International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Effects of Team Approach (Teach, Engage, Accompany, Mentor) On Grade 6 Learners' Mastery of Fundamental Fraction Skills

Author(s) Mr. Jeffrey Bactismo Cabigas
Country Philippines
Abstract This study determined the efficacy of the TEAM Approach (Teach, Engage, Accompany, Mentor) in enhancing the performance of Grade 6 students in mathematics at Soong Elementary School in SY 2026–2027. Employing a quantitative research design, the quasi-experimental non-equivalent control group pre-test/post-test was used in this study. Participants were two Grade 6 sections comprising approximately 70 learners. The intervention centered on helping the learners improve their understanding of basic fraction concepts and procedures as part of the K-12 Mathematics curriculum. Findings revealed that the TEAM Approach significantly helped the learners develop their knowledge about fraction operations, their engagement in classroom activities, their cooperation with classmates, their confidence in answering mathematics questions, and their academic performances. Based on the results, mathematics teachers are advised to continue implementing the TEAM Approach and use collaborative activities, peer mentoring, and guided learning in teaching fraction operations. Training, teaching materials, and resources should be provided by schools for such purposes. Future studies might replicate the present study but on larger sample sizes, other grade levels, other durations of intervention, and other mathematics competencies.
Keywords TEAM Approach (Teach, Engage, Accompany, Mentor); mathematics performance; collaborative learning; learner engagement; peer mentoring; elementary mathematics.
Field Mathematics
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-29
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.88487
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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