Abstract

Objectives: This action research examined the effectiveness of STEAM activities in developing third-grade students' understanding of multiplication properties. Methods: The study employed an experimental methodology using a one-group pretest-posttest design, which is classified as a pre-experimental design. The sample consisted of 36 purposively selected third-grade female students from Class 3. Results: The results showed statistically significant differences between the mean scores of the pre- and post-tests in favor of the post-test. The modified gain score indicated a strong level of effectiveness for the STEAM activities in enhancing students' understanding of multiplication properties, with a value of (1.23). Conclusions: The study concluded that integrating mathematical properties within a STEAM context supports the shift from surface-level knowledge to deeper conceptual understanding and substantially enhances comprehension.