International Journal of Multidisciplinary Research and Publications ISSN (Online): 2581-6187 63 Rose Mar N. Saladas, Johnny S. Bantulo, and Christian P. Fajartin, “Effectiveness of Mathematical Worksheets for Grade 3 Struggling Learners,” International Journal of Multidisciplinary Research and Publications (IJMRAP), Volume 5, Issue 12, pp. 63-69, 2023. Effectiveness of Mathematical Worksheets for Grade 3 Struggling Learners Rose Mar N. Saladas, Johnny S. Bantulo, EdD, Christian P. Fajartin Ramon Magsaysay Memorial Colleges, General Santos City, Philippines Abstract— This study aimed to determine whether using Mathematical Game Worksheets effectively improved the academic performance of Grade 3 struggling learners in Maasim Central Elementary School, Maasim Division of Sarangani province, for the school year 2020-2021. This study employed the one-group pre-test and post-test design with the 30 struggling learners and used the frequency count and Wilcoxon Signed Rank Test to analyze and interpret the data gathered. Based on the findings, it was found that Mathematical Game Worksheet materials were effective and had improved the performance of Grade 3 struggling learners in Mathematics. Nevertheless, Mathematical Game Worksheets may be implemented in teaching Mathematics in the academe. Keywords— Educational management, worksheet, games, struggling learners, Mathematics 3, Philippines. I. INTRODUCTION Many learners begin to cultivate negative attitudes about Mathematics during their first years in the elementary classroom. By the time these learners reach the higher grade, many struggles at Math simply because they do not learn best through the standard process. In modern times, worksheets have become a driving force of curriculum in some countries (Leroy & Bressoux, 2016; Martin, Mullis, Foy, & Hooper, 2016). Additionally, teachers use worksheets to support studying, promote active learning, and raise interest in learning science and evaluation. Many studies suggest that well-created worksheets positively impact learners' learning achievement. One of the essential educational innovations in instructional design that can complement traditional face-to-face instruction is programmed instruction in module form. This approach, often called the modular system, consists of self-directed. Through this method, the teacher sheds the role of presenter, demonstrator, driller, and questioner, and now takes on the facilitator, initiator, monitor, coach, and coordinator. More importantly, it allows learners to direct their learning while constructing meaningful experiences about the concepts being taught (Sasmaz-Oren & Ormanci, 2016). Moreover, Maasim Central Elementary School is one of the mega- elementary schools in Sarangani Province. The school has been in various competitions and events such as sports, arts, and academics. The teachers are also globally competitive, skillful, talented, and dedicated to their profession. They are united and have strived harder in getting level 3 in the School-Based Management Program. The mid-year performance-based report found that among the academic subjects from grade one to grade six, Mathematics had the lowest consolidated average grade from June to October for 2018-2019. It indicated that most learners of MCES found learning Mathematics to be challenging compared to other subjects (Filgona, Sakiyo, Gwany, & Okoronka, 2020). Furthermore, the learners of all ages appreciate having fun games that are fun and motivating. The games allow learners to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. A mathematical game is one in which the rules, tactics, and guidelines are designed to reach particular objectives dependent on talent. Math games encourage learners to search number combinations, place values, patterns, and other important mathematical concepts. The learners can gain opportunities to deepen their math understanding and reasoning (Cleverland-Innes & Garrison, 2019). Thus, the researcher wants to develop something fun and creative that could arouse interest in learning Mathematics. Research Questions: The study aimed to develop Mathematical Game Worksheets for Grade 3 learners based on the DepEd K-12 Curriculum Competencies. Specifically, this study sought answers to the following sub-problems: 1. What are the pre-test scores of the Grade 3 struggling learners before the application of Mathematical Game Worksheets? 2. What are the post-test scores after applying Mathematical Game Worksheets? 3. Is there is a significant difference between the pre-test and post-test scores of Grade 3 in Math after the treatment? 1.1. Theoretical Framework This study was anchored on the Transfer Theory by Fox (1983). Transfer Theory occurs when a teacher applies new information, strategies, and skills to which learners have acquired new knowledge. The teachers who adopt this learning theory believe that knowledge can transfer to learners. It emphasizes that the help of mathematical game worksheets in delivering instruction will directly impact the learners' academic learning needs, interests, and future endeavors. Educational research strategies support the relationships and learning opportunities needed to promote children's well-being, healthy development, and mobile learning. In addition, instead of making the learners learn new strategies or techniques, challenging tasks were designed for practicing skills repeatedly and the relationship between the