ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study dealt on the conceptual understanding intervention for struggling learners in mathematics at Sampaloc National High School, Division of Pangasinan I, during the S.Y. 2024- 2025. Utilizing a quasi-experimental research design, specifically the pretest-posttest design, the study involved 30 Grade 7 learners identified as having difficulties in basic numeracy skills. The aim was to assess the effectiveness of conceptual understanding interventions designed to enhance learners’ understanding and performance in mathematics. Findings showed a significant improvement in learner performance, with the mean score rising from 11.23 (pretest) to 23.07 (post-test). Statistical analysis using a paired samples t-test revealed a significant difference (p < 0.001), indicating that the intervention positively impacted the learners learning. However, despite the overall progress, some learners still struggled, highlighting the need for further targeted support. Based on these findings, the study recommends the implementation of an action plan, Project COUNT, to address the numeracy gaps of struggling learners, along with continuous formative assessments, the integration of technology-based tools, and further research into additional conceptual understanding strategies. Keywords — conceptual understanding, intervention, pretest, posttest