Effectiveness of Mathematics Drills on the Speed, Accuracy, and Automaticity of Multiplication Skills of Grade 4 Learners: Basis for Enhancement Program

Abstract

This study determined the effectiveness of mathematics drills on the speed, accuracy, and automaticity of multiplication skills among Grade 4 learners in selected public elementary schools in Cabiao, Nueva Ecija during School Year 2025–2026. A descriptive quantitative-correlational research design was employed. Data were collected using a researcher-made questionnaire and an adapted Multiplication Basic Facts Test. The data were analyzed using weighted mean and Pearson Product-Moment Correlation Coefficient and were presented in tables with corresponding interpretations. Findings revealed that teachers sometimes utilized mathematics drills in classroom instruction, with mental mathematics drills as the most frequently used strategy. In terms of learners’ multiplication skills, results showed a frustration level in speed, poor performance in accuracy, and non-automaticity, indicating difficulty in solving multiplication facts efficiently and correctly. Moreover, a significant relationship was found between the frequency of mathematics drill utilization and learners’ multiplication skills in terms of speed, accuracy, and automaticity, with drill charts or tables being the only mathematics drill that showed a significant relationship across the three skills. The study concludes that consistent, combined, and structured use of mathematics drills enhances learners’ multiplication fluency and computational performance. The findings support Logan’s Instance Theory of Automaticity, which explains that repeated practice strengthens memory retrieval and improves mathematical fluency. Based on the results, a Mathematics Drill Enhancement Program was proposed to strengthen learners’ multiplication mastery and improve instructional effectiveness in mathematics education among Grade 4 learners.