ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Mathematics continues to be one of the most difficult subjects for Filipino learners, with national and international assessments showing persistent gaps in numeracy. To address these challenges, the Department of Education introduced the Rapid Mathematics Assessment (RMA) as part of the National Learning Recovery Program. However, its use has largely been limited to screening rather than guiding instruction and reflection. This study evaluated the effectiveness of Tier 2 instruction integrated with RMA diagnostics in improving the mathematics proficiency of Grade 3 learners at Cong. Vicente Gustilo Sr. Memorial School during School Year 2024–2025. Using a descriptive-comparative design, 20 low-performing learners identified through the RMA pretest participated in small-group Tier 2 sessions over six weeks, focusing on procedural fluency, conceptual understanding, and problem-solving. Pretest and posttest RMA results, alongside reflection logs and teacher feedback, were analyzed using descriptive statistics, correlation, regression, and paired t-tests to assess effectiveness. Keywords—Tier 2 Intervention, Reflective Mathematics Assessment, Mathematics Proficiency, Metacognition, Grade 3 Learners