• Michael B. Tabaday
• Juan O. Cruz Jr.

ABSTRACT Title: Numeracy Catch-Up Program: Its Influence on the Level of Proficiency of Learners in Mathematics Author: MICHAEL B. TABADAY Type of Document: Unpublished Master’s Thesis (2025) Accrediting Institution: Naga College Foundation, Inc. Naga City, Camarines Sur Region V Keywords: Numeracy Catch-Up Program, Mathematics Proficiency This study determined the level of influence of implementation of numeracy catch-up program and its influence on level of proficiency of Learners in Mathematics III at Bula District III, Division of Camarines Sur for the school year 2024-2025. Specifically, it pursued the following: (1) the level of implementation of the Numeracy Catch-up Program for Grade III Learners ; (2) the proficiency level of learners based from the Rapid Mathematics Assessment; (3) the significant difference in the level of implementation of the numeracy catch-up program among schools; (4) the significant difference in the proficiency level of grade 3 learners in Mathematics; (5) the significant relationship between the level of implementation of the numeracy catch-up program and the proficiency level of the learners in mathematics; (6) the extent of influence of catch-up program on the level of proficiency level of learners in mathematics; and (7) the policy recommendation may be crafted to improve the level of implementation of catch-up program and enhance the proficiency level of the learners. Descriptive – correlational methods of research were applied. There were 6 school heads, 12 teachers and 254 grade III learners as respondents of the study. Teacher - made test, survey questionnaire and evaluation checklist were the instrument used in gathering data. They were treated statistically using Mean, Standard Deviation, Proficiency Level, Weighted Mean, Analysis of Variance (ANOVA) and Pearson Product-Moment Correlation of Coefficient. The major findings were: (1) the level of implementation of the Numeracy Catch-Up Program for Grade III learners in terms got an over-all average weighted mean of 3.50; (2) the proficiency level of learners from the Rapid Mathematics Assessment obtained an over-all average PL of 67.49; (3) the difference on the level of implementation in terms of attainment of catch-up numeracy program objectives, program and test results, teaching strategies, and adequacy of resources/materials used among schools obtained an F-values of 3.83. 3.48, 6.95 and 0.00 and p-values of 0.05,0.06,0.01 and 0. 99 respectively; (4) the difference on the proficiency level got a computed F-values ranging from 11.11 up to 323.33 and similar p-values of 0.00; (5) the level of implementation of numeracy catch up program in terms of attainment of objectives obtained an r and p values of -0.71 and 0.10 respectively , numeracy skills development program and test results (r=-0.65,p=0.02) , teaching strategies (r=-0.74,p=0.00), and adequacy of resources/materials (r=-0.68,p=0.00).; (6) the proficiency level of the learners in Mathematics obtained a computed r2 values of ranging from 0.42 to 0.55; (7) To address the challenges and gaps identified in the implementation of the numeracy catch-up program and to further enhance learners' proficiency levels, a well-structured policy recommendation can be developed. The major conclusions were: (1) the level of implementation of Numeracy Catch-Up program in Bula III District was highly implemented; (2) the proficiency level of learners from the Rapid Mathematics Assessment was in the beginning level; (3) there is no significant difference in the level of implementations of the numeracy catch-up program among schools in terms of attainment of catch-up numeracy program objectives, program and test results and adequacy of resources/materials but significant relationship was noted in terms of teaching strategies; (4) there is a significant difference in the proficiency levels along number identification, number discrimination, missing numbers, addition, subtraction, multiplication no significant difference was noted in the division skills.; (5) there is no significant relationship in terms of attainment of objectives while no significant relationship in terms of numeracy skills development program and test results, teaching strategies used and adequacy of resources/materials; (6) the level of implementation of numeracy catch up-program had a medium influence on proficiency level of the learners in Mathematics; and 7.) the policy focuses on strengthening instructional approaches, optimizing resource utilization, and ensuring a comprehensive support system for both teachers and students.

Numeracy Catch-Up Program, Mathematics Proficiency

"Numeracy Catch-Up Program: Its Influence on the Level of Proficiency of Learners in Mathematics", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.e968-e980, May-2025, Available :http://www.jetir.org/papers/JETIR2505588.pdf

"Numeracy Catch-Up Program: Its Influence on the Level of Proficiency of Learners in Mathematics", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppe968-e980, May-2025, Available at : http://www.jetir.org/papers/JETIR2505588.pdf