Brigada Pagbilang: Enhancing the Numeracy Skills of Identified Grade 7 Learners

in Dalupaon National High School

Group Members:
Anna Marie R. Camacho
Ariane Mae E. Asuncion
Dorie Jean L. Justiniana
Elisa R. Borja
Jenny Rose J. Abad
Jerome Oliver P. Oliva
John Argie G. Betchaida
Lady Joy B. Aben
Margie D. Curioso
Maricris A. Avila
Mary Grace T. Gaza
Maximo M. Sorra
Mylene B. Pelonio
Remelyn Alamo Camaong
Roma O. Agsangre
Ruby R. Candelaria
Zoren V. Arriesgado

Group Leaders:
Francia D. Conde
Christine Joy B. Panganiban

Group Mentors:
Girlie P. del Valle
Ivy C. Sugay
Introduction
Students’ daily experiences are full of learning opportunities that lay the
foundations for numeracy. Numeracy, like literacy, is a key for students to access and
make sense of their world. Being able to quantify and measure their environment in
different ways will help them to make wiser judgments about the kind of actions to take
in their lives. These skills can be learned and improved upon with time, effort and
patience. Teachers should use a diverse range of strategies to stimulate student’s
interest in meaningful numeracy experiences through effective interventions. However,
despite different advantages of learning Mathematics, many, if not all, students dislike it
due to the difficulty to learn the basics, the teacher or instructional related factors.
The Victorian Department of Education and Training (2018) defined numeracy as
the knowledge, skills, behaviors, and dispositions that students need in order to use
mathematics in a wide range of situations. It involves recognizing and understanding the
role of mathematics in the world and having the dispositions and capacities to use
mathematical knowledge and skills purposefully. Thus, it goes beyond mere knowledge
of number facts and processes and the ability to perform arithmetic operations
(Villanueva, 2015).
Numeracy is one of the essential skills that contributes to one’s lifelong learning.
Numeracy level tests have been conducted as a predictor of students’ performance in
Mathematics. In the Trends in International Mathematics and Science Study 2019
(TIMSS), the Philippines only scored 297 in mathematics and 249 in science, which are
significantly lower than any other participating country. In mathematics, only 19% of
Filipino students were on the Low benchmark, which means that they had some basic
mathematical knowledge, while 81% did not even reach this level.
During the time of the Covid-19 pandemic, the Department of Education adopted
the distance learning modality as part of the Basic Education Learning Continuity Plan.
Since the pandemic, teachers have had to develop alternative educational practices to
ensure learning and students had to abruptly shift to distance learning. Studies show
that the pandemic has increased existing numeracy skill gaps. The pandemic had a
large negative impact on the pupils' performance in mathematics (Contini et al., 2022).
Similarly, in the study conducted by Schult et al. (2022), low-achieving students seem to
have a learning backlog in Mathematics that deserves attention in future education.
Furthermore, the study by Christiansen (2021) showed that full distance and hybrid
learning alleviated students’ mathematical anxiety. Hence, affects students’ success in
Math.
As cited by Layug et al., (2021), students from the Philippines are not exempted
from this poor level of numerical competence. In fact, in 2018, the Programme for
International Student Assessment (PISA) indicated that the Philippines placed second
overall lowest in rank out of 79 participating nations worldwide. This merely implies that
the students' mathematics abilities are really poor in the Philippines. Even before Covid-
19, many students were performing in below level because of the accumulation of
unmastered learning of basic skills from prior grades. Poor skills in basic numeracy
were the common problem facing nowadays by the educational system. There was a
sudden shift in the learning modality due to the pandemic. Learning became student-
facilitated making absorption of learning more difficult. Students focus in learning got
haywire since there were many distractions met in distance learning setup. This
distance learning offers a not so conducive learning environment since students
learning is not affirmed regularly, making their misconceptions in the lesson not
corrected. Monitoring, supervision and facilitation of learning by teachers became
inconsistent due to the absence of personal interaction with the students.
To address these gaps on numeracy, many studies have been conducted.
According to Garces as cited by Viillanueva (2015), Math is a continuous process that
builds on prerequisite skills. Learning is sequential. Thus, it is important that each
lesson is understood because if the students miss one concept, they will miss all
succeeding concepts. Students must really be encouraged to work independently to be
able to develop speed and confidence in their work. Moreover, Maghirang (2013)
viewed Mathematics as a continuous process that connects prior knowledge to
understanding new concepts. It is very important to know the mastery level of the
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.
As a way to fill gaps in the Math proficiency of low-performing students,
remediation programs have been implemented such as tutorial interventions.
Macalindong (2019) conducted a study on the impact of Mathematics tutorial sessions
on the test results of Grade 7 students. It showed that students who underwent tutorial
sessions showed positive transformation in terms of academic standing in Mathematics.
It helps to strengthen the mastery of the basic concepts and correct some
misconceptions on the subject.

In the study conducted by Matthew (2019), some of these implemented

academic interventions in the Philippines were peer-tutoring/ assessment and self-
assessment. Nevertheless, in spite of the efforts put by the teachers to implement
interventions, students continued to exhibit downtrend performance in Mathematics.
Thus, this paper aims to address this gap. Moreover, the study analyzes educators'
various interventions to address the poor mathematical performance of students, as well
as their efficiency in resolving learners' challenges in the development of basic
mathematical abilities.

Identifying effective policy interventions for students with low numeracy skills has
become increasingly important. As supported by Machera (2017), interventions
according to him have benefits if administered properly, self-directing, cooperation and
teamwork among students comprise some of the benefits. However, Hendrickje (2015)
cited that despite progress in measuring adult skills and extensive literature describing
practices used in numeracy programs, there is little analysis of the effects of different
interventions on learners. Low basic skills levels of learners are a complex policy
problem that has neither straightforward causes nor straightforward solutions and
successful interventions are relatively uncommon. But to think positively, based from
DSF (2022), when planning for numeracy intervention, it is important to consider the
point of break down for the student, but also important that the foundational skills of
numeracy development are in place. Thus, this study aims to address this gap.
Therefore, a collaborative and convenient intervention is needed.
This study attempts to bring together the analytical insights and practice to
provide a broad picture of what has so far proven to enhance low-skilled students to
participate in numeracy learning intervention. Results of the study will be helpful to
students, teachers and future researchers. Students will be helped on enhancing their
numeracy skills. Teachers will be guided on what to do in conducting the intervention.
Future researchers may likewise conduct similar research on the different respondents.

Statement of the Problem

The purpose of this study was to enhance the basic numeracy skills of identified
grade 7 learners at Dalupaon National High School for an 8-week tutorial course
duration for S/Y 2022-2023 through Brigada Pagbilang.
Specifically, it aims to answer the following questions:
1. What are the issues and challenges confronting learners and teachers in the
limited face-to-face classes?
2. What intervention program(s) could be developed to fill these gaps?
3. How effective is the Brigada Pagbilang in enhancing the basic numeracy skills of
learners?
4. What enhancements can be added to the implemented Brigada Pagbilang to
further arrive at more effective result?

The scope of the study are the identified grade 7 learners of Dalupaon National
High School for the school year 2022-2023, who, upon the administration of the
researcher-made pre-test material on numeracy, received a very low and alarming
scores. This study purposively selected respondents who could attend the additional 30-
minute tutorial sessions upon the facilitation of Dalupaon National High School teachers
and volunteer tutors. The study only looked at the learners’ numeracy test result and will
only last for a 6-week course duration.

Theoretical Framework
 Figure 1 presents the theoretical framework of the study. It depicts how some of
the long-standing theories affects learning.
Behaviorism (Pavlov, 1904). According to Petrovich Pavlov, behaviorism is
based on the idea that knowledge is independent and on the exterior of the learner. In a
behaviorist’s mind, the learner is a blank state that should be provided with the
information to be learnt. The researchers believed that tutorial lesson on students is one
way of providing learning to them.
Cognitivism (Gestalt, 1925). In contrast to behaviorism, cognitivism focuses on
the idea that students process information they receive rather than just responding to a
stimulus, as with behaviorism. Gestalt roughly translates cognitivism theories to the
organization of something, that is viewed as more than the sum of its individual parts. It
has given rise to many evidence based education theories, including cognitive load
theory, schema theory and dual coding theory as well as being the basis for retrieval
practice. Therefore, through tutorial sessions, the students will process the learning they
received that will probably enhance their skills in numeracy.
Constructivism (Piaget, 1934). It is based on the premise that we construct
learning new ideas based on our own prior knowledge and experiences. Learning,
therefore, is unique to the individual learner. Students adapt their models of
understanding either by reflecting on prior theories or resolving misconceptions.
Through tutorial lessons on Brigada Pagbilang, the researches will focus on the
misconceptions of the students on the specific topics, it gives opportunities to those
learners to enhance their prior knowledge in a right way specifically on their numeracy
skills.
Self-Determination Theory (Ryan & Deci, 2000, 2017). Learners’ will and desire
to learn plays a vital part in accumulating learning. Regardless of the situation and the
environment where the learner is situated, if he has the self-determination to grow,
learn, and develop, he absolutely can. Through additional support such as having
teachers’ assistance in every tutorial session, plus their individual desire to learn,
education will thrive, thus, the gap on numeracy will be addressed satisfactorily.

Figure 1.
Theoretical Paradigm: Diagram Showing How Learning Theories Interconnect Towards
Solidifying the Foundations of One’s Learning

Independence
of Knowledge
(Behaviorism
Learning Theory)

Motivation
Solidying Knowledge
(Self-
Determination
Theory)
Learning Processing
(Cognitivism
Learning Theory)
Foundations

Construction of
Learning Based
on Previous
Knowledge
(Constructivism
Learning Theory)

These theories support the study not just because it was proven over time, but
also because it is in the nature of man to be a natural learner, regardless of the pacing
of how one learns. Moreover, it is not so much of a question how we learn, since it is
one of the amazing instincts men possesses. Thus, these gaps in learning, particularly
in numeracy, is fixable by offering interventions guided by these learning theories to fill
these gaps.

Conceptual Framework

Figure 2 showcase the conceptual framework of the study. The researchers

adopt Susman and Evered cyclical action research process as the framework of this
study. The cycle starts by identifying what needs to be addressed by conducting a gap
analysis and priority rating. The researchers found out that there is a major gap in terms
of the numeracy skill of some Grade 7 learners through the pre-test result. Once the
problem is identified, brainstorming of probable solutions follow. To determine the most
appropriate solution, the researchers used priority matrix (impact-effort) in which tutorial
session through Brigada Pagbilang bested the rest of the proposed solutions.
Monitoring of the proposed solution follows. Finally, generalizing of conclusions and
recommendations based on the gathered result will take place. The interaction of these
variables formed the study's framework, which guided the researchers in implementing
an intervention suitable to address the learning gap and for learning to recover from the
drastic changes brough about by the pandemic.

Figure 2.
Conceptual Paradigm: Diagram Showing the Implementation of Brigada Pagbilang in
Enhancing Learners' Numeracy Skills

DIAGNOSING
Conduct of Gap Analysis
and Priority Rating

SPECIFYING ACTION PLANNING

LEARNING Selection of Proposed
Generalizing Conclusions and Enhancing Interventions through Priority
Learners’ Matrix (Impact-Effort)
Numeracy Skill

EVALUATION ACTION TAKING

Monitoring of the Implemented Implementation of the Selected
Intervention Intervention
(Tutorial Sessions through

As seen in the learners’ pre-test result, it was an alarming concern that some of
Grade 7 learners were not grade-level ready when it comes to their numeracy skills.
This baseline data leads the researchers to conclude that it is right to inject timely and
appropriate interventions, which became the basis for the tutorial session under the
program Brigada Pagbilang to materialize. This gap between the learning context and
the learners widened when face-to-face learning modality was disrupted by the
pandemic. Though we are recovering from the pandemic, the aftermath in the Philippine
education system is drastic, and there is really a need to address this for learning to
recover and continue. With this as an end goal in mind, the researchers must be
creative and innovative enough to develop and implement solutions to these problems
at hand.

Methodology

This is a discussion of the methods and procedures used by the researchers to

arrive at the objective of the study. It includes the research design, respondents of the
study, research instruments, data gathering procedure, and statistical tools.

Research Design

The descriptive, evaluative and developmental methods of research analysis were

utilized in this study. It gathered information with the test question being administered to
the Dalupaon National High School, which is in the form of the pre-test and post- test to
determine and identify the numeracy skills of grade 7 students of the said school.

Respondents of the Study

The respondents of the study were the Grade 7 students from Dalupaon National
High School in Pasacao, Camarines Sur. Forty- nine (49) students were the participants
of the study.

Research Instrument

A teacher made 40-item test was constructed to determine the numeracy skills of
the grade 7 students of Dalupaon National High School. It focused on the four
fundamental operation of Mathematics.

Data Gathering Procedure

The researchers asked permission from the School Head of Dalupaon National
High School to conduct a dry run pretest and posttest for the validation of the test, and
then the test has been conducted to Grade 7 students. After the test administered,
researchers summarized the solution and result of the test using the frequency count.
Then, the identified numeracy skills of Grade 7 students used to answer the main
problem of the study. The results of the learners in their numeracy skills were used to
make intervention through Brigada Pagbilang. The researchers constructed test
questions distributed to the respondents that are in the form of pre- test. This study was
undertaken with the use of the test questions analyzed and identified the numeracy
skills of the grade 7 students of Dalupaon National High School. The researchers
analyzed the answers and determined the levels of numeracy of the respondents.

Statistical Tools

Statistical tools were utilized to answer the problems raised in this study, which led
to the interpretation and analysis of the data gathered. The researchers analyzed the
data qualitatively and quantitatively, tabulated and treated it statistically. The following
statistical tools were utilized:

Mean and Standard Deviation. These were used to determine the level of
students’ performance based on the pre- test and post- test result.
Frequency and Percentage. These used to determine the most frequency of
scores of the students in their pre- and posttest scores.
t-test for Dependent Variables. This was used to determine if there was a
significant difference in the level of performance of the students in the pre- and post-
implementation of Brigada Pagbilang.

The following interpretation of scores was also utilized:

Parameter Qualitative Description

30.01-40.00 Excellent Performance

20.01-30.00 High Performance

10.01-20.00 Satisfactory Performance

0.00-10.00 Poor Performance

Results

Issues and Challenges Confronting Students and Teachers in the Limited Face-
to-Face Classes

The table 1 shows the Gap Analysis in modular distance learning of Grade 7
students.

Table 1.
Gap Analysis in Limited Face-to-Face Classes

What should be? What is actual? What is the gap?

All Grade 7 students
must have mastery in
basic numeracy skills
All Grade 7 students
must have high retention
skills
All Grade 7 students
must have interest in
learning Mathematics
40% of Grade 7 students
have mastery in basic
numeracy skills
30% of Grade 7 students
have high retention skills
40% of Grade 7 students
have interest in learning
Mathematics.
60% of the Grade 7
students do not have
mastery in basic numeracy
skills
70% of the Grade 7
students have poor
retention skills
60% of the Grade 7
students lack interest in
learning Mathematics.

The table shows some issues and challenges encountered in mathematics. It

reveals that out of 49 learners, 60% of the population of 7th-grade students do not have
mastery of basic numeracy skills. Furthermore, 70% of seventh-grade students have
poor retention skills, and 60% are uninterested in mathematics. It clearly shows, as a
result of this gap, that there is a need for intervention programs to enhance students’
quality of learning in numeracy skills.

Intervention Program: Brigada Pagbilang

The gap analysis's findings indicate that intervention programs should be

implemented to help the Grade 7 students at Dalupaon National High School improve
their numeracy abilities. It was evident from the result of the completed pre-test before
the design and implementation of the intervention program. Then, researchers
concluded to conduct tutorial sessions through Brigada Pagbilang.

The tutorial sessions are under the program of the Brigada Pagbilang, which
aims to improve numeracy skills through the use of math tutors and other volunteers
who teach the skills every 4:00–5:00 PM from Monday to Friday. The teacher and
volunteer tutors provide 6-week tutorial sessions in mathematics, focusing on teaching
Grade 7 students the fundamentals of numeracy. They also use innovative instructional
materials aid during the tutorial sessions to improve students' ability to grasp the
concept of Mathematics.

Performance of Students in the Pre- and Post-Implementation of Brigada

Pagbilang
 The graphical and tabular representations below show the pre- and post-test
results of the students before and after the implementation of the Brigada Pagbilang.

Figure 3.
Pre-test scores in the numeracy test of Grade 7 Learners before the implementation of
Brigada Pagbilang

Figure 4.
Posttest scores in the numeracy test of Grade 7 Learners after the implementation of
Brigada Pagbilang

Table 2.
Frequency count and percentage’s table on pretest scores of the Grade 7 students in
numeracy test.
INTERVAL OF SCORES FREQUENCY
 0-4 7
5-8 8
9-12 16
13-16 10
17-20 8

Table 3.
Frequency count and percentage’s table on post-test scores of the Grade 7 students in
numeracy test.

INTERVAL OF SCORES FREQUENCY

6--10 5
11--15 3
16--20 10
21--25 9
26--30 11
31-35 11

Students’ most frequent scores on the pre-implementation of Brigada Pagbilang

belongs to the interval of scores between 9-12 out of the 40-item test. From this., it can
be inferred that majority of learners need to revisit the four fundamental operations
since they have no mastery of these pre-requisite skills as showed in the pre-test
scores. It can also be noted that no student scored more than 20 in the test, which
means that their knowledge on the basic numeracy skills is really far beyond the target.

However, after Brigada Pagbilang was implemented, posttest scores revealed

that the most frequent scores of the students belong to the interval of scores between
26-30 and 31-35. It means that majority of the learners showed mastery on the four
fundamental operations as reflected on their high scores. It can also be noted that only
5 out of 49 learners scored 6-10, and only 3 scored 11-15 while majority of them scored
high on the test.

Table 4. Level of Performance of Students in the Pre-test and Post-Test Scores

M SD Qualitative
Description
Pre-test 10.96 5.2 Satisfactory Performance
Post-test 22.96 8.1 High Performance
Legend. 30.01-40.00(Excellent Performance) 20.01-30.00(High Performance) 10.01-
20.00(Satisfactory Performance) 1.00-10.00(Poor Performance)

It revealed that the level of performance of the Grade 7 students in their pre-test
score (M=10.96, SD=5.2) is satisfactory performance. Meanwhile, the level of
performance in their post-test score (M=22.96, SD=8.1) lies to high performance.

It means that the level of performances differ after the students were exposed to
intervention program, as evident in their pre- and post-test results.

Effectiveness of Brigada Pagbilang

Table 5 shows the paired t-test results in comparing the pre-test and post-test
results.

Table 5. Significant Difference in the Performance of Students in the Pre-test and Post-
Test Scores
Paired t- Effects size
test
S Interpretatio Cohen’ Interpretatio
M D t(48) p n sd n
Very Highly
1.76 Large Effect
1.68 .000 Significant
10.9 5.
Pre-test 6 2
Post- 22.9 8.
test 6 1
Legend:
p-values Interpretation Cohen’s d value Interpretation
p<.001 Very highly Significant 0.00-0.20 Small Effect
p<.01 Highly Significant 0.21-0.79 Medium Effect
.01<p<.05 Significant 0.80 or higher Large Effect
p>.05 Not Significant
 There was a significant difference in the performance of the students in their pre-
test score (M=10.96, SD=5.2) and the post-test score (M=22.96, SD=8.1). It is found out
that the intervention has a large effect (d=1.76).

Results indicated that Brigada Pagbilang's tutoring program was efficient in

enhancing students' fundamental mathematical numeracy skills. As a result, the tutoring
sessions have a positive effect on the academic performance of Grade 7 students, and
it is evident that their skills have improved.

Discussion

Based on the results, the following are the discussions to each statement of the
problem of this study:

The result of the gap analysis conducted by the researchers reflected learning
gap particularly in the numeracy skill of Grade 7 learners. This concern should be given
immediate action since mastery of the basic numeracy skills are pre-requisite skills in
order to learn the competencies in higher (high school) mathematics. It is supported by
the study conducted by Schult et al. (2022) explained that learners with gap in their
numeracy skills will have a learning backlog in higher Mathematics, and therefore given
immediate attention.

With this learning gap in the basic numeracy skills of the learners, researchers
deemed it imperative that learning intervention must be implemented. Brigada
Pagbilang is a 6-week tutorial session whose main goal is to address the gap in the
unmastered numeracy skills of the four fundamental operations in mathematics. With
the implementation of this learning intervention, learning high school mathematics can
be less anxious on both the learners and teachers since the former already has the pre-
requisite skills in learning higher math topics. Studies of Villanueva (2015) and
Maghirang (2013) highlighting that learning is sequential and that learning mathematics
is a continuous process that connects prior knowledge to understanding new concepts
strengthens the goal of the researchers that learning interventions will provide beneficial
effect on both the learners and the teachers experiencing learning gaps.
 The pre- and post-implementation of Brigada Pagbilang resulted to a positive
impact of this specific tutorial learning intervention to the target learners. As reflected in
the pre- and posttest results, learners improved from Satisfactory to High Performance
Level. It means that Brigada Pagbilang was effective in improving of numeracy skills of
the Grade 7 learners of Dalupaon National High School. This is further supported by the
study of Macalindong (2018) supported the effectiveness of learning intervention,
particularly tutorial sessions in improving the mastery of basic concepts in mathematics.

Conclusion

The researchers found-out that the implementation of gap analysis can determine
present issues that require attention and solutions to arrive to a more developed quality
learning processes set-up. These issues were considered as the complex effect of the
2-year modular learning delivery due to the hit of COVID-19. Through the gap analysis,
the researchers developed a concrete program and intervention to resolve the issues
that the researchers had identified.

Brigada Pagbilang Program implementation can positively develop and address the
learning gaps of students in Mathematics subject. This program was developed solely to
enhance the numeracy skills of the targeted respondents in the desired partner learning
institution.

The 6-week tutorial session as the core Brigada Pagbilang Program intervention
can greatly support and enhance the mastery of numeracy skills and the learning of the
targeted competencies in Mathematics. The harmonious face-to-face interaction
between the tutor and the learner during session in the same manner can uplift the
moral and emotional aspects of the learners. Through this, the development of the
academic and non-academic performances in Mathematics is highly predictable.
Recommendations

Brigada Pagbilang Program with its core intervention, the 6-week tutorial session,
is effective in enhancing the numeracy skills of learners. The researchers believe that
through this program, students are able to fully grasp Mathematical lessons and
competencies. This program can also boost and hone students’ knowledge and
perception of lessons.

The following are recommended based on the conclusions stated:

 Constant monitoring and conduct of gap analysis concerning the prevailing

issues and challenges must be implemented to reinforce the goal of realizing
quality education. Gap analysis focusing on a concrete issue must be well-
versed, circumstantial and updated as it requires immediate solutions and
actions to carry-out desired objectives.
 Conduct of substantial planning, development and harmonious preparation of the
suitable program and interventions to address the educational problems in the
learning community.
 Systematic implementation of program and interventions must be controlled by
the implementing body. Teachers are encouraged to be of great dedication to
have smooth pre- and post-implementation of the program and interventions.
 As the implementation of interventions require different skills, teachers are
encouraged to formulate own piece of instructional material which can be used in
carrying-out the targeted intervention.
 Brigada Pagbilang Program must be annually implemented to assist and
enhance the mastery of pre-requisite skills and other disciplinary competencies
and empower the succeeding implementers to incorporate other interventions
such as a.) peer-mentoring b.) application of game-based approach to learning,
and c.) utilization of contextualized assessment tools.
 Accompany the teachers with seminars about gap analysis formulating,
developing programs and interventions to enhance and support teaching
approaches and strategies, allow teachers to partake and benchmark best-
practices/programs in other learning-acquainted institutions, and assist them
 holistically in resolving issues and challenges being confronted in the education
system.
 Relative study concerning the identification and resolution to least-mastered
competencies and skills may be conducted in various disciplines and grade
levels with the implementation of similar and/or other interventions,
accommodating greater number of respondents and longer span or duration of
time to see a wider result and arrive to a more improved outcome of the study.
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