THE EFFECTIVENESS OF THE MAGIC BOX MULTIPLICATION METHOD ON STUDENTS’ INTEREST AND ACHIEVEMENT OF BASIC MULTIPLICATION FACTS: A MINI REVIEW
DOI:
https://doi.org/10.35631/IJEPC.1162092Keywords:
Mathematics, Multiplication Method and StudentsAbstract
This mini review evaluates current evidence on the effectiveness of the Magic Box Multiplication Method, focusing on its impact on students’ mathematics achievement, engagement, and mastery of basic multiplication facts. The review aims to synthesize existing findings, address ongoing debates regarding visual-based multiplication strategies, and identify gaps that limit broader classroom adoption. A systematic literature search was conducted on 16 November 2025 across Scopus, Web of Science, and Google Scholar, using keywords such as “multiplication method,” “mathematics,” and “student”. Eligible studies included original research, systematic reviews, meta-analyses, and case studies published in English, while studies unrelated to the Magic Box Multiplication Method or comprising grey literature were excluded. Data were synthesized thematically across mathematics achievement, student interest, and instructional efficacy. Evidence indicates that the Magic Box Multiplication Method enhances conceptual understanding and recall accuracy by providing visually structured, pattern-based representations of multiplication. Several studies report increased student engagement, reduced anxiety, and higher motivation compared with conventional drill-based approaches. Nevertheless, methodological limitations, including small sample sizes, heterogeneous assessment tools, limited comparative analyses, and the absence of longitudinal data, restrict generalizability. Debates persist regarding whether visual scaffolds improve long-term fact fluency or encourage dependence on representational aids. Emerging findings highlight particular benefits for younger learners and struggling students, especially when combined with interactive or digital tools. Overall, the method demonstrates potential as an engaging and conceptually supportive approach. However, further rigorous research employing standardized measures, larger and more diverse populations, and longitudinal designs is necessary to establish its long- term effectiveness, scalability, and optimal integration within broader mathematics instruction frameworks.
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