Classroom-Based Intervention Strategies in Enhancing the Numerary Skills of Students in Mathematics 7

Ronalene B. Cabalo
ronalene.cabalo@deped.gov.ph
Department of Education, Northern Abra National High School
San Juan, Abra, Philippines

Pablo B. Bose Jr.
https://orcid.org/0000-0002-4281-4163
pablojrbose@yahoo.com
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

ABSTRACT
This study investigated classroom-based intervention strategies aimed at improving the numeracy skills of seventh-grade students. Three strategies were examined: schema-based instruction, metacognition, and problem-based learning. The study utilized mean scores to assess student performance in mathematics, with t-tests and ANOVA employed to analyze the significance of the strategies’ effects. The respondents are 96 Grade 7 students of Northern Abra National High School during the 2023-2024 school year. Lessons aligned with the Most Essential Learning Competencies prescribed by the Department of Education were facilitated during the implementation of the strategies with the students. Descriptive – experimental design was utilized and statistical analysis was undertaken by the researcher. Before the implementation of the strategies, the mean score showed that the level of Numeracy skills of the respondents was ‘Did Not Meet Expectations’. However, after the implementation of the strategies, the results showed that the level of Numeracy Skills of the respondents was ‘Satisfactory’. Based on the findings of this study, it was concluded that the classroom-based intervention strategies utilized in the implementation of classes were efficient in enhancing the level Numeracy skills of the respondents which was seen in the increase of scores from the pretest to the posttest. Statistical analysis, including a t-test and ANOVA, confirmed significant differences between and among the effects of the strategies to the performance of the respondents. The results suggest that these strategies can improve learning outcomes and encourage teachers to explore diverse instructional methods.

KEYWORDS
Intervention Strategies, Numeracy Skills, Schema-based instruction, Metacognition, and Problem-Based Learning

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