PROJECT MaINuMS: Strengthening the Numeracy Skills of Grade 7 Learners through a School-Based Mathematics Intervention
DOI:
https://doi.org/10.5281/zenodo.22182495Keywords:
Project MaINuMS, numeracy intervention, Grade 7 learners, foundational numeracy, action researchAbstract
This school-based action research examined the changes in the numeracy status of Grade 7 learners who participated in Project MaINuMS (Mathematics Intervention in Numeracy Skills) at Francisco P. Felix Memorial National High School during School Year 2024–2025. The study was conducted in response to identified difficulties in foundational numeracy among learners and aimed to determine their numeracy status before and after the intervention and the observed change in classification. Thirty-two Grade 7 learners identified as non-numerates through the Numeracy Assessment Tool (NuMAT) pre-assessment were included through criterion sampling. Project MaINuMS provided a seven-week targeted numeracy intervention with sessions scheduled twice a week. Pre-assessment and post-assessment results were analyzed using frequency and percentage. Results showed that all 32 participants were classified as non-numerates before the intervention. Following Project MaINuMS, 27 learners (84.38%) attained numerate status, while five (15.63%) remained classified as non-numerates. The findings indicated substantial movement toward numeracy among the participating learners following the intervention. However, because the study did not include a comparison or control group, the observed change cannot be attributed solely to Project MaINuMS. The study recommends sustaining the intervention while providing extended and differentiated support to learners with continuing numeracy difficulties and strengthening learner-level progress monitoring. The findings may be shared with the Mathematics Department, school administrators, and other relevant school personnel to inform succeeding implementation cycles of Project MaINuMS. Results may be utilized in refining intervention materials, strengthening progress-monitoring practices, and planning responsive numeracy support. The study also advocates the continued use of assessment-based, targeted, and evidence-informed school interventions to address foundational numeracy difficulties among learners.
Downloads
References
Department of Education. (2017). Research management guidelines (DepEd Order No. 16, s. 2017). Department of Education.
Jitendra, A. K., Lein, A. E., Im, S.-H., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2018). Mathematical interventions for secondary students with learning disabilities and mathematics difficulties: A meta-analysis. Exceptional Children, 84(2), 177–196. https://doi.org/10.1177/0014402917737467
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results: Factsheets—Philippines. OECD Publishing.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood,
K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Rojo, M., King, S., Gersib, J., & Bryant, D. P. (2023). Rational number interventions for students with mathematics difficulties: A meta-analysis. Remedial and Special Education, 44(3), 225–238. https://doi.org/10.1177/07419325221105520
Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Mathematics interventions for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
