Asian Journal of Education and Social Studies

The Philippines faces challenges with basic math skills, particularly in integer operations such as addition, subtraction, multiplication, and division. Mastering these operations is essential, as they lay the foundation for more advanced concepts. This mixed-method study examined the effectiveness of FlashDrills, a digital pre-class drill tool, in improving the numeracy skills of Grade 7 learners in integer operations at a secondary public school. Grounded in Constructivist, E-learning, and Engagement Theories, the study addressed learners' persistent difficulty in mastering fundamental integer operations—an issue reflected in national and international assessments. The study was conducted in a public secondary school in Barotac Nuevo, Iloilo, encompassing both Junior and Senior High School learners. For the quantitative aspect, a Quasi-Experimental Pre-test-Post-test Design was used, where learners in pre-existing groups were assessed before and after the intervention. The quasi-experiment involved 60 learners who were matched in pairs into experimental and control groups. Over eight weeks, the experimental group integrated FlashDrills while the control group received traditional instruction, such as oral and chalkboard. Pre-test scores showed no significant difference at the start. However, post-intervention results showed that the experimental group significantly outperformed the control group, with scores from "low proficiency" to "nearly proficient," reflecting relatively improved skills and more confident handling of integer operations. Qualitative data from FGDs and classroom observations revealed that learners found FlashDrills easy to follow and visually engaging, and boosted their confidence in learning math. Its immediate feedback and structured format improved motivation and conceptual understanding. Learners shifted from math anxiety to active participation, though some expressed challenges related to time pressure and complex items. The need for scaffolding and pacing emerged as key insights. This study showed that FlashDrills is an effective tool for improving Grade 7 students' numeracy skills, especially in integer operations. Overall, FlashDrills was not just a digital resource skills-enhancing supplement but a transformative tool that supported learning and reshaped learners' experiences with mathematics. The study recommends continued integration of FlashDrills, incorporating self-paced activities with flexible, student-centred instruction to maximise its impact on mathematics education.