Bridging the Numeracy Gap: Effects of a Remedial Mathematics Intervention on the Numeracy Skills of Grade VI Newton Learners at Cogon Elementary School
DOI:
https://doi.org/10.65339/wjsam.V1.I2.15Keywords:
Elementary Learners, Mathematics Remediation, Numeracy Assessment, Numeracy Skills, Pretest–Posttest Design, TaRL InterventionAbstract
This study examined changes in the numeracy skills of Grade 6 Newton learners following a Teaching at the Right Level (TaRL)-based remedial mathematics intervention at Cogon Elementary School, Monreal, Masbate. Using a descriptive-quantitative pretest–posttest design, the study included all 27 learners in the section through total enumeration. Numeracy was assessed before and after the intervention using the Albay Numeracy Assessment Tool (ALNAT), and scores were analyzed using descriptive statistics and single-factor analysis of variance (ANOVA). The overall numeracy rating increased from 34.38% (Needs Major Support) to 75.40% (Anchoring), representing an improvement of 41.02 percentage points. The reported statistical analysis indicated a significant difference between pretest and posttest scores (p < .05). Representing and Communicating demonstrated particularly strong post-intervention performance, while Knowing and Understanding, Estimating, and Visualizing and Modelling continued to require instructional support. These findings indicated that remedial instruction was associated with improved numeracy performance, although progress varied across competencies. Teachers should sustain differentiated remedial activities, prioritize persistent learning difficulties, and conduct regular assessments to guide instructional adjustments. The study was limited to one class, without a comparison group or long-term follow-up assessment. Its findings provide school-based evidence for strengthening targeted mathematics instruction, addressing foundational learning gaps, and supporting instructional planning for learners transitioning to secondary education.
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