Implementation Of Strategic Numeracy Interventions and The Academic Performance of Grade 1 & 4 Pupils in Mathematics

AUTHOR(S)

JOSEPHINE V. TANEO

ABSTRACT

— — This study evaluates the extent of implementation of strategic numeracy interventions and the Academic performance of the Grade 1 and 4 pupils in Mathematics in Juaton Elementary School of Schools Division of Ormoc City. The findings were the bases for the proposed Intervention Plan. This study employed a descriptive-correlational research design to determine the extent of implementation of strategic numeracy interventions and their relationship to the academic performance of Grade 1 and Grade 4 pupils in Mathematics. The descriptive part aimed to assess how frequently and effectively teachers implement various numeracy strategies—such as the use of manipulatives, number talks, math games, small-group instruction, and visual aids—using a validated survey tool. This tool was distributed to Grade 1 and Grade 4 Mathematics teachers in Juaton Elementary School. The responses were quantified to determine the level of intervention implementation, categorized by frequency and consistency of application. The survey also collected information on training and support received by teachers, and the availability of resources to carry out these interventions. The Test of Relationship, which examines the correlation between the implementation of strategic numeracy interventions and academic performance. The statistical tools used include Pearson’s correlation coefficient (r) and a t-test to determine the significance of the relationship at the 0.05 level. The aim of this test is to assess whether the quality or extent of implementation of strategic numeracy interventions has a measurable and meaningful influence on learners’ academic performance. The results of the analysis indicate a strong and statistically significant relationship between the implementation of strategic numeracy interventions and academic performance. With a high correlation coefficient, this suggests that as strategic numeracy interventions were implemented through techniques such as the use of manipulatives, number talks, math games, small-group instruction, and visual aids—academic performance of learners also tends to improve. The computed t-value exceeds the table value, leading to the rejection of the null hypothesis and confirming the strength of this relationship is not due to chance. These findings imply that implementation of strategic numeracy interventions plays a crucial role in elevating overall learner performance. Since numeracy is a foundational skill that supports learning across all subject areas, implementation of strategic numeracy interventions enables learners to better understand instructional content, perform better in assessments, and participate more actively in classroom tasks. Therefore, schools must prioritize continuous capacity-building for teachers on effective strategic numeracy pedagogies and integrate numeracy support programs for struggling learners. Keywords — Implementation, Strategic Numeracy Interventions, Academic Performance, Math 4