Project SIMPLE Math: A Structured Intervention Model in Enhancing the Proficiency and Engagement of Learners in Mathematics
DOI:
https://doi.org/10.65339/ijsis.V1.I1.36Keywords:
Learner Engagement, Mathematical Proficiency, Mathematics Education, Project SIMPLE Math, Structured InterventionAbstract
This study evaluated Project SIMPLE Math (Structured Intervention Model for Progressive Learning and Engagement) as a school-based intervention for improving the mathematical proficiency and engagement of Grade 9 learners at Francisco P. Felix Memorial National High School–Main. Anchored in the multidimensional perspective of student engagement and supported by structured mathematics intervention principles, the study employed a quantitative research approach involving 50 Grade 9 learners and all Grade 9 Mathematics teachers. Participants were selected through purposive and convenience sampling. Data were gathered using teacher-made pre- and post-intervention assessments, a questionnaire checklist, classroom observations, recorded interviews, Mean Percentage Score (MPS) data, and five validated curriculum-aligned Tag-lish Learners’ Activity Sheets. Descriptive statistics, weighted mean, and paired-samples t-tests were used for data analysis. Findings showed substantial improvement in mathematical proficiency, with the proportion of learners classified as Proficient or Advanced increasing from 14% to 62%. The mean assessment score increased from 15.05 to 31.66, with a statistically significant pre-test–post-test difference. The Mathematics MPS also increased from 45.34% to 50.87%, with a statistically significant difference. Learners reported high interest and motivation, high confidence and positive attitudes toward Mathematics, very high participation and collaboration, and high perceived effectiveness of the intervention. The study concludes that Project SIMPLE Math supported improvements in both mathematical performance and learner engagement. Continued implementation, refinement of intervention materials, sustained monitoring, and appropriate adaptation for other quarters or grade levels are recommended. The study primarily supports SDG 4 – Quality Education by addressing mathematics learning gaps through structured and accessible instructional support. It contributes to educational and institutional sustainability by promoting evidence-based intervention, continuous instructional improvement, learner inclusion, and context-responsive teaching practices.
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