Republic of the Philippines

Tarlac State University

RESEARCH TITLE: ENHANCING NUMERACY

In Partial Fulfillment of the Requirements

Submitted to:
Prof. Nelvin R. Nool

Submitted by:
Krisnel Erika Romualdo
Monica Rivera
Nimrod Cabrera
Rhosset Elaiza Eduarte
Stephany Camille Pascua
 INTRODUCTION

Background of the Study

Mathematics is a fundamental subject that fosters critical thinking and problem-solving abilities.
Despite its significance, most Filipino learners struggle with numeracy. As of the Organization
for Economic Co-operation and Development, or OECD, 2024, the Philippines ranked as one of
the lowest countries in terms of mathematics proficiency globally. In Mainang Resettlement
Elementary School, the assessments indicated that Grade 3 and Grade 4 learners both have
problems mastering their numeracy skills, such as the basic operations and application-based
problems.

Observing these deficits, this intervention developed interventions that were intended to
strengthen both grade levels for numeracy proficiency. They aimed to build foundational abilities
in add, subtract, multiply and divide for grade 3 learners while exercising higher-level problem-
solving exercises for Grade 4 students.

Objectives:

1. To evaluate the baseline numeracy skills of Grade 3 and Grade 4 learners.

2. To implement interactive and tailored interventions to improve their numeracy

3. To assess the effectiveness of these interventions through pre-tests and post-tests.

Numeracy as a Foundational Skill

Numeracy is the ability to understand and work with numbers. It is an essential life skill.
According to the National Numeracy Organization (2023), numeracy fosters logical thinking and
practical problem-solving. The early development of these skills is linked to better academic
performance and career opportunities (McCleary, 2022).

Challenges in Numeracy Education

Numeracy remains one of the biggest challenges in the Philippines, ranking as one of the lowest
in the world based on mathematics assessments from the Organization for Economic Co-
operation and Development (OECD, 2024). Local studies showed that there is a problem in
foundational numeracy skills especially in the primary grades because learners are still unable to
add, subtract, multiply, and divide. In addition, a lack of engaging teaching materials and
appropriately tailored interventions aggravates this problem (Tan & Santos, 2021).

Innovative Approaches in Teaching Numeracy

Research has highlighted the significance of interactive and scaffolded teaching approaches to
enhance numeracy skills. Best practices in this regard include the use of visual aids, hands-on
activities, and gamification (Clark, 2021). Diagnostic assessments such as pre-tests and post-tests
help identify specific areas of difficulty, enabling educators to provide targeted support (Villaruel
et al., 2020).
 REVIEW OF RELATED STUDIES

Global Studies

Smith et al. (2022) conducted a study in the United States to determine whether game-based
learning has an effect on numeracy skills among elementary students. The results demonstrated
an increase of 30% in problem-solving and computational abilities. Brown et al. (2021) in
Australia also stated that daily numeracy drills helped to bridge the skill gap of primary learners.

Local Studies

A remedial numeracy program implemented in Grade 3 learners of urban public schools in the
Philippine context by Cruz (2020) was able to improve the accuracy and speed of learners in
solving basic operations. In the Philippines, a study conducted by Dela Cruz and Santos (2021)
indicated that mathematics teaching using culturally relevant examples could help enhance the
engagement and understanding of Filipino learners.

Relevance to the Current Study

The findings of these studies underscore the potential of targeted interventions to address
numeracy challenges. This research builds on these insights by extending its focus to both
foundational and application-based numeracy skills, tailored to the unique needs of Grade 3 and
Grade 4 learners in a rural school setting.
 METHODS

Study Design

The study employed a descriptive research design to establish the effectiveness of targeted
numeracy interventions. The pre- and post-intervention levels of learners' proficiency were
measured using standardized tests.

Participants

Thirty learners (15 from Grade 3 and 15 from Grade 4) at Mainang Resettlement Elementary
School were selected based on their performance in a baseline numeracy assessment conducted
in August 2024.

Intervention

Grade 3 learners: Mastery of basic operations including addition, subtraction, multiplication, and
division through interactive tools such as flashcards and window cards.

Grade 4 learners: Application-based problems, which included word problems, fractional

Data Collection Tools

Pre-tests and Post-tests: Meant to determine the learners' proficiency in basic and applied
numeracy skills.

Monitoring Sheets: Recorded the learners' attendance and participation in the 15-minute daily
remedial sessions.

Data Analysis

Paired t-tests were used to test whether the score differences between pre-test and post-test
scores were significant. Qualitative analysis of learner and teacher feedback established areas of
difficulty and development.
 RESULTS

Baseline Assessment

Pre-test results revealed:

Grade 3 pupils: Mean proficiency 45%, with marked problems in subtraction (38%) and division
(42%)

Grade 4 pupils: Mean proficiency 40%, with challenges in word problem solving (35%) and
multi-step problems (30%).

Post-Intervention Assessment

Post-test results showed:

Grade 3 pupils: Mean proficiency improved to 80%, with improved marks in subtraction and
division, at 75% and 78%, respectively.

Grade 4 learners: Mean proficiency improved to 78%. Notable improvements were observed in
word problems at 70% and multi-step problems at 72%.

Statistical Analysis

Paired t-tests showed that there was a significant improvement in the learners' scores, p < 0.05,
indicating that the interventions were effective.

Qualitative Insights

Teachers noticed that the learners were more engaged and participated more in remedial sessions.
The learners were confident in solving numerical problems and applying concepts to real-life
scenarios.
 DISCUSSION

Interpretation of Findings

The results support the effectiveness of targeted, interactive teaching strategies in addressing
numeracy challenges. For Grade 3 learners, repeated practice of foundational operations led to
mastery, while Grade 4 learners benefited from applying these skills to more complex scenarios.

Implications

This study emphasizes the value of scaffolded learning strategies, where foundational skills are
strengthened before moving to higher-order applications. The improvements suggest that these
interventions can be used in other schools as well.

Limitations

The study was confined to one school, and therefore generalizability was not possible.

The intervention time was short, and the retention of skills over time was not measured.

Recommendations

The program should be scaled up to include other grades and schools.

Extend the intervention time to assess long-term impact.

Use technology-based resources, such as learning applications, to increase participation.

Conclusion

The study was able to enhance numeracy skills for Grade 3 and Grade 4 students through
interventions designed to address foundational and application-based issues. The value of
innovative, interactive instructional methods was thus demonstrated. Scaling and sustainability
of these interventions should be explored in further research.

REFERENCES

Department of Education (DepEd). (2020). Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan.

Organization for Economic Co-operation and Development (OECD). (2024). Global

Tan, M., & Santos, J. (2021). "Improving Numeracy Through Interactive Learning: A Philippine
Perspective."