Enhancing Grade 4 Pupils' Division Skills Using Link Strategy

Abstract

Division is a foundational mathematical skill that supports the development of more complex concepts such as fractions, ratios, and problem-solving strategies. However, many Grade 4 pupils struggle to understand and apply division, which hinders their overall mathematical progress. The study was conducted to improve Grade 4 pupils' division skills by implementing the LINK Strategy in a public elementary school's academic year 2024–2025. Utilizing a classroom-based action research design, the study involved 49 purposively selected pupils from one section. A researcher-made test served as the primary data collection instrument, and the results were analyzed using the mean, standard deviation, and a t-test to assess performance levels and determine statistical significance. The following were the study's key findings: the level of pupils' division skills before implementing the LINK Strategy was fairly satisfactory, and the level of pupils' division skills after implementing the LINK Strategy was outstanding. There was a significant difference in pupils' division skills before and after implementing the LINK Strategy. There is a need for more engaging and structured strategies to support learners in mastering basic mathematical operations. Mathematics teachers may use the LINK Strategy as a regular instructional approach to enhance pupils' division skills and overall numeracy.