UTILIZATION OF NUMERACY INTERVENTION PROGRAM FOR LEARNERS THROUGH ALTERNATIVE DELIVERY MODE OF THE GRADE 3-NARRA

OF BURGOS CENTRAL SCHOOL

JOHN B. OSIAS, Teacher III, Malasin Elementary School

ABSTRACT

This study explored the effectiveness of a numeracy intervention implemented through an Alternative Delivery Mode (ADM) set-up in improving the problem-solving skills of Grade 3 learners at Burgos Central School, Isabela. The study was motivated by national and regional challenges in numeracy performance, as evidenced by the low mathematical literacy rates highlighted by the Programme for International Student Assessment (PISA) and local diagnostic results. A total of 28 learners participated in the intervention, which was delivered via modular instruction and evaluated using a researcher-made 30-item pre-test and post-test. Findings revealed a significant improvement in learners' performance, with the pre-test mean score of 6.18 (Very Low Mastery) rising to 17.21 (Average Mastery) in the post-test. A t-test confirmed a statistically significant difference (t = 17.0, p < 0.001), and a large effect size (Cohen’s d = 4.26) underscored the intervention’s substantial impact. These results align with previous studies emphasizing the value of contextualized and digital learning materials in enhancing academic outcomes. The study concludes that modular instruction can serve as an effective ADM strategy to close learning gaps in numeracy. It recommends the continued development and application of similar interventions to support learners’ foundational mathematical competencies, ensuring that no learner is left behind.

Keywords: education, interest in mathematics, performance, students, level up

Year: 2025

posted on June 11, 2025

How to Cite

Osias, J. (2025). Utilization of Numeracy Intervention Program for Learners Through Alternative Delivery Mode of the Grade 3-Narra of Burgos Central School. Saringit, 5(1), 129-132.

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