ASSESSING THE EFFICACY OF RAPID MATHEMATICS ASSESSMENT AND

COMPREHENSIVE RAPID LITERACY ASSESSMENT FOR IMPROVING LITERACY AND

NUMERACY AMONG GRADES 1 TO 3 LEARNERS OF DEPED ORMOC CITY

A Thesis Paper presented to the Graduate School of Cebu Normal University

In partial fulfillment of the Degree

Master of Arts in Education Specializing in Early Childhood Education

ERRON F. NICOL

2024
 CHAPTER 1

RATIONALE

Education is a vital global agenda identified and established as a stand-alone goal (SDG4)

by the United Nations through the development of the Sustainable Development Goals in

the year 2012. This global agenda essentially initiated the fundamental role of education

ensuring inclusive and equitable quality education and promoting lifelong learning

opportunities for all, which shall address global issues that many countries face today by

2030. One of the three underlying principles of SDG4 purports that education is a

fundamental human right and an enabling right. To realize this principle, countries all over

the world must have universal standards for quality, equitable, gender-sensitive,

accessible, safe, inclusive, culturally tolerant, compulsory, and free education leaving no

one behind irrespective of one's gender, disabilities, social, and economic situation. This

principle further emphasizes the significance of delivering quality and lifelong meaningful

learning experiences among learners globally which should go beyond basic literacy and

numeracy skills.

Article XIV Sections 1-5 of the 1987 Philippine Constitution exemplifies the perennial role

of education; hence the state shall promote and protect the rights of all its citizens to

quality education at all levels and emphasize its accessibility to all Filipinos. The

Department of Education (DepEd) is a government agency that provides, creates, regulates,

and develops a curriculum that will be implemented by the different schools both public

and private under basic education from elementary to secondary. Republic Act No. 10533

or the Enhanced Basic Education through the K-12 Program provides 1 year in
kindergarten, 6 years in elementary, and 6 years in secondary. The K-12 program of the

Department of Education under the enhanced basic education focuses its approach and

methodology on the emphasis of the opportunities for the development of necessary life

skills in the 21st century. This includes the acquisition of competent learners in numeracy

and literacy skills. According to UNESCO, literacy is a continuum of learning and proficiency

in reading, writing, and interpreting numbers along the course of life which includes

a greater scale of acquiring skills in the context of digital skills, media literacy, education

for sustainable development, globalization, and technical vocational skills. Given this, the

landscape of literacy changes along with the advent of time. It goes beyond the ability to

identify the letter sound, read words, phrases, and stories, and understand a given text.

High literacy skills provide a better way of living and open multiple growth opportunities.

(Smith 2023), underscores that literacy helps mitigate poverty, creates job opportunities

and positively impacts our health. Thus, optimizing literacy through quality education

equips individuals with essential skills to be successful in life. Presently, the conventional

dynamics of literacy are evolving and influenced by the fast pace of educational

advancement, which poses significant challenges among developing countries. Moving

forward, numeracy is the ability to add, subtract, multiply, and divide. Generally, it means

the knowledge and skills required to effectively manage and respond to mathematical

demands modeled by diverse situations, involving objects, pictures, numbers, symbols,

formulas, diagrams, maps, graphs, tables, and text, (UNESCO, 2006). The Oxford English

Dictionary (OED, 2011) defines numeracy as the quality of being numerate; the ability with

numbers of knowledge of numbers. Individuals with high numeracy skills have the ability

and inclination to draw a range of mathematical concepts and tools and to display a strong
number and symbol sense (Goos, Dole, and Geiger, 2012). This highlights the invaluable

contributions of the education sector in delivering impactful teaching methods for

developing competence in numeracy.

The current state of the Enhanced Basic Education Curriculum referred to as the K-12

Curriculum in the country is believed to be confronted with woes and deterioration in the

quality of education in basic education specifically in the areas of literacy and numeracy

both in Key stage 1 and Key stage 2. Consequently, the recent performance of the country

in terms of basic education was manifested in the recent assessment of the Programme for

International Students (PISA 2022) where the country’s state of numeracy, literacy, and

science showed a dismal bottom ranking, specifically at 77th place over 81 countries.

Unfortunately, at least 90% of Filipino children aged 10 struggle to read and understand

simple text, according to the World Bank’s 2022 data on learning poverty. In 2019, based

on the results of the Trends in International Mathematics and Science Study (TIMSS) by the

International Association for the Evaluation of Educational Achievement, the Philippines

scored 297 in math and 249 in science which ranked the country last among 58 countries,

(Bernardo, 2020). Challenges in literacy and numeracy have existed ever since before the

COVID-19 pandemic but worsened during the post-pandemic. At the onset of the pandemic,

schools have transitioned to online distance and modular learning since face-to-face or

physical classes are not allowed as a measure in mitigating the spread of the COVID-19

virus. This learning set-up posed a great challenge among teachers, especially the learners

who have no access to online distance learning and modular learning is difficult in terms of

its implementation. As a result, learning loss has been omniscient among the schools both

private and public under the basic education curriculum.

Currently, the Department of Education (DepEd) is working on implementing programs

and initiatives that assess the current status of literacy and numeracy among learners

specifically in early childhood education. This aims to identify solutions to the issues in

the current curriculum, particularly in areas like instruction, delivery, content, assessment,

and learning resources. The general landscape of the educational crisis in terms of

curriculum implementation has developed assessment devices that will measure the status

of the learners based on the existing initiatives. Relative to DepEd Memorandum Circular

No. 2024-284, the Department of Education (DepEd) will conduct the nationwide

administration of the Comprehensive Rapid Literacy Assessment (CRLA) and the Rapid

Mathematics Assessment (RMA) for Grades 1 to 3 for the beginning of the current school

year 2024-2025. According to the Research Triangle Institute (RTI), CRLA was initially

conceived as a 5-minute start-up reading assessment designed to help teachers quickly

determine the reading profiles of their G1-G3 learners, and develop appropriate reading

instructional strategies. The CRLA and RMA are innovations of DepEd that seek to provide

support among learners in early childhood education by bridging the literacy and

numeracy gaps caused by learning loss. These assessment tools will provide objective

measures to determine the strengths and areas of improvement, accommodating the

various national recovery programs. Moreover, this opens an avenue for the educators as

well as all the stakeholders and the communities to provide salient and relevant support to

all young learners. Furthermore, the CRLA and RMA offer a better experience of inclusion

and equity in education, assuring that all learners are supported and accommodated

according to the diversity of their literacy and numeracy skills.

However, given the facets of learning and delivery in DepEd, challenges, issues, and

problems in the initiatives and programs developed are surfacing which led to confusion in

the implementation phase across the grassroots level. This study greatly believes that

through thorough study of the current implementation of DepEd’s programs and initiatives

must be assessed in terms of its execution. Necessary observations from the implementing

schools relating to the developing program are also required for an objective assessment.

This will further provide larger and wider scales of looking into the program’s greater

strengths and deliver plausible, contextualized, and content-wise solutions to the issues

and problems deemed to be perennial to the educational system which will better enhance

the quality of learning among Filipino young learners. The researcher is steadfast in the

undertakings of this study through personal and professional qualities. They are taking into

account that both theory and practice will provide clearer perspectives in the data

gathering procedure solidifying the goals and objectives of the study. Moreover, the

continued professional growth of the researcher through the series of career development

activities will better impact in providing substantial, unbiased, and transformational

results which will encapsulate the very essence of conducting the study, the core of the

educational process, our learners.

THEORETICAL – CONCEPTUAL FRAMEWORK

Formative Assessment

Formative assessment allows the teacher to rediscover and revisit teaching methodologies

and pedagogical approaches that have been instrumental in the whole learning process. It

allows teachers to adequately enhance the pedagogical approach that needs more

improvement for better delivery of the learning competencies. This theory reaffirms that

teachers’ role in the assessment for learning is imperative through utilizing the evidence

about the student's knowledge, skills, and understanding that will further clarify the need

to teach more for the learners. Formative assessment serves as a pivotal knowledge

assessment in delivering and developing skills in literacy and numeracy. This will further

facilitate cognitive development among learners based on the assessment carried out after

every drill or exercise. Moreover, learners gain an opportunity to express what they have

learned based on the concepts delivered to them. Thus, making learners identify their

strengths and weaknesses making learning more active and personal.

Differentiated Instruction

In this theory, learners are given varied and diverse learning experiences that will provide

more opportunities for exploration, discovery, and acquisition of knowledge. Optimizing

the goal of providing multiple avenues of learning, learners will be able to substantially

engage themselves in the content and achieve success in learning regardless of their

learning styles, multiple intelligences, and backgrounds. Differentiated instruction caters

to all learners' needs making it more child-centered or learner-centered. Through this

approach, all learners regardless of their differences are assured and ensured of a holistic
and inclusive learning process. In the aspect of literacy and numeracy, multiple

instructional supervisions and strategies are provided such as direct teaching,

collaborative learning, and hands-on activities that will amplify learner engagement. The

CRLA and RMA assessment tools are rooted in a differentiated modality considering that

learners’ literacy and numeracy skills are different in terms of cognitive level.

Reading is a foundation for all learning.

Reading is the gateway to knowledge, personal growth, and critical thinking. It provides

access to a vast range of ideas, perspectives, and experiences. Whether it’s through books,

articles, research papers, or even blogs, reading helps us understand the world around us,

improves language and communication skills, and sharpens our ability to think critically.

It’s foundational not only to formal education but also to lifelong learning, as it allows us to

engage with new information and adapt to an ever-changing world.

A strong reading habit is often associated with improved cognitive abilities, such as

memory, comprehension, and problem-solving skills. So, reading isn't just about absorbing

information—it's about developing the intellectual tools to navigate life more effectively.
STATEMENT OF THE PROBLEM

Rapid Mathematics Assessment (RMA) and Comprehensive Rapid Literacy Assessment

(CRLA) are innovative tools designed to assess students' mathematics and literacy skills in

a short time frame. These assessments aim to offer quick, reliable insights into students'

current proficiency levels and identify areas that require targeted interventions. However,

there is a lack of empirical evidence regarding the efficacy of these rapid assessment tools

in accurately measuring student capabilities, providing actionable feedback, and improving

learning outcomes compared to traditional assessment methods.

The study seeks to understand and assess the effectiveness of comprehensive rapid literacy

and rapid mathematical assessment on children’s early literacy and numeracy

development by answering the research questions:

1. What is the effect of the rapid mathematics assessment and comprehensive rapid

literacy assessment programs on the development of language-literacy skills and

numeracy skills among Grades 1-3 learners, in terms of?

1.1 Reliability and Validity

1.2 Impact on Learning Outcomes

1.3 Time Efficacy

1.4 Teacher and Student Perceptions

2. Is there a significant relationship between literacy and numeracy in cognitive

development?
STATEMENT OF NULL-HYPOTHESIS

Hu – There is no significant relationship between literacy and numeracy in cognitive

development.
SIGNIFICANCE OF THE TERMS

Assessment – is the systematic approach to documenting empirical data that measures

learners’ aptitude, knowledge, and skills and provides numerical interpretation to improve

and refine learning.

Curriculum – is the set of subject areas, learning content and standards, methodologies,

pedagogies, evaluation, and assessment intended to be implemented and provided for all

learners in diverse backgrounds who are currently enrolled in a specific academic term or

school year in a school institution.

CRLA or Comprehensive Rapid Literacy Assessment – is an assessment tool that seeks

to measure the learning gaps in literacy skills among learners and is administered at the

beginning of the school year 2024-2025.

DepEd or Department of Education – a government agency responsible for developing

the educational system in the Philippines.

K-12 Curriculum – the current curriculum implemented by the Department of Education

which begins in kindergarten and ends in Senior High School.

Key stage 1 – 1st group under the basic education curriculum which starts from

kindergarten to grade 3.

Key stage 2 – 2nd group under the basic education curriculum, starting from grade 4 to

grade 6.

Learning loss – refers to a general or specific loss of any skills or knowledge in a particular

academic progress and development.

Literacy – is a continuum of learning and proficiency in reading, writing, and interpreting

numbers along the course of life which includes a greater scale of acquiring skills in the

context of digital skills, media literacy, education for sustainable development,

globalization, and technical vocational skills.

RMA or Rapid Mathematics Assessment – is an assessment tool that will measure the

level of numeracy skills among learners in the elementary at the beginning of the school

year 2024-2025.

Numeracy – it means the knowledge and skills required to effectively manage and respond

to mathematical demands modeled by diverse situations, involving objects, pictures,

numbers, symbols, formulas, diagrams, maps, graphs, tables, and text.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The Overcoming Disadvantage in Early Childhood Study – Evaluation of the

Australian Literacy and Numeracy Foundation’s Early Language and Literacy

Program

Results from this study demonstrate that the EL&L program can close achievement gaps for

children who access the program. Throughout the life of the study, ALNF implemented

changes based on interim findings to strengthen the EL&L program, which included the use

of the ELLDI and the ELLDI Scale. These changes are not reflected here, as ALNF did not

modify the program on the Mid-North Coast to preserve the fidelity of this research.

Therefore, it is likely that the current program is substantially stronger than the EL&L

program evaluated in this research. As a result, it would be expected that this will result in

greater achievement gains for children participating in the program. Nevertheless, the

findings from the ODEC study suggest there is a crisis of learning on the Mid-North Coast in

the regions where ALNF operates the EL&L program. The intervention children who

entered the EL&L program in 2018 began the study behind the control peers but after 12

months of exposure, the language and literacy learning gap was closed for the intervention

children. However, as children transition to school, the learning gains are lost. In this area

characterized by significant disadvantage (relative to the local community that is almost

entirely in the lowest 25% of SES in Australia), children’s learning is lower than would be

expected to have strong outcomes in school. This is The Overcoming Disadvantage in Early

Childhood Study 47 case for all children in the study – intervention children and control
children. Despite efforts to provide effective intervention programs, the reach of the EL&L

program is limited to a small number of early childhood services and even a smaller

number of schools. However, without the consistent use of the EL&L program in school

settings, gains children make in effective preschool programs are rapidly lost.

National Learning Camp

The NLC is a voluntary program that will start its phased implementation with Grades 7

and 8 focusing on English, Science, and Mathematics. Schools may also conduct other EOSY

break activities such as the Reading and Mathematics Program for Grades 1 to 3 and

enrichment activities in other grade levels alongside the phased implementation of the NLC

to support learning recovery across grade levels. Based on the specific needs of the

learners, they shall be enrolled in one of three Camps: Enhancement Camp, Consolidation

Camp, or Intervention Camp. The NLC aims to create a camp-like atmosphere by

integrating fun and engaging activities to foster learner interests, socio-emotional skills,

personal growth, and character development. Participation of teachers in the NLC is

voluntary. Since the NLC entails the services of teachers beyond regular school days, they

shall be provided with vacation service credits, certificates of recognition for teachers, and

other incentives, subject to the availability of funds and guidelines set. DepEd welcomes the

support of internal and external stakeholders in ensuring the success of this year’s National

Learning Camp.
 CHAPTER III

RESEARCH METHODOLOGY

Research Method

The research process focuses on evaluating the effectiveness of the comprehensive rapid

literacy assessment and rapid mathematics assessment tools to enhance educational

outcomes by measuring both quantitative metrics and qualitative insights. Through a

convergent parallel design, a type of mixed-method research design will be employed

where both qualitative and quantitative data are collected simultaneously but analyzed

separately. The results are then compared or integrated to draw conclusions. Data

collection will involve both quantitative measures through a survey questionnaire using a

5-point Likert scale and a qualitative survey questionnaire utilizing semi-structured

interviews, which combines predetermined questions with the flexibility to explore topics

in more depth based on participants' responses and the interviewer can probe further as

needed. Furthermore, collected and gathered data will be analyzed using quantitative

descriptive statistics where data will be summarized through the measures of mean,

median, mode, and standard deviation to understand the basic features of the data,

moreover, correlation analysis will be employed to examine the strength and direction of

relationships between variables using Pearson or Spearman correlation coefficients.

Simultaneously, the qualitative data will be analyzed using thematic analysis by identifying

and analyzing themes which involves coding the data and interpreting significant themes.

Once the quantitative and qualitative data have been analyzed separately a comparison

matrix will be applied through developing a matrix which will present a comparison of the
data derived from the quantitative results and qualitative insights, highlighting areas

where they support or contradict each other. Through a robust approach, it will maximize

the essential factors in improving the assessment tools in evaluating literacy and

numeracy.

Research Subjects and Respondents

The respondents and participants of this study will be the elementary school learners of

DepEd Ormoc City from Grades 1 to 3 learners and the teachers supervising the conduct of

the CRLA and RMA assessments during the start of the classes for the school year 2024-

2025. Through a sampling technique appropriately utilized for the study, 100 public

elementary learners will be randomly selected from the 10 districts of DepEd Ormoc City.

In the quantitative metrics, random sampling is applied where every member of the

population has an equal chance of being selected. This technique enhances the

generalizability of the findings. For the qualitative insights of the study, the purposive

sampling technique will be utilized with a total number of 10 identified participants who

are school heads and master teachers of the public elementary schools from the 10 districts

of DepEd Ormoc City.

Research Environment

The research process will be conducted in Ormoc City, Leyte, Philippines. Ormoc City is a

first-class independent component city of the 4th District of Leyte in the Eastern Visayas

Region. According to the 2020 census, it has 230, 998 inhabitants making it the second-

most-populous city in the province of Leyte after the Provincial Capital Tacloban, City.

Figure 1: Map of Leyte with Ormoc highlighted. (Source: [Link]

Research Instrument

The study will utilize two standardized instrument tools to determine the efficacy of the

Grades 1 to 3 learners in numeracy and literacy; the (CRLA) or Comprehensive Rapid

Literacy Assessment for literacy and the (RMA) Rapid Mathematics Assessment for

numeracy. The CRLA and RMA have the objective of determining the mathematical and

reading profiles of G1-G3 learners and developing appropriate reading and numerical

instructional strategies. The main goal is to identify children who need additional support

in reading and math. Moreover, for the insights and perceptions from the participants, a

semi-structured questionnaire will be used through in-depth interviews.

Data Gathering Procedure
CHAPTER IV

DISCSSION OF RESULTS
CHAPTER V

CONCLUSION AND RECOMMENDATIONS

BIBLIOGRAPHY

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APPENDICES
CURRICULUM VITAE