Deepening Grade 1 Learners’ Ability to Visualize Missing Numbers in Addition and Subtraction Sentences through Technology-based Drills

Abstract

The global trend highlights the need to adopt scalable, technology-driven solutions that bridge the gaps in early mathematics education. In the Philippines, similar challenges are evident, with a significant proportion of Grade 1 learners struggling to grasp fundamental arithmetic concepts. This study aimed to determine the impact of non-digital, technology based-drills on deepening Grade 1 learners’ ability to visualize missing numbers in addition and subtraction sentences. Conducted at San Rafael Integrated School during S.Y. 2024-2025, it focused on arithmetic visualization tasks over a five-day intervention. Anchored on John Dewey’s Constructivist Theory of “learning by doing”, the approached emphasized hands-on, experiential learning. Results showed both groups had low and nearly identical pre-test scores: control (x̄=5.64,SD=2.74) and experimental (x̄=5.65,SD= 2.25). After the intervention, the experimental group achieved significantly higher post test scores (x̄=17.75,SD = 1.71) than the control group (x̄=13.93,SD= 2.45), with a p value of . The effect size using Cohen’s d was 2.17, indicating a large and meaningful educational impact. Based on the findings, the study recommends integrating structured, non digital tools in early math instruction and further exploring their long term effects.