Analysis of Project All Numerates (PAN): Basis for Enhanced Intervention Program

Samuel  Quiroz,; Erwill  Quinacman,

Analysis of Project All Numerates (PAN): Basis for Enhanced Intervention Program

Abstract:

This study evaluated the effectiveness of Project All Numerates (PAN) as a foundation for an enhanced intervention program for Grade 7 learners at Pablo Roman National High School during S.Y. 2019-2024. Additionally, it examined PAN's intervention strategies and their impact on learner performance, analyzed performance differences based on numeracy skills, and explored teachers' experiences in administering the program. A descriptive research design was employed, involving 394 students selected through complete enumeration. A teacher-made test, designed using insights from various educational resources, served as the primary assessment tool for evaluating students’ numeracy skills. Additional data collection methods included informal interviews, observations, and documentary analysis. Statistical tools such as mean percentage scores and frequency counts were utilized to determine students’ strengths and weaknesses in numeracy. The findings revealed significant challenges in implementing PAN, including catering to diverse learning needs, effectively integrating technology, and maintaining student engagement. To address these challenges, teachers employed various strategies such as differentiation, peer tutoring, technology integration, and real-world applications. Despite these challenges, the project had a positive impact on student performance, leading to notable improvements in numeracy skills, critical thinking, and problem-solving abilities. However, the availability of resources and support for teachers varied, influencing the overall effectiveness of the intervention. The study highlighted the need for an improved intervention program to build on PAN’s successes and address its limitations. As a result, a new program, Project All Numerates Plus, was proposed. This enhanced initiative focuses on individualized support, comprehensive resource development, ongoing professional development, more effective technology integration, and rigorous assessment methods. By strengthening these aspects, the program aims to create a more equitable and effective learning environment for all students. The proposed enhancements align with the study’s conclusion that PAN had a positive influence on students’ numeracy skills and overall academic performance. The implementation of diverse teaching strategies contributed to increased student engagement and motivation. However, the study underscored the importance of continuous support, teacher training, and equitable access to resources and technology to sustain and further expand the gains achieved through PAN. The study recommends ongoing research and prog

References:

Acala, JM (2020). Modular based learning vs. online instruction; a comprehensive analysis. (Available at http://erepository.uonbi. ac.ke).
Afolabi S. Sunday et al. (2017), Assessment of resources and instructional materials status in the teaching of mathematics in Southwestern Nigeria, www.eurojournals. com/ejsr_43_3_12.pdf
Ambayon, CM (2020). Modular-based approach and students’ achievement in literature
Basilio, RA (2012). Development and evaluation of a module in hypertext markup language. Unpublished Master‘s Thesis, Bataan Peninsula State University, City of Balanga, Bataan
Cacayan, E. (2020) Challenges in nursing education in the new normal. University of Isabella; Isabella
Chandra, C (2019), Meaning of assessment, Retrieved from; https://medium.com/@gyanachandrapupilteacher/meaning-of-assessment- f9d259fac094
Cheng, M B Bakar (2017) The impact of using modules in the teaching and learning of English in Malaysian Polytechnics: an analysis of the views and perceptions of English language teaching. Jabatan Pengajian A
CISCO. (n.d.). The flipped classroom: empowering students to take charge of their learning. Retrieved from http://www.cisco.com/web/strategy/docs/education/flipped_classroom_whitepa per.pdf
Dhakal, Keshav (2020/08/19) Challenges of the use of instructional materials in teaching geography in secondary school VL. – 3 DO - 10.30564/jgr.v3i3.2144
Dziuban C, Picciano AG, Graham CR, Moskal PD. Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge, Taylor & Francis Group; 2016.
Floridi L. (2017) The 4^th revolution: How the infosphere is reshaping human reality. Oxford: Oxford University Press;
Garoof, T., & Karukkan, A. R. (2015). Why high school students feel mathematics is difficult? https://files.eric.ed.gov/fulltext/ED560266.pdf
Guta M. (2020), Distance Learning Demand Offers Opportunity for Small Education Businesses
Hamaidi, DA, Arouri, YM, Noufal, RK and Aldrou, IT (2021) Parents’ perceptions of their children’s experiences with distance learning during the COVID-19 Pandemic
Harris, Y. (2009). Experimental methods. Chicago: Phoenix.
Hassan Abuhassna , Noraffandy Yahaya (2018), Students’ utilization of distance learning through an interventional online module based on moore transactional distance theory, EURASIA Journal of Mathematics, Science and Technology Education, 14(7), https://doi.org/10.29333/ejmste/91606
Jashrell John Ordona (2020), Distance learning; challenges and concerns of Students,
Bataan Peninsula State University.
Jean-Baptiste, S. (1803). Economics 4^th Edition. Vol. 1 New York Press Manansala, T.O. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological psychology, 43(1), 3-12. https://doi.org/10.1163/156916212X632934
Miller, A. (2020), Formative Assessment in Distance Learning. Retrieved from: https://www.edutopia.org/article/formative-assessment-distance-learning
NARDO, M.T.B. (2013). Development and evaluation of modules in technical writing. Doctoral Dissertation. Benguet State University, La Trinidad, Benguet.
OECD. 21^st century learning environments. Innovation in Education, 108. 2006. Available from: http://www.oecd.org/education/innovation- education/21stcenturylearningenvironments.htm.
Organisation for Economic Co-operation and Development [OECD] (2018). PISA 2018 results (Volume I): What students know and can do. https://www.oecd.org/publications/pisa-2018-results-volume-i-5f07c754- en.htm
Organization (n.d). http://www.kimskorner4teachertalk.com/writing/sixtrait/organiza- tion/rubric.html. Retrieved: 10 December 2012.
Quiroz, SA (2019). Comparative effects of printed and computer-assisted forms of modular instruction. Department of Education. City of Balanga, Bataan
Ramsdem L, Trigwell A. (2020) Modular approach; challenges and issues, Trnava University, Trnava, Slovakia
Ronquillo, CM (2012). Development of proposed instructional materials in English for foreign students (Unpublished Master‘s Thesis, Bataan Peninsula State University, City of Balanga, Bataan
Salah Al-Fadhli (2020) Factors influencing the acceptance of distance learning: a case study of Arab Open University in Kuwait
Santos, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press. https://doi.org/10.1163/ 156916210X526079
Sejpal K. (2019). Modular method of teaching. International Journal for Research in Education, volume 2, p. 169 - 171
Suttiwan Tuntirojanawong (2020), Students’ readiness for e-learning: a case study of Sukhothai Thammathirat Open University, Thailand.
Tophhat (2020), Educational technology, Retrieved from: https://tophat.com/glossary/e/educational-technology/ support students with disabilities
Vygotzky, L. (1934) Theory of sociocultural development. Vol. 1. New York Press Watson W. R. & Watson S. L. (2017). An argument for clarity: what are learning management systems, what are they not, and what should they become?. TechTrends, 51(2), 28-34.
Wenner J. M., Burn, H. E., & Baer, E. M. (2011). The math you need, when you need it: online modules that remediate mathematical skills in introductory geoscience courses. Journal of College Science Teaching, 41(1), 16- 24