We need to increase our English scores based on the proficiency level of the first quarter of SY 2021-2022. The scenario in the new normal should include a strategic plan for strengthening reading abilities that will help pupils enhance their reading comprehension. As a result, the school launched "Project ROSE" to address the issue and help students improve their English reading skills. This planned intervention program began in 2019 and is aimed mostly at kids who can read but need to improve their comprehension skills. The effort was well-received, and the outcomes were able to solve the problem by requiring continual reading. In its 2nd year year of deployment, the programme had a goal of 100% success rate in improving students' reading skills. 

Numeracy is a fundamental skill of having the confidence to use the four fundamental operations and problem-solving in order to use basic concepts in understanding complex topics. This study aimed to determine the effectiveness of Project PANALO KA (Progressive Acquisition of Numeracy Abilities for Low Performers and Kids At Risk), a numeracy intervention program intended to develop the numeracy level of Grade Four learners who are low performers or at risk in Mathematics. The researcher purposively selected 20 Grade Four learners who are currently enrolled in the School Year 2022-2023. These learners are all under the Non-Numerates classification based on the pretest administered to them (the Numeracy Assessment Tool). Moreover, they are also categorized as NMS (Needs Major Support) based on the results of the Amplified Numeracy Assessment (ANA). The data outcomes of the pre and post tests were used to calculate the significant difference between the two assessments. Findings manifested that the mean score increased from 8.15 (pretest) to 24.75 (post test) with a total of 16.6 difference of the mean scores. T-test was also used in determining the significant difference of the scores. It is also remarkable that the program helped modify the performance of the learners. For the 20 learners, there was 95% (p<0.05) confidence interval of the difference from -17.83 to -15.37. Classification of the learner’s numeracy level increased from being non-numerates to nearly-numerates 

This study aimed to determine the use of interactive online activities on the students’ achievement in grade 3 mathematics of Marcela Marcelo Elementary School during the Second Grading Period, SY 2020-2021. One online class served as respondents of the study and as experimental group which consist of 15 students. The researcher serves as a teacher of the experimental group. She uses Quizizz and Wordwall as Interactive online activities. The study used experimental design to determine effects of the use of Interactive online activities. The researcher used the mean and t-test to determine the significant difference of the pre-test and post-test scores and to determine the significant difference of the performance test scores of Quizizz and Wordwall. Findings revealed that there is increase in the mean scores of the pre-test to post-test from 14.47 to 29.8. Significant differences in the pre-test and post-test mean scores toward Mathematics after the experiment were determined. The use of Quizizz and Wordwall were equally effective on improving Mathematics Achievement of Grade 3.