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Conference Call: A Strategy to Improve the Academic Performance in Grade Six Learners in Remote Learning

Year: 2025
Type: article
Abstract: This study explores the impact of conference calls on the academic performance of Grade VI pupils at Balangbalang Elementary School during the 2021-2022 school year. As remote learning became essential due to the COVID-19 pandemic, this study aimed to determine whether regular conference calls could enhance pupils’ understanding of mathematics, specifically in solving problems related to fractions. A quantitative approach was employed, utilizing a pre-test-post-test design with 30 Grade VI-Rizal pupils. The first-quarter summative test served as a baseline, and the second-quarter test was administered after the intervention had been implemented. The intervention consisted of weekly conference calls, scheduled at a consistent time each week, in which teachers reviewed key mathematical concepts from the curriculum, explained problem-solving steps for fractions, answered pupils' questions, and provided targeted guidance on both routine and non-routine problems. Each session lasted approximately one hour and provided opportunities for interactive discussion to reinforce understanding. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (t-test). Results showed a slight improvement in pupils' performance from the first to the second quarter, with the second-quarter average score (86.5000) slightly higher than the first (86.1333). The t-test revealed a statistically significant difference (p < 0.05), supporting the effectiveness of the conference call. The findings suggest that conference calls can effectively support pupils' remote learning, particularly in enhancing understanding and problem-solving skills in mathematics.
DOI: 10.5281/zenodo.16924555
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W7077149935
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