Bridging the Numeracy Gap Through Project Numeracy Skills Observation (NSO) Among Key Stage 1 Learners
DOI:
https://doi.org/10.5281/zenodo.21822849Keywords:
Numeracy Skills, Numeracy Gap, Key Stage 1, Project Numeracy Skills Observed, Rapid Math AssessmentAbstract
This study evaluated the efficiency of Project Numeracy Skills Observed (NSO) in bridging numeracy gaps among Key Stage 1 learners across 18 public elementary schools in the Schools Division of Santa Rosa City during School Year 2025–2026. Employing a mixed-method research design, the study analyzed quantitative assessment data from the Beginning of School Year (BOSY) and End of School Year (EOSY) Rapid Math Assessment (RMA) across a total cohort of 2,264 learners (Grades 1–3). Additionally, a validated survey was administered to Key Stage 1 teachers to evaluate teacher perceptions regarding intervention content, delivery, learner engagement, and outcomes, as well as to gather qualitative information on effective features, challenges, and support needs. Findings indicated remarkable learner progress: the percentage of proficient and highly proficient ("At Grade Level") learners expanded from 17.58% (398 learners) at BOSY to 53.09% (1,202 learners) at EOSY. In comparison, non-proficient ("Emerging") learners dropped significantly from 22.44% (508 learners) to 1.68% (38 learners). Teachers expressed consistently positive perceptions across all evaluated domains, agreeing that the program's content (Mean = 3.34), delivery (Mean = 3.18), learner engagement (Mean = 3.28), and overall outcome impact (Mean = 3.24) were highly beneficial. Hands-on manipulatives, concrete visual aids, learner-centered differentiated instruction, and structured feedback routines were identified as key instructional drivers. Major operational bottlenecks included instructional time constraints, shortages of individual learning tools, extreme learner diversity, chronic absenteeism, and limited home support. The study determined that Project NSO is a highly effective intervention for accelerating foundational mathematical performance. It is recommended that the program be institutionalized and scaled, accompanied by the timely provision of standardized learning toolkits from the Curriculum Implementation Division (CID), continuous pedagogical coaching for early grade Math teachers, schedule optimization, and structured parental engagement activities.
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