IMPLEMENTATION OF PROJECT NUMERO AT

CRESDAVILLE ELEMENTARY SCHOOL:

AN EXPLORATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1-7
Document ID: 2023PEMJ728
DOI: 10.5281/zenodo.7960518
Manuscript Accepted: 2023-23-5
Psych Educ, 2023, 9: 1-7, Document ID:2023 PEMJ728, doi:10.5281/zenodo.7960518, ISSN 2822-4353
Research Article

Implementation of Project Numero at Cresdaville Elementary School: An Exploration

Rodella T. Kabigting*, April A. Almoete
For affiliations and correspondence, see the last page.
Abstract
This study focused on the evaluation of the implementation of Project NUMERO (Number
Understanding Makes Every Rizaleño Onboard) in Cresdaville Elementary School during the School
Year 2022-2023. Descriptive method of research was utilized by the researchers to determine the
evaluation and extent of the engagement of stakeholders on the said project. Forty
(40) parents and six (6) teachers who were chosen purposively were asked to assess the project in
terms of its objectives, instructional strategies, assessment techniques, and monitoring and evaluation,
and the engagement of the stakeholders using the online survey questionnaire in the form of Google
Form. Based on the results, it was found out that the two groups of respondents Agreed that the
project enhances the pupil’s numeracy skills, provides variety of instructional strategies for different
learners, conducts assessment tests, and strictly monitors and evaluate the implementation of Project
NUMERO. In addition, they Agreed that the stakeholders engaged in the aforesaid project.
Furthermore, the recommendations included the conduct of capacity building among teachers and
parents, utilization of peer-tutoring, establishment of strong linkage with other stakeholders, and
development of materials to further improve the program.

Keywords: mathematics, learners, project NUMERO, numeracy skills

Introduction considered by many as the most difficult one. In

elementary set-up, there are still pupils who shows
poor academic performance when math is concerned.
Mathematics is one of the major subjects in the This resulted to significant low scored in international
Elementary Curriculum. Learning concepts in examinations participated by the country like Trends
mathematics requires effort through problem-solving in International Mathematics and Science Study
and investigative skills to unlock difficulties in (TIMSS) 2019 in which the country scored the lowest
learning mathematical concepts and ideas. It also aims among 58 countries, and 2018 Programmed for
to enhance the important 21st century skills such as International Student Assessment (PISA) in which
critical thinking and problem-solving among learners Filipino students also ranked low in mathematics with
which are essential in order for them to be competent 353 points.
individuals in the country, and the whole world at
large. The Department of Education orders no. 8 series of
2015 states that “A learner who receives a grade below
Mathematics plays a predominant role in everyday life. 75 in any subject in a quarter must be given
Learning mathematics helps students think analytically intervention through remediation or extra lessons from
and have better reasoning abilities. It helps them the teacher of that subject”.
develop their lifelong learning skills to solve problems
in life. Academically speaking, mathematics is a In this regard, the Schools Division Office of Rizal
subject that many students either love or hate. It is implemented division-wide program known as Project
hated by learners who do not find figures interesting, NUMERO (Number Understanding Makes Every
especially those students who are more into social Rizaleño Onboard) to ensure that learners can keep up
sciences (Prayoga & Abraham, 2017). It is very on all Most Essential Learning Competencies (MELC)
true that mastering mathematics has become more within and across their grade levels. This primarily
important than ever. Pupils with strong foundation of aims to incline the identified learners on the
mathematical skills have an advantage in academics foundation numeracy skills based on their numeracy
and in the job market. Therefore, primary level is a level, engage learners on the developed learning
critical point in mathematics education. Achievement intervention materials both in physical and in virtual
at this stage clears the way for pupils to make rigorous platforms, and make the identified learners onboard on
high school mathematics and science courses and their ideal numeracy level. Learners who were
serves keys to college entrance and success in the identified as Non-Numerates, Beginning level, and
labor force. Emergent level based on the pre-test result of
numeracy assessment, were beneficiaries of this
However, it is also undeniable that this subject is Individualized Learning Intervention Program.

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Psych Educ, 2023, 9: 1-7, Document ID:2023 PEMJ728, doi:10.5281/zenodo.7960518, ISSN 2822-4353
Research Article

Cresdaville Elementary School conforms with the Literature Review

objectives of the aforesaid programs to address the
problems in the numeracy skills of its pupils.
Learning Mathematics with understanding is essential.
Currently, the school caters nineteen (19) non-
Bringula et al. (2021) stressed that to understand
numerate pupils and fifty-four pupils who were
concepts of various discipline, students cannot rely on
identified under emergent numeracy level as reflected memorization of facts. Memorization of rules and
in the results of the pre-test assessment that was mastery of computations are not the same as real
administered. knowledge of concepts and ideas. Danley (2008), in
this connection, argued that understanding
As the school started to conduct the set activities in the Mathematics is not only about understanding concepts
program, the researchers wished to assess how it is but also the ability to explain it and the relationship
being implemented and how its process is being among them. If the students understand the deep
carried out as one of the major projects in CES to meaning of the concept, they have a conceptual
respond to the needs of the pupils particularly in understanding. Similarly, Avong (2013) stated that
improving their numeracy skills. conceptual understanding brings students’ potential
in learning and promote learnings in Mathematics.
Consequently, the researchers observed that the
teachers who are concerned with this project Niss et al. (2016) emphasized that Mathematics
teaching and learning should support students in
experienced challenges with regard to its project as
developing their mathematical thinking and reasoning
this is being done as additional task to them. In
abilities. Regarding how relevant the problems,
addition, there were limitations as regards to the questions, or instructions the teacher provides to make
participation of the external stakeholders and parents them think and articulate what they think or
of the target pupils. understand, particularly during the COVID-19
pandemic, it leads to how mathematics teachers
With this reason, they opted to pursue this study establish mathematical dialogue in their teaching and
focusing on the evaluation of implementation of learning. Their research illuminated the reality of
Project NUMERO (Number Understanding Makes mathematics teaching, learning, and teachers' efforts to
Every Rizaleño Onboard) in Cresdaville Elementary continue a mathematical dialogue through distance
School. Likewise, the researcher aimed to provide learning during the pandemic.
valuable validations that would contribute to further
improve the project. Web b ’s study (2 01 2) fo cu sed on m idd le
schoolteachers working over a four-year period in a
professional learning situation to improve their
Research Questions
classroom assessment practice. Teachers engaged in a
variety of collaborative activities, such as assessment
This study which aimed to e v a lu ate the
planning, and analysis of classroom tasks and student
implementation of Project NUMERO (Number work. Teachers tried out the assessment ideas in their
Understanding Makes Every Rizaleño Onboard) was classes and brought back those experiences to the
conducted at Cresdaville Elementary School during the group, thus providing authentic classroom
School Year 2022-2023. Specifically, it sought connections. The project demonstrated an increase in
answers to the following questions. teachers’ use of higher cognitive demand tasks
involving problem contexts. Webb suggested that
1. What is the evaluation of parent-respondents and professional learning needed to challenge teachers’
teacher-respondents on the implementation of Project prior conceptions of assessment as well as the way
NUMERO in terms of: they saw mathematics.
1.1. objectives.
1.2. instructional strategies. As stated by Goodrich (2018), Mathematics teachers
need to be able to use intervention strategies that are
1.3. assessment techniques; and
specific and targeted to struggling learners to be able
1.4. monitoring and evaluation?
to best address their needs. To determine interventions
2. What is the extent of stakeholders’ engagement in that will progress learning, teachers must be able to
Project NUMERO as perceived by the respondents? use assessments to pinpoint areas of need.
3. What are the suggestions of the respondents for the
further improvement of the program? On the research conducted by Valenzuela (2018),

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Psych Educ, 2023, 9: 1-7, Document ID:2023 PEMJ728, doi:10.5281/zenodo.7960518, ISSN 2822-4353
Research Article

which provided an understanding of how students addressed and considered within the course of the
con struct m ath em atical k no wledg e via a research process. This research adhered to the ethical
contextualized curriculum. He found out that principles set by the school. The researcher explained
contextualization is effective. The effectiveness was the purpose of the study and the roles of the
illustrated through the student’s ability to better respondents. Likewise, the data were ensured to be
understand mathematical problems and solve them treated with utmost confidentiality and were used only
successfully. Students were more engaged with for the research.
context around the mathematical problems which lead
to the high success rate of the teaching and learning
process. Moreover, the recommendation focused on Results and Discussion
pedagogical practices to assist students in learning
Mathematics through a contextualized curriculum, and
gaining an understanding of how students construct Evaluation of Parent-respondents and Teacher-
knowledge. respondents on the Implementation of Project
NUMERO

Methodology Table 1. Evaluation of the Two Groups of Respondents

on the Implementation of Project NUMERO in terms
The researchers utilized purposive sampling technique of Its Objectives
in choosing the respondents of this study. Purposive
sampling, also known as judgment, selective or
subjective sampling, is a sampling technique in which
researcher relies on his or her own judgment when
choosing members of population to participate in the
study (Saunders, 2012). This was the suitable method
to be used since the researchers are colleagues of the
teacher-respondents and they know the parent-
respondents. In addition, they have chosen to
respondents based on their willingness to participate.

Descriptive method of research was used in this study.

Descriptive research is a research method describing
the characteristics of the population or phenomenon
studied. The method primarily focuses on describing
the nature of a demographic segment without focusing
on why a particular phenomenon occurs. In other It can be seen on the table that the parent-respondents
words, it describes the research subject without evaluation on the implementation of Project
covering why it happens (Bhat, 2022). NUMERO in terms of its objectives gained an overall
mean of 3.14 and verbally interpreted as Agree, while
Online survey questionnaire was administered through
the teacher-respondents’ gained an overall mean of
Google Form to gather the needed data. The link was
3.00 and verbally interpreted as Agree. It can be
sent to the respondents to determine their evaluation
reflected that the two groups of respondents believe
on the implementation of Project NUMERO in terms
that the objectives of the project was achieved, and it
of objectives, instructional strategies, assessment
contributes to the development of students’
techniques, and monitoring and evaluation and the
performance, especially in their numeracy skills.
extent of the engagement of stakeholders in the said
project. It was also used to gather suggestions from the
Meanwhile, it is important to note that both groups,
respondents for further improvement of the project.
though they agreed, gained the lowest mean under
The researchers themselves monitored the online form
Agree level in item number 4 which is about
to make sure that it served its purpose to answer the
capacitating teachers and parents about the strategies
research problems presented in this paper.
of the program. It can be recommended that the
Ethical Considerations schools should also conduct training for all the
teachers and parents so that they can aid in the
It was imperative that ethical issues should be implementation of the project.

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Psych Educ, 2023, 9: 1-7, Document ID:2023 PEMJ728, doi:10.5281/zenodo.7960518, ISSN 2822-4353
Research Article

Table 3. Evaluation of the Two Groups of Respondents

on the Implementation of Project NUMERO in terms
of Its Assessment Techniques

Table 2. Evaluation of the Two Groups of Respondents

on the Implementation of Project NUMERO in terms
of Its Instructional Strategies

It can be seen on the table that the parent-respondents

evaluation on the implementation of Project
NUMERO in terms of its assessment techniques
gained an overall mean of 3.23 and verbally
interpreted as Agree, while the teacher-respondents’
gained an overall mean of 2.73 and verbally
It can be seen on the table that the parent-respondents
interpreted as Agree. It can be reflected that both
evaluation on the implementation of Project
groups accorded that the project implementers use
NUMERO in terms of its instructional strategies
different techniques to assess the performance of their
gained an overall mean of 3.12 and verbally
clienteles to identify the level of enhancement of the
interpreted as Agree, while the teacher-respondents’
pupils.
gained an overall mean of 2.97 and verbally
interpreted as Agree. It can be reflected that both However, it is important to note that the teachers and
groups of respondents concurred to the idea that the parents believed that the project implementers should
project uses suitable strategies to enhance the established a well-organized tracking record of pupil’s
numeracy of the clienteles considering their diverse performance. It can be recommended that the team
needs. should create and utilize tracking records that would
reflect the progress of the pupils.
On the other hand, it can be noted that the two groups
of respondents do not agree to the idea of peer- Table 4. Evaluation of the Two Groups of Respondents
instructions as reflected in the mean of statement on the Implementation of Project NUMERO in terms
number 3. It can be recommended that the of Its Monitoring and Evaluation
implementers should consider utilizing other students
who perform better to provide assistance to their
classmates who are in the program.

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Research Article

It can be seen on the table that the parent-respondents

However, it can be noted from their responses that
evaluation on the implementation of Project
they still look for the established relationship among
NUMERO in terms of its monitoring and evaluation
all the key players to achieve the shared goals of
gained an overall mean of 3.25 and verbally
interpreted as Agree, while the teacher-respondents’ Project NUMERO. It can be recommended that the
gained an overall mean of 2.73 and verbally school should conduct capacity building to pupils,
interpreted as Agree. It can be reflected that both parents, teachers, and other stakeholders in order for
groups believed that the project is consistently them to effectively and efficiently enhance the
monitored and evaluated. numeracy skills of the learners that would contribute to
their academic performance.
Meanwhile, both parents and teachers disagreed to
statement number 4 about the identification of risks on Suggestions of the Respondents further
the implementation of the project. It can be Improvement of Project NUMERO
recommended that the project team should also always
look on the limitations or challenges encountered by The following are the suggestions of the teacher and
the pupils, parents, and teachers during its conduct to parent-respondents to further improve the
determine the most possible solutions. implementation of Project NUMERO.

Extent of Stakeholder’s Engagement in Project 1. Conduct capacity building for teachers and parents
NUMERO as perceived by the Respondents. to further explain the process of the program.
2. Establish a strong linkage among stakeholders who
Table 5. Extent of Stakeholder’s Engagement in could help in the achievement of the objectives of the
Project NUMERO project.
3. Create a well-structured track record to effectively
document learners’ progress.
4. Utilize pupils who manifest good numeracy skills to
aid their classmates.
5. Develop materials that are suitable to address the
learners needs.

Conclusion

Based on the findings of the study, it was concluded

that the two groups of respondents believed that
Project NUMERO is an effective program to enhance
the students’ numeracy skills as reflected on its
objectives. In addition, it utilized various strategies to
address the needs of different students. Also, the
project effectively measures the performance of the
clienteles through variety of assessment tests.
Furthermore, the respondents agreed that the program
is strictly monitored and evaluated to identify the risk
and suitable measures. Lastly, the stakeholders
participate in the imp0lementation of the project to
It can be seen on the table that the parent-respondents achieve its goals.
perceived the extent of stakeholder’s engagement in
Project NUMERO as Agree with the obtained overall
mean of 3.22, while the teacher-respondents perceived References
it Agree with an overall mean of 2.90. It can be
reflected that they concurred to the idea that the Bringula, R., Reguyal, J.J., Tan, D.D. et al. (2021) Mathematics self-
stakeholders are participating in the implementation of concept and challenges of learners in an online learning
environmentduring COVID-19 pandemic. Smart Learn.
the program. https://doi.org/10.1186/s40561-021-00168-5

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Research Article

Avong, H.N. (2013). Poor performance in mathematics among Wilson, J. (2020). Basic math teaching strategies. Resilient Educator
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Affiliations and Corresponding Information
Niss, M., et al. (2016). Survey Team On: Conceptualization of the
Role ofCompetencies, Knowing and Knowledge in Mathematics
EducationResearch. ZDM Mathematics Education, 48,611-632 Rodella T. Kabigting
Cresdaville Elementary School
Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods Departmetn of Education - Philippines
for Business Students” 6th edition, Pearson Education Limited
April A. Almoete
Valenzuela, H. (2018). A Multiple Case Study of College-
Contexualized Mathematics Curriculm. Retrieved from Cresdaville Elementary School
http://www.amatyc.org/?page=MathAMATYCEducator. Departmetn of Education - Philippines

W ebb, N. M. (20 16 ). C o l l a b o r a t i v e group ve rsus

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