Effectiveness of Project 4Ms in Improving Mathematics Proficiency among Junior High School Learners of Sta. Ines Integrated High School

Abstract

This action research examined the effectiveness of Project 4Ms (Mathalas, Mathalino, at Mathinik sa Mathematics) in improving the mathematics proficiency of 249 Junior High School learners at Sta. Ines Integrated High School during School Year 2025–2026. The project used a data-driven and learner-centered approach through diagnostic-based grouping, contextualized learning materials, remedial and enhancement sessions, peer tutoring, Mathematics mentorship, and continuous progress monitoring. Results showed a substantial improvement in learners’ proficiency, with the number of Not Proficient and Low Proficient learners decreasing from 249 (100%) at the BOSY to 130 (52%) in Quarter 2, 60 (24%) in Quarter 3, 28 (11%) in Quarter 4, and only 8 (3%) at the EOSY. Consequently, 241 learners (97%) achieved Proficient or Highly Proficient levels. The findings demonstrate that Project 4Ms was effective in addressing Mathematics learning gaps and improving learner proficiency. The study recommends the continued implementation and strengthening of the project through sustained intervention, regular monitoring, peer support, and additional assistance for learners who remain below the expected proficiency level.