Effectiveness of a Rapid Math Assessment (RMA)-Based Intervention Program on the Numeracy Performance of Key Stage 2 Learners of Mahogany Integrated School, Lingig II District, Division of Surigao del Sur: A Quasi-Experimental Study
DOI:
https://doi.org/10.5281/zenodo.20259921Keywords:
Rapid Math Assessment, numeracy performance, intervention program, Key Stage 2 learners, quasi-experimental study, mathematics interventionAbstract
This study determined the effectiveness of a Rapid Math Assessment (RMA)-Based Intervention Program on the numeracy performance of Key Stage 2 learners at Mahogany Integrated School, Lingig II District, Division of Surigao del Sur. It examined learners' performance before and after the intervention in number sense and place value, basic operations, fractions and decimals, and problem-solving skills, and identified the numeracy domain that showed the greatest improvement. The study used a quantitative quasi-experimental one-group pretest-posttest design. Sixty Key Stage 2 learners from Grades 4, 5, and 6 were included through total enumeration. The Rapid Mathematics Assessment served as the diagnostic and outcome measure. Data were analyzed using mean, standard deviation, paired samples t-test, and mean gain scores. Findings showed that learners' overall pretest Mean Percentage Score was 42.16, interpreted as Emerging/Low. After the intervention, the overall posttest Mean Percentage Score increased to 54.94, interpreted as Developing. The paired samples t-test showed a statistically significant improvement in numeracy performance, t(59) = 5.06, p < .001, with a moderate practical effect (Cohen's dz = 0.65). The greatest improvement was observed in Fractions and Decimals, with a gain of 18.71 percentage points, followed by Problem-Solving Skills with a gain of 15.05. However, Number Sense and Place Value remained the weakest domain and requires further targeted intervention. The study concluded that the Rapid Math Assessment-Based Intervention Program was effective in improving the numeracy performance of Key Stage 2 learners. The findings emphasize the value of assessment-based intervention, differentiated instruction, continuous numeracy monitoring, and sustained school support in addressing foundational mathematics learning gaps.
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