Addressing Mathematical Competency Gaps through the Numera-Z Program: Improving Numeracy Skills amid Disruptive Learning Interests

Chrislyn Joyce L. Dionanga and Allan Jay S. Cajandig
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Chrislyn Joyce L. Dionanga: Department of Education, Palo 19 National High School, Philippines
Allan Jay S. Cajandig: Department of Education, Palo 19 National High School, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 2198-2214

Abstract: Mathematics education faces global challenges that affect numeracy learning based on the results from the Program for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS), that many learners struggle to master basic skills essential for both academic and everyday tasks, as stated in the study of (Smith, 2020). In seeking innovative solutions, this study assessed the mathematical competency gaps and disruptive interests of learners at Palo 19 National High School. Also, evaluated the effectiveness and acceptability of the developed NumEra-Z Program, a computer-based numeracy intervention designed to enhance accuracy and speed in mathematical tasks. Grounded in Experiential Learning Theory and Constructivist principles, the program utilized the ADDIE instructional design model to facilitate the development and evaluation of NumEra-Z, addressing the gaps in numeracy skills. There were sixty-eight (68) learners from Grades 7 to 10 who participated in the study during the second quarter of School Year 2024-2025. The research identified the least-learned competencies, mostly with fractions, basic operations, and geometric representation. Through diagnostic assessments and surveys, the disruptive interests of the learners were moderately affected by excessive peer socialization, followed by a lack of interest in abstract concepts, and then by technology misuse. Pretest and posttest results showed improvements in numeracy accuracy and speed, while a survey assessed the program’s acceptability in terms of relevance, organization, engagement, and overall effectiveness. Findings revealed significant improvements in learners’ numeracy accuracy and speed following participation in the NumEra-Z Program. Additionally, a positive relationship was observed between program acceptability and numeracy skills. The study highlights the potential of learning interventions like the NumEra-Z Program to address persistent gaps in numeracy proficiency while fostering learner engagement.

Date: 2025
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