The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.

1. NUMERACY ASSESSMENT TOOL:
EFFECTIVENESS AND
INFLUENCES AMONG HIGH
SCHOOL LEARNERS IN ORMOC
CITY DIVISION
Jeffrey M. Projo
Researcher

2. PROPONENT
2
JEFFREY M. PROJO
Proponent

3. 3
BASIS
 Where is the Numeracy Assessment tool intended to be applied?
- Regional Memorandum 280, s. 2021 or the General Guidelines on the
Administration of the Unified Numeracy Test.
- For Curriculum and Instruction
- Trajectory of Students Mastery Level on the four fundamental operations.
• The numeracy test is not intended as a diagnostic test, a formative test nor
a summative test but designed to determine the mastery level of the learners on
the four fundamental operations.
- Teachers’ Engagement in Enhancing the Assessment tool
 What are the statutory requirements that your proposal will meet?
 What are the objectives of the research undertaking?
 What are the research agenda you will meet with the proposal?
 What is the niche or specialization of your research proposal?

4. BASIS
⬥ Where is the Numeracy Assessment Tool intended to be applied?
- The proposed numeracy assessment tool are intended to be applied for
responses on the effectiveness of the tool for :
1. Practitioners in Curriculum and Instruction. (CID chief, EPS in Math,
PSDS’s among others).
2. Selected Mathematics Teachers in Ormoc City Division.
3. The tool is also considered a learning trajectory for students to
assess their understanding on the four mathematical operations.
4

5. BASIS
⬥ What are the statutory requirements that your proposal will meet?
This concept aligns with the following:
⬥ Regional Memorandum 280, s. 2021 (Reiteration of Regional
Memorandum
No. 279, s. 2019: Institutionalization of the Conduct of the Unified Numeracy
Test)
⬥ ELLN Program ( Early Language, Literacy and Numeracy Program)
⬥ Adoption of Blended Delivery Model for Teachers Professional
Development
(TPD)
5

6. BASIS
⬥ What are the objectives of the research undertaking?
- Upon completion of the research undertaking, the researcher shall
be able to:
1. Identify what are the schools level of numeracy among JHS
students in Ormoc City Division.
2. Identify underlying factors and influences that affects students
understanding on some mathematical concepts in the numeracy tool.
3. Measure the effectiveness of the Assessment tool used in
administering the numeracy test in Ormoc City High Schools.
6

7. BASIS
⬥ What are the research agenda that you will meet with the
proposal?
This concept aligns with the following:
- DepEds commitment in ensuring inclusive and equitable quality
education that proactively reinforces initiatives to equip learners with
fundamental literacy and numeracy skills.
7

8. BASIS
⬥ What is the niche or specialization of your research proposal?
⬥ Curriculum Learning and Management Division (CLMD)
⬥ Bureau of Curriculum Development (BCD)
⬥ Monitoring and Evaluation (M & E)
8

9. BACKGROUND
Numeracy is the knowledge, skills, behaviours and dispositions that students need in order to
use mathematics in a wide range of situations. It involves recognising and understanding the role
of mathematics in the world and having the dispositions and capacities to use mathematical
knowledge and skills purposefully.
Number, measurement and geometry, statistics and probability are common aspects of most
people’s mathematical experience in everyday personal, study and work situations. Equally
important are the essential roles that algebra, functions and relations, logic, mathematical structure
and working mathematically play in people’s understanding of the natural and human worlds, and
the interaction between them.
Numeracy in the Philippines is one of the fundamental skills a learner must develop, starting from
kindergarten up until Grade 10, students are taught the fundamental operations in solving
problems and use it as a life skill in everyday life. Being numerate means you have the confidence
to use the basic fundamental operations and problem solving in order to use basic concepts in
understanding complex topics.
9

10. BACKGROUND
In the recent student assessment of 15- year old learners across 79 countries done by
the
Organization for Economic Co- operation and Development (OECD), the Philippines ranked
in
The low 70s in the 2018 Programme for International Student Assessment (PISA) in
Mathematics and Science. This is saddening because the number of non- numerates are
increasing. A lot of learners are suffering from being non-numerates because it is the
foundation where the knowledge must be stable and progressing. It was supported by
Eddy (2010) that the potential development of the mind is something to be achieved with
the aid of teachers knowledge.
10

11. BACKGROUND
 Statistics have shown that:
19 Participating Secondary High Schools in Ormoc City administered the conduct of the
Numeracy Assessment tool:
- New Ormoc City National High School - Dolores National High School
- Linao National High School - Maticaa National High School
- Ipil National High School - Ormoc City Night High School
- Valencia National High School - Gaas Integrated School
- Liloan National High School - Donghol Integrated School
- Margen National High School - San Antonio Integrated School
- Julian Gantuangco Memorial National High School - Salvacion Integrated School
- Genaro B. Lurenana National High School
- Manlilinao National High School
- Pedro G. Banez National High School
- Cabintan National High School
- Rustico Capahi Memorial National High School 11

12. BACKGROUND
Based on statistics, there is an increasing number of students who are
non- numerates among Junior High Schools.
Moreover, The Department of Education in the country aims to develop
learners numeracy skills for various purposes. To achieve this, critical thinking
and problem solving needs to be emphasized in the teaching of Mathematics
as well as in the design of assessment tools.
Since, numeracy skills are the foundation towards learning of all
mathematical competencies across grade levels, there is a need to assess how
much of it are already in the learners schema, and this is of prime importance.
As such, Mathematics teachers and curriculum implementers get an idea
about helping students champion the four mathematical fundamental
operations. 12

13. BACKGROUND
According to Getenet & Fanshawe (2018), the practice of Using The
National Assessment Program- Literacy and Numeracy (NAPLAN) is an annual
assessment for Australian students in Years 3, 5,7 and 9. This standardized
test assesses students reading, writing, language (spelling, grammar, and
punctuation) and numeracy which was administered by the Australian
Curriculum, Assessment and Reporting Authority (ACARA). The federal
government pushes such assessment to achieve public accountability,
demonstrate transparency and maintain public confidence in the standards of
education system throughout Australia (Klenowski & Wyatt- Smith, 2012).
13

14. BACKGROUND
The NAPLAN test plays a key role in establishing and raising standards of learning (e.g.,
Hardy, 2014; Polesel, Dulfer & Turnbull, 2012). It is assumed that NAPLAN test results create
opportunities for thoughtful dialogue and discussion to improve teaching and learning practices.
In this regard, ACARA (2017) identified various areas to use NAPLAN test results for teachers,
parents, schools and government bodies. For example, NAPLAN test results could be used to
help teachers to challenge higher performers and identify students needing support. For parents,
the NAPLAN test results supply individual student level reports to enable parents to see their
child’s progress over the course of their schooling. It also provides each school aggregated data
to identify strengths and weaknesses within their teaching programs (Polesel, Dulfer & Turnbull,
2012).
According to ACARA (2017), the NAPLAN test results can be used to;
• Challenge higher performers and identify students needing support
• Map student progress, identify strengths and weaknesses in teaching and set goals.
• Discuss progress with teachers and compare performance against national peers.
• Support good teaching and learning, and school improvement. 14

15. BACKGROUND
15
Dr. Garces (2008), in the article published in Manila bulletin entitled “
Revolutionizing Math & Science Education” stated that Math is a continuous
process that builds on pre-requisite skills. Learning is sequential. Thus, it is
important that each lesson is understood, because if the student miss one
concept, they will miss all succedding concepts. Students must really be
encouraged to work independently to be able to develop speed and confidence
in their work.
Furthermore, Lee-Chua (2011), in her article “Math Mastery comes
with balance of “Why” with “How” published in the Philippine Daily Inquirer stated
that characteristics of New Math was the spiral approach where the same
sequence of many different topics (whole numbers, fractions, geometry,
measurement, statistics, etc) was followed yearly, only growing in complexity.

16. BACKGROUND
16
In addition to this, Safer & Fleishman (2006), in their article “How
Students Progress Monitoring Improves Instruction” stated that educators need
tools to help them identify students who are at risks academically and just
instructional strategies to better meet those students’ needs. They also said that
there were reports that Science and Mathematics content cannot be completed
in one school year. Thus, backlog occurs and carry-over of the previous year
content and competencies to the following school year adversely affects the
teaching and learning process.
Moreover, Maghirang (2013) viewed that Mathematics is a continuous
process that connects prior knowledge to understand new concepts. It is very
important to know the mastery level of respondents to be able to identify the least
mastered competencies and be able to develop a program that will help the
students in Learning Mathematics.

17. BACKGROUND
17
The philosophy of assessment based on the Department of Education
(DepEd) Order No. 73 s. 2012, Guidelines on the Assessment and Rating of
Learning Outcomes under K to 12 Basic Education Program stated that
assessment shall be used primarily as a quality assurance tool to track student
progress in the attainment of standards, promote self- reflection and personal
accountability for one’s learning, and provide a basis for profiling the students
performance.
Teachers do not have to sacrifice great teaching pedagogy to achieve
on high stakes tests (Williamson et.al, 2009). “Students can learn sophisticated
concepts when instructional methods and materials are motivating and
appropriate”. (Bottge et.al,2006, p.405). Research has provided evidence that
contextualized problem solving can be a teaching strategy that is successful for
increasing students achievement and motivation.

18. BACKGROUND
18
Salandanan (2009), pointed out that assessment and evaluation of students’
learning in the ultimate test of one’s teaching effectiveness. Some instruments and
procedures provided to serve as guide in gathering and interpreting data in other
valuable information. Decisions arrived at could help in future planning of the lesson
especially in the choice of appropriate teaching methodology.
Based on the previous studies, it can be viewed how assessment is important
not only for teachers to know where their students are but also for the students to know
where they are. Assessing students will help the teachers to find their strength and
weaknesses. With these results, the school, the teacher, and parents can work hand in
hand to help students with difficulties in Mathematics by developing a program suited to
the needs of the learners and this could be done before the learner leaves his primary
and secondary years and before entering a new level.

19. Concept (NSDB)
Needs: What is the problem/s or gap/s to be addressed
19
• There is a need to develop learners mastery on numeracy
skills that they can apply in various purposes.
• The result of the numeracy performance among learners
implies a great emphasis on the four fundamental
mathematical operation for Key Stage 3 ( Grade 7 to Grade
10) that is to be mastered.
• Since numeracy skills are the foundation towards learning of
all mathematical competencies across grade levels, there is
a need to assess how much of it are already in the learners is
of prime importance.

20. Concept (NSDB)
Solutions: what is your proposed solution/s
20
 Conduct a study and research design addressing the Numeracy
Assessment Tools Effectiveness and Influences among Junior High
School Students in Ormoc City Division: Basis for Intervention
 Recommend strategies, intervention and pedagogies on the result of
numeracy performances of Junior High School students in Ormoc City
Division is desired.
 The result shall be reflected in the Quarterly Progress Monitoring and
Evaluation Data Sheet (PROMEDS) which shall provide inputs for the
School- Based Management (SBM) level of practice of the school. These
results shall further be used as basis for validation and intervention. (e.g.,
LAC, Action Research, and School Banner Project)

21. Concept (NSDB)
Differentiation: what makes your research unique?
21
 The result of the Schools Numeracy Performance may
open a remediation program among these set of
students.
 The proponent can recommend intervention strategies/
pedagogies to help student master competencies in the
four fundamental mathematical operation and enhance
students critical thinking and problem solving skills

22. Concept (NSDB)
Benefits: what are the impacts of your study?
22
 The Result of the Numeracy Performance Test among
students in Ormoc City Division will be a measure to
create innovations (e.g., Learning Action Cell (LAC),
Action Research, and School Banner Project) that will
help them master a skill in the four fundamental
mathematical operation (Addition, Subtraction,
Multiplication and Division).

23. Proposed Objectives
23
Proposed Objectives
This study generally aims to come up with Numeracy
Assessment results, effectiveness and influences among
Junior High School in Ormoc City Division.
Specifically it answers the following questions:
1. What is the respondents’ average score in the
Numeracy Level Test?
2. What is the level of proficiency or average grade
performance of the respondents in Mathematics?

24. Proposed Objectives
24
3. Is there a significant relationship between the
respondents’ results in Numeracy Test and their
general point average in Mathematics?
4. Based on the findings of the study, what
remediation program for Mathematics can best be
proposed that will enhance and promote further
performance of learners in the level of numeracy?

25. Framework of Proposed Concepts and
their Relationships
25
Numeracy
Assessment
Results
Effectiveness
of the
Assessment
tool
Mathematical
Influences
among JHS
students
Creation of
Innovation/
Intervention
s
Implication
of
Innovation/
Intervention
s
Improved
Mathema
tical skill
in the
four
fundame
ntal
operation

26. Rundown of Methods
26
This study will make use of descriptive- correlational methods.
To determine the significant relationship between the
respondents’ result in the Numeracy Level Test and their general
point average in Mathematics, can be treated by using Pearson
Product- Moment Correlation. The result of the relationship will
provide an intervention or innovation in Mathematics that will
enhance and promote better performance of learners in the level
of numeracy. Data from the respondents demographic profile
were treated carefully through weighted average mean and
percentage scores.

27. Rundown of Methods
27
The participants of the study will be the students under Ormoc
City High Schools, including those who are in the integrated
high schools. In gathering the data, a survey instrument will be
utilized and the availability of Progress Monitoring & Evaluation
Data Sheet(PROMEDS) will be used to identify the Schools
Level of Numeracy as well as the Schools Mean Percentile
Score (MPS) for the quarter.
The study is descriptive in nature and in analyzing the data we
used Pearson-Product Moment Correlation.

28. Available Resources and Capability
28
The proponents have the following available
resources and capability:
 Laptop
 Wifi connection
 Technological skill
 Research skill
 Communication skill
 Interpersonal skill
 Technical knowledge

29. Proposed Outputs (6Ps)
29
Publication: published aspect of the research, or the whole of it, in a
scientific journal for peer review
Patents/IP: proprietary invention or scientific process for potential
future profit
Products: invention with a potential for commercialization
People Services: people or groups of people, who receive technical
knowledge and training.
Places and Partnerships: linkage forged because of the study
Policy: science-based policy crafted and adopted by the
government or academe as a result of the study.

30. Proposed Outputs (6Ps)
30
Publication:
The completed study will be submitted for publication in international journals.
Hence, a wider dissemination of results is guaranteed.
Places and Partnerships:
The Deped Regional Office VIII through the Curriculum Learning and
Management Division, and in partnership with the different Schools Division
Offices, developed a regional numeracy test which is designed to determine the
mastery level of the learners on the four fundamental operations.

31. Proposed Outputs (6Ps)
31
Policy:
The proponent can recommend a remediation program that
will help the respondent review and revisit the competencies
in learning Mathematics to increase the level of numeracy
and proficiency, that will further enhance the performance of
the respondents in the level of numeracy.

32. References
ACARA. (2017). NAPLAN. Retrieved January 10, 2017, from Australian Curriculum
Assessment and Reporting Authority (ACARA):
http://www.nap.edu.au/naplan/naplan.html
Files.eric.ed.gov. (2022). Retrieved 16 January 2022, from
https://files.eric.ed.gov/fulltext/ED592433.pdf.
Garces, P. (2008). Revolutionizing Math and Science Education. Manila Bulletin, pp. E-
2.
Hardy, I. (2014). A logic of appropriation: Enacting national testing (NAPLAN) in
Australia. Journal of Education Policy, 29(1), 1-18.
doi:10.1080/02680939.2013.782425
Hardy, I. (2015). A logic of enumeration: the nature and effects of national literacy
32

33. References
Lee- Chua Q. (2015) Foundations First: Arithmetic mastery and algebra performance. Ateneo De Manila
performance. Ateneo De Manila University, Philippines. Retrieved from http://math.encu.edu_cn on August 2015
33

34. References
Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on
impacts of high stakes testing on school students and their families. Sydney: Whitlam Institute.
34