Home⇛Asian Research Journal of Education⇛vol. 2 no. 1 (2025)

The Assessment Of Calamba Basic Elementary Schools’ Interventions For Grade 6 Pupils In Mathematics

Jacelle M Maligaya | Russel Ann S Mabilangan | Catherine M Enriquez | Stephanie Bautista | Maryann H Lanuza

Discipline: Education

 

Abstract:

The central, transformative promise of the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs) is to leave no one behind (LNOB). It is a clear indication of the unanimous dedication of all UN Member States to eradicating poverty in all its manifestations, the cessation of discrimination and exclusion, and the mitigation of inequalities and vulnerabilities that impede the potential of individuals and humanity as a whole. Hence, to address this in the context of Mathematics studies, this study explored the intervention program in Mathematics of the Grade 6 pupils at various basic elementary schools in Calamba City using a comparative correlational-descriptive method with randomly selected 188 respondents from the recipients of the program to assess the multiple activities implemented in the program and describe the Mathematics achievement after the implementation. Also, the correlation was tested to see if the increase in achievement is attributed to the conducted intervention programs. It was found that among the 13 schools in Calamba City, the top intervention activity in the intervention programs are the teacher-made activities (92.31; n=188) and daily worksheets, while from the 10 indicative measures of the intervention activities the 13 schools had a unanimous assessment of a fully implemented scheme (WM=3.58; n=188). The pupils’ academic level from an emergent numerate (to a satisfactory learner with a significant increase before and after the intervention at p=0.000. However, there is a weak relationship between the program of activities implemented to that increase (rho=0.141, p-value=0.053) which can be interpreted in two ways, either there is still an insufficiency of evidence to claim program attribution, or there are other factors considered in the academic achievement in Mathematics including maybe the actual Math classes. Therefore, the study opted to draft guidelines for Mathematics Intervention that may be considered in the next implementations.



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