Effects of National Mathematics Program on the Numeracy Skills and Academic Performance of Grade Six Pupils
DOI:
https://doi.org/10.65339/ijsair.V2.I1.112Keywords:
National Mathematics Program, numeracy skills, academic performance, mathematical communication, computational skills, elementary education.Abstract
This study investigated the effects of the National Mathematics Program on the numeracy skills and academic performance of Grade Six pupils in selected public elementary schools in the Binangonan District, Schools Division Office of Rizal, during the School Year 2025–2026. The schools involved in the study included Bilibiran Elementary School, Doña Susana Madrigal Elementary School, Ithan Elementary School, Kalinawan Elementary School, Tagpos Elementary School, and Tayuman Elementary School. The research employed a descriptive survey research design and documentary analysis to determine the extent to which the program influences pupils’ numeracy skills and academic outcomes.The respondents of the study consisted of two groups. The first group included the total population of Grade Six teachers from the identified schools, composed of fifty (50) teachers selected through purposive sampling. They were described in terms of age, sex, civil status, educational attainment, position title, length of service, and in-service trainings attended. The second group consisted of selected Grade Six pupils. Using Slovin’s formula, a sample of three hundred twenty-one (321) pupils was drawn from a population of 1,606 through simple random sampling. The pupils were profiled according to sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment, and parents’ occupation.Data were gathered using a researcher-made questionnaire checklist which measured the perceived effects of the National Mathematics Program on pupils’ numeracy skills in terms of understanding mathematical concepts, computational skills, and mathematical communication. Documentary analysis was also conducted using the pupils’ first quarter Mathematics grades as a measure of academic performance. Findings revealed that the National Mathematics Program had a high effect on pupils’ numeracy skills across the identified domains. A significant difference was found between teachers’ and pupils’ perceptions regarding the program’s effects. Moreover, a significant relationship existed between the perceived effects of the program and pupils’ academic performance in Mathematics.The study concludes that strengthening the implementation of the National Mathematics Program can further enhance numeracy development among elementary learners. It is recommended that teachers implement varied instructional strategies and intervention activities to improve pupils’ numeracy skills and academic performance in Mathematics.
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