Acceptability of strategic intervention materials in improving numeracy skills
Meinard M. Dato, Jhamvee A. Ilao & Edilberto Pasamba
Abstract
Strategic Intervention Materials (SIM) have emerged as innovative tools designed to bridge learning gaps and enhance student performance, particularly in mathematics where numeracy remains a persistent challenge. This study aimed to determine the acceptability of SIM in improving the numeracy skills of Grade 10 students in one of the public secondary schools in Sariaya East District, Philippines. Specifically, it sought to evaluate the usefulness of SIM in addressing learning gaps of the students and to assess its acceptability in terms of content, clarity, appeal to the target user, and originality. A quasi-experimental design was utilized through pre-test and post-test comparisons, while a descriptive-evaluative method was employed to measure acceptability. A total of 143 students were selected using stratified random sampling. Data were analyzed using Mean Percentage Scores, the Wilcoxon Signed-Rank Test, and Weighted Arithmetic Mean. Results revealed that the majority of the students were initially classified as non-numerate, but after the intervention, there was a significant improvement in numeracy skills as indicated by the statistical test (p = .001). Furthermore, the SIM was rated “Highly Acceptable” across all evaluated dimensions, demonstrating its acceptability as a supplementary learning resource. The findings imply that SIM is an effective instructional material for enhancing numeracy skills, particularly in mathematics. However, the study was limited to one district and a single grade level, which suggests that future research should cover wider populations and grade levels for broader generalization. It is recommended to enhance SIM by adding interactive, contextual activities to sustain engagement and strengthen mathematical foundations.
Keywords
instructional materials, learning Intervention, mathematics education, numeracy skills
Author information & Contribution
Meinard M. Dato. Corresponding author. Bachelor of Secondary Education major in Mathematics. Currently affiliated with the College of Sciences, Technology, and Communications, Inc., School of Teacher Education. Corresponding author. Email: meinardmagnaye@gmail.com
Jhamvee A. Ilao. Bachelor of Secondary Education major in Mathematics. Currently affiliated with the College of Sciences, Technology, and Communications, Inc., School of Teacher Education. Email: 20220255@cstc.edu.ph
Edilberto Pasamba. Bachelor of Secondary Education major in Mathematics. College Instructor, CSTC Sariaya Inc. Email: edilbertopasamba1@gmail.com
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used ChatGPT in checking the grammar and summarizing the key points. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
*This paper is a finalist at the 5th International Research Competition (IRC) 2025
Acknowledgement
This study would not be possible without the generous assistance and support of several individuals who, in one way or another, contributed and extended their valuable time and help in the preparation and completion of the study.
First and foremost, to Almighty God for providing them with the knowledge, courage, perseverance, and determination needed to complete this research.
Dr. John Marc R. Mendoza, Dean of the School of Teacher Education at CSTC, for encouraging and inspiring the researchers to complete their work;
Mrs. Josephine O. Amandy, a research instructor, is sincerely acknowledged for her immeasurable patience and generous sharing of her research expertise, which greatly facilitated the success of this study. The researchers are also thankful for her consistent inspiration throughout the research endeavor and her valuable role as a member of the Oral Examination Committee.
Ms. Nicole Hernandez, their language editor, for her patience and dedication in carefully reviewing and checking the grammatical aspect of this study.
Mrs. Maribel M. Alcantara, the principal of one of the public secondary schools in Sariaya East District, granted permission for the researchers to conduct their research inside their school.
Mr. Joener M. Montenegro, Grade 10 mathematics teacher at one of the public secondary schools in Sariaya East District, for assisting the researchers throughout the data gathering procedure and for giving specific data required in the study;
To the respondents, the Grade 10 students at one of the public secondary schools in Sariaya East District, during the SY 2024-2025, for their cooperation and willingness to answer questions on the study questionnaire.
The researchers' loving parents, Mr. and Mrs. Dato, and Mr. and Mrs. Ilao, for their kind understanding, sacrifices, and unwavering support, and for providing them financially, and also for the greatest motivation and perseverance to complete the study; and
To those who are not explicitly mentioned but help and contribute to this study in some ways, the researchers wish to extend their deepest gratitude to all of them.
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Cite this article:
Dato, M.M., Ilao, J.A. & Pasamba, E. (2025). Acceptability of strategic intervention materials in improving numeracy skills. The Research Probe, 5(2), 154-172. https://doi.org/10.53378/trp.199
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