ABSTRACT
Mathematical knowledge at school entry is the strongest predictor of later academic
achievement (Claessens, Duncan, & Engel, 2009; Duncan et al., 2007). Children with low
number skills at kindergarten entry are at high risk for low math achievement over the
early elementary school grades (Jordan, Kaplan, Ramineni, & Locuniak, 2009). The Surigao
City Pilot School aims to capacitate the learners on the following - understand
numbers/numeracy skill which involves counting, solving problems, etc.; improve
numbers/numeracy skill; and increase MPS level from its previous score. Many recent
studies on children’s mathematics success have focused on self-confidence, which is
considered one of the most critical psychosocial factors affecting student performance
(Hosein & Harle, 2018; Çiftçi & Yıldız, 2019).
The Action Research entitled, “Developing the results of MPS in Mathematics through
Tutor-Learner Interactions” shows the effectiveness of tutors under the Project UNLI or
Understanding Numbers through Learner-tutor Interactions to sustain and guarantee that
the Numeracy (ELLN) Program of DepEd is strengthened and reinforced. Thus, the school
firmly believes that through this Project UNLI we can address to resolve the low Mean
Percentage Score or MPS of Mathematics in Grade 6 in school year 2022-2023 and school
year 2023-2024. Their learning gaps were most noticeable in Mathematics, where most
needed help solving integer-base problems or equations. Nevertheless, it can be
addressed through an intervention (Azucena et al., 2022; Pentang et al.,2020; Pentang,
2021).
Thus, the data showed that the Project UNLI has helped and improved the MPS in
Mathematics for the 2nd Quarter of school year 2022-2023 to 71% from 67.83%. Noticeably,
an increase of 3.17% can be attributed to the program where the learner’s numeracy skill
after the 10-day tutorial sessions was developed. Through Project UNLI the MPS has
improved the MPS in Mathematics for the 3rd Quarter of SY 2023-2024 to 61.59% from
43.43%. Noticeably, an increase of 18.16% can be attributed to the program where the
learner’s numeracy skill after the 4-Friday tutorial sessions was developed.
Now, this Project UNLI or Understanding Numbers through Learner-tutor Interactions which
its main objective is to assist all pilotian-learners improve their understanding in
numeracy especially in the least learned competencies in Mathematics 6 through a conduct
free-tutorial with student volunteers in some college/university institutions has found
evidently effective through the increased of MPS in Mathematics for the 2 consecutive
school years as to how the action research observed and concluded.