out of 40 points, equivalent to a gain of 29 percentage points. Division recorded the largest mean gain, followed by multiplication, subtraction, and addition. Computational fluency increased from 8.40 to 13.70 correct responses per minute, representing a 63.1% relative increase. These reported improvements suggest that differentiated practice activities may be useful for addressing varied computational learning needs. However, the single-group design does not establish that the intervention independently caused the observed changes. The findings highlight the relevance of readiness-based instruction, structured computational practice, and formative feedback in elementary mathematics education.