ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study aimed to Determine effectiveness of Numeracy Intervention Activities to the Test performance of the Grade 3 Pupils. The findings of the study served as a basis of a proposed Instructional Supervision plan. The method used to gather relevant data was Quasi Experimental Research Design for Grade 3 pupils to complete in the 2nd grading period and the performance of the respondents was based on their test scores before and after the Numeracy Intervention Activities has been introduced and delivered in the classroom during the teaching and learning process. The output of this study is to provide instructional supervisory plan to help the teachers to create a more effective learning processes that would help the learners to improve their test performances. Table 3 presents the test of difference between the scores in the pre-test and post-test of Grade 3 in mathematics subject which was lasted for 4 weeks from the implementation of the intervention to the lessons being delivered. These results are the manifestation to identify whether this intervention is effective or not based on the pretest and posttest performance as well as their significant difference. Based on the results in table 3, A notable and constructive change in overall performance is shown by the examination have shown, the test of difference between the scores in the pre-test and post-test of Grade 3 learners in math. The null hypothesis (Ho) is rejected because the computed t-value is greater than the crucial t-value. This rejection suggests that there was a statistically significant difference in the students’ pre-test and post-test results, proving that the interventions that were put in place had a major and beneficial effect on their math proficiency. The mean score on the pre-test and the mean score on the post-test demonstrate a significant improvement in performance during the instruction. The computed t-value supports the positive difference, indicating that the strategies, interventions, used for 4 weeks implementation have improved the learners’ math skills in a way that is statistically significant. This finding has positive impact for the efficiency of the interventions and instructional strategies used to meet the various needs of the Grade 3 learners. The choice to reject the null hypothesis indicates that deliberate efforts made during the instructional period are what caused the observed change in scores, rather than chance. Additionally, it promotes a reflective approach by asking teachers to pinpoint and duplicate effective aspects of their teaching strategies to maintain and improve math learners’ achievement. It was suggesting clear positive impact of the instructional interventions. The success of the interventions is validated by the rejection of the null hypothesis, which encourages educators to reevaluate and improve their methods to achieve long-term positive results. This discovery has significant ramifications for curriculum development, teaching strategies, and the continuous quest of excellence in math education for learners in Grade 3. This rejection denotes a statistically significant difference in the pre-test and post-test scores, suggesting that the Grade 3 learners math proficiency has been significantly impacted by the implemented interventions. The mean score obtained before the test and the mean score obtained after it indicate a significant improvement in overall performance. This positive difference is ascribed to deliberate efforts made during the instructional period rather than being the mere product of chance. The choice to reject the null hypothesis emphasizes how successful the interventions were, indicating that teaching tactics, curriculum modifications, or extra help have all been successful in raising students’ math proficiency. The results in table 3 implied that the significant improvement in the students’ arithmetic skills is indicated by the significant difference between their pre- and post-test results. It shows that intentional and successful teaching methods are what caused the changes in the learners’ test results rather than chance. This interpretation has implications for ongoing teaching methodology improvement, and identifying effective components that can be repeated to maintain and improve math learners’ achievement. Keywords — Effectiveness Performance Grade 3 Learners Mathematics