Effectiveness Of Different Numeracy Intervention Activities to The Test Performance of The Grade 4 Pupils in Mathematics in The Matatag Curriculum Implementation

AUTHOR(S)

JHOANNA MARIE C. DIAZ

ABSTRACT

— This study evaluated the effectiveness of different Numeracy Intervention activities to the test Performance of the Grade 4 Pupils in the Matatag curriculum implementation. The findings of the study were the bases for an Enhancement Plan. The study used the quasi-experimental research design, which was a useful method for assessing how well various numeracy intervention activities affected Grade 4 students’ test scores when applied in conjunction with the MATATAG Curriculum Implementation. This method was especially useful in educational contexts where it might not have been possible to randomly allocate students to treatment and control groups due to practical limitations. Researchers compared the performance of students receiving different interventions to those receiving normal education by using Grade 4 students. This allowed for a thorough examination of how various teaching philosophies impacted students’ numeracy abilities. Measures such as pre- and post-tests were used to evaluate students’ progress and provided specific information on how well each intervention worked. The significant differences in pre-test and post-test scores of the control and experimental groups in numeracy, before and after the integration of various numeracy intervention activities within the MATATAG Curriculum. The results from both groups revealed a significant difference in scores, as indicated by the computed T-values surpassing the critical T-value. This suggests that the numeracy interventions effectively improved the students’ performance in both groups. The control group showed an improvement in their scores, with a noticeable increase in performance from pre-test to post-test. Their post-test results indicated a significant positive impact from the interventions, with the computed T-value confirming the statistical relevance of this improvement. The experimental group experienced even greater progress, with a more pronounced improvement in their scores, reinforcing the effectiveness of the numeracy interventions designed for their specific learning needs. The findings suggest that the numeracy interventions under the MATATAG Curriculum significantly enhanced students’ numeracy skills, with both groups demonstrating improved performance. However, the experimental group exhibited a more substantial improvement, highlighting the effectiveness of personalized and targeted instructional interventions in boosting students’ mathematical proficiency. These outcomes indicate that numeracy interventions are critical for improving learning in elementary students. Table 4 focuses on the post-test scores of both the control and experimental groups after the numeracy interventions. The results show that the control group had a significant improvement, with their post-test scores surpassing the pre-test scores. However, the experimental group showed even more substantial progress, further validating the greater effectiveness of the numeracy interventions in this group. The results also emphasize the importance of tailored numeracy interventions that address specific learning needs. Both groups experienced notable improvements, but the experimental group, with its more targeted approach, benefitted significantly more. This suggests that educators should consider refining and personalizing numeracy interventions to further enhance students’ performance and address specific learning gaps, ultimately contributing to better educational outcomes. Keywords — Effectiveness Numeracy Intervention Test Performance Mathematics Grade 4 Pupils