Research Title: Project I CAN (Intervention through Catch-up Activities on Numeracy)
in Improving Practical Numeracy Skills of Learners
Research Design: Quantitative Descriptive-Comparative Design
Sampling: Grade 7-12 students of Bucayao National High School, SY 2024-2025
Data Collection: Pretest and posttest assessments, performance monitoring, and
intervention records
Data Analysis: Descriptive statistics (mean, percentage) and Chi-square test for
significance
Executive Summary:
Mathematics is an essential life skill, yet many students struggle with even the most basic
numeracy concepts. At Bucayao National High School, assessments revealed a concerning
number of students who found it difficult to work with numbers. In response, Project I CAN was
created—a program designed to help students catch up on numeracy skills through fun,
interactive, and engaging learning activities.
The program focused on gamified learning, incorporating interactive discussions, weekly
guided activities, and continuous assessments to help students improve their math skills.
Teachers closely tracked students’ progress, adjusting the approach as needed to ensure effective
learning. Those who showed improvement moved forward, while students needing extra support
were given additional resources and encouraged to participate in supplementary programs.
The impact of Project I CAN was remarkable. Before the program, 59.44% of students
were classified as non-numerates, struggling with even the most basic computations. After the
intervention, that number dropped to 28.43%, with more students moving up to proficient and
advanced levels. A statistical analysis confirmed that these improvements were significant,
proving that structured, engaging, and student-centered approaches can make a real difference in
learning.
The success of Project I-CAN highlights the power of innovative and well-planned
interventions in education. By making numeracy engaging and accessible, we can bridge
learning gaps and give students the skills they need—not just for school, but for life. Moving
forward, sustaining and expanding programs like this will be essential in ensuring every learner
has the opportunity to develop strong mathematical foundations.
Activities involved in Project I CAN
Activity Description Frequency
Initial Assessment Conduct a thorough assessment to identify non- Once
numerates using the division's pretest. (Pretest)
Development of Create tailored, gamified PowerPoint presentations Once
Intervention targeting specific numeracy skills such as operations (Initial)
Materials with integers.
Weekly Sessions Facilitate sessions with guided discussions, Every
interactive activities, and regular assessments to Friday
track progress.
Interactive Activities Implement gamified PowerPoint presentations and Weekly
other interactive materials during weekly sessions.
Regular Assessments Conduct assessments to measure student progress Weekly
and mastery levels.
Progress Monitoring Maintain detailed records of student progress, Ongoing
including mastery levels and individual growth.
Student Review progress records to categorize students: Ongoing
Categorization those showing significant improvement will exit,
others will be referred.
Supplementary Encourage participation in supplementary programs Post-
Program such as the NLC program during summer break. program
Encouragement
Monthly LAC Participate in sessions with the school head for Monthly
Sessions technical assistance and to discuss ongoing issues.
I. Action Research Method
The action research used a quantitative descriptive-comparative design. It utilized
descriptive statistics, such as mean and percentage, for descriptive questions. The Chi-square
Test was employed to determine significant differences. The participants were Grade 7-12
students at Bucayao National High School in SY 2024-2025.