ABSTRACT
Numeracy proficiency plays a vital role in the academic success and daily functioning of learners. However, international and local assessments revealed that Filipino learners continue to experience difficulties in mathematics, particularly in foundational numeracy competencies. This study assessed the numeracy proficiency of Grade 3 learners of P. Basas Elementary School using the Albay Numeracy Assessment Tool (ALNAT) as basis for the development of a school-based numeracy intervention program. The study utilized a descriptive-quantitative research design with pretest-posttest assessment results. The respondents consisted of twenty-two (22) Grade 3 learners enrolled during the School Year 2024–2025 selected through total enumeration sampling. Data were obtained from the learners’ ALNAT results and analyzed using frequency count, percentage, weighted mean, ranking, and Independent Samples t-test. Findings revealed that during the pretest, all learners were classified under the “Needs Major Support” proficiency level. However, after the implementation of numeracy-related intervention activities, most learners reached the “Developing” proficiency level during the posttest assessment. Results further showed no significant difference in numeracy proficiency when learners were grouped according to sex and age. The findings indicate that assessment-based intervention activities contributed positively to the improvement of learners’ foundational numeracy competencies. Hence, the study recommends the continuous implementation of school-based numeracy intervention programs and regular utilization of diagnostic assessment tools such as ALNAT to strengthen learners’ mathematical understanding and numeracy performance.
Keywords: numeracy proficiency, ALNAT, mathematics performance, intervention program, elementary learners
https://doi.org/10.65494/pinagpalapublishing.333
