Effectiveness of the Halve It, Solve It Strategy in Improving Grade 4 Learners’ Performance in the Division of Fractions

Author(s): Capuz, Jashly C.
Publication year: 2026
Material type: Research paper
Subject: Elementary Mathematics Education — Division of Fractions
Program: Teacher Education

Description

A sound understanding of fraction operations is essential for later learning in mathematics. However, many Grade 4 learners experience difficulty dividing fractions because they depend on memorized procedures without understanding the relationships represented by the symbols. This study evaluated the effectiveness of the Halve It, Solve It strategy as an instructional intervention for learners who struggled with the division of even fractions.

The study used a quantitative pretest–posttest approach. Learners completed assessments before and after the intervention, and the strategy was examined through Bruner’s enactive, iconic, and symbolic stages of representation. This progression allowed the learners to move from concrete activity to visual representation and, finally, to symbolic computation. The pretest and posttest results were compared using a paired-samples t-test.

The mean performance level increased from 24.33% in the pretest to 77.00% in the posttest, and every participant recorded an improvement. The computed t-value of 55.388 exceeded the critical value of 2.045, indicating a statistically significant difference between the two sets of scores. These results support the effectiveness of the intervention in improving learners’ performance in dividing even fractions.

The findings suggest that structured conceptual scaffolding can help elementary learners understand fraction division more meaningfully. The Halve It, Solve It strategy may be used to connect concrete reasoning with abstract mathematical notation and reduce dependence on rote procedures.

Mathematics teachers and curriculum developers may consider adapting the strategy for classroom and remediation activities involving fraction operations.