ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study aimed to Determine effectiveness of Teacher-Made Window Cards to the numeracy performance of the Grade 6 Pupils. The findings of the study served as a basis of a proposed Instructional Supervision plan. This study was demonstrated to teachers the possible value of Teacher made Window Cards into the classroom implementing the curriculum. The method used to gather relevant data was Quasi Experimental Research Design for Grade 6 pupils to complete in the 2nd grading period and a study of the numeracy skills based on their test scores before and after Teacher made Window Cards had 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. The results in table 3 implied that the null hypothesis was rejected, indicating that the intervention was the cause of the observed improvement in numeracy performance rather than a random event. The noteworthy rise in average scores between the pretest and posttest suggests that sixth-grade students’ numeracy abilities significantly improved. The idea that the teacher-made window cards had a statistically significant impact on the mathematical proficiency of Grade 6 students is further supported by the computed t-value being higher than the critical t-value, which further reinforces the robustness of the observed improvement. There has been an improvement in the overall numeracy performance, as evidenced by the posttest score range and frequency distribution. The posttest results showing no students in the “Fair” or “Poor” categories indicate that the intervention was successful in filling in the foundational gaps and moving students up to higher proficiency levels. The increased frequencies in the “Very Good” and “Excellent” categories indicate a notable advancement, demonstrating that a considerable proportion of the Grade 6 class has attained excellent numeracy abilities. The test results’ statistical significance has important educational ramifications. The effectiveness of the teaching approach—likely the teachermade window cards—is demonstrated by the improvement in numeracy performance that has been observed. This achievement can serve as a model for teachers looking to integrate similar cutting-edge techniques into their lesson plans. The importance of the results also emphasizes how customized interventions could close foundational gaps and improve students’ overall academic performance. Even though the current study shows how effective the intervention is, more research could focus on the precise processes by which teacher-made window cards affect students’ numeracy abilities. Future educational interventions could benefit greatly from an examination of the long-term sustainability of the observed improvements as well as any potential variations in effectiveness across various student demographics or learning styles. Table 3, all serve to support the beneficial effects of the teacher-made window cards on the numeracy performance of Grade 6 students. The effectiveness of the intervention is confirmed by the statistical significance of the difference between pretest and posttest scores, which has important implications for future research directions and educational practice. Keywords — Effectiveness Teacher-made Window Cards Grade 6 Learners Mathematic