TERMINAL REPORT Project Inspire Final Na Final 05 12

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
SOUTHVILLE 1 INTEGRATED NATIONAL HIGH SCHOOL
BLOCK 54-55, SOUTHVILLE 1, NIUGAN, CITY OF CABUYAO, LAGUNA
EFFECTIVENESS OF PROJECT INSPIRE IN IMPROVING THE

NUMERACY SKILLS OF THE IDENTIFIED NON-NUMERATE
AND LOW NUMERATE OF GRADE 7 STUDENTS OF
SOUTHVILLE 1 INTEGRATED NATIONAL HIGH
SCHOOL FOR THE S.Y 2020-2022
FATIMA P. CARO
MYRNA B. BASCO
Southville 1 Integrated National High School
Indorsed by:
LOURDES A. TERRONES
Public Schools District Supervisor, District V-B
Reviewed by:
JEFFREY A. ASTILLERO, Ph. D.

SEPS, Planning and Research `
Recommending Approval:
GREGORIO A. CO, JR.

Assistant Schools Division Superintendent
APPROVED:
CHRISTOPHER R. DIAZ, CESO VI

Schools Division Superintendent
Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

Telephone No.: (049) 576-7238
Email Address: southville1integrated@gmail.com
I. ABSTRACT
This study aimed to determine the effectiveness of Project INSPIRE in
improving the numeracy skills of Non-Numerate and Low-Numerate of
Grade 7 students at Southville 1 Integrated National High School for the
school year 2020–2022. In this study, Project INSPIRE was used as an
intervention program.
The researcher used mixed methods—quantitative and qualitative
designs. Paired t-test determined a significant difference between the
numeracy levels of the respondents before and after the implementation of
the intervention program. While narrative analysis was used to come up
with a sustainable plan for the improvement of the numeracy skills of the
Grade 7 students. There were 15 non-numerate and 222 low-numerate
Grade 7 students for the school year 2020-2022.
The study revealed that there was a significant difference between the
numeracy levels of the respondents before and after the implementation of
the intervention program. For the school year 2020-2022, the numeracy
levels of the respondents before and after implementation of the intervention
program were low-numerate and numerate, respectively. The mean
differences of 11.82 and 12.01 only proved that Project INSPIRE was indeed
effective.

Telephone No.: (049) 576-7238
The sustainable plan proposed by the teacher-respondent consists of
four phases. Phase 1: Stakeholders involvement: the involvement of internal
and external stakeholders to ensure the projects’ success. Phase 2: Teacher
Training, there will be a refresher of the concept of Project INSPIRE,
development of learning materials, and the validation of the developed
learning materials. For Phase 3: Project Implementation, modify the
schedule of activities, familiarize students with online applications, and
create a systematic follow-up and monitoring system. Lastly, for Phase 4:
Monitoring and Evaluation, there will be an assessment of the
implementation of the program to identify the limitations and problems
encountered for further implementation.
Keywords: implementation, project INSPIRE, intervention program, numeracy skills,
effectiveness, sustainability plan

Telephone No.: (049) 576-7238
II. INTRODUCTION
A. Rationale
According to Philippine News Article, the World Bank reported that
over 80 percent of Filipino students fell below the minimum proficiency
levels. The Philippines ranked low in three World Bank-led learning
assessments, a problem that the multilateral lender said was accompanied
by bullying and health issues like malnutrition. The country ranked last and
second to last in two assessments that measured skills and proficiency in
reading, mathematics, and science.
The report was based on the three assessments the Philippines
participated in: the Program for International Students (Pwasa) in 2018, the
Trends in International Mathematics and Science Study (TIMSS) in 2019,
and the first cycle of the Southeast Asia Primary Learning Metrics (SEA-
PLM) in 2019. The World Bank said there was a "crisis" in Philippine
education "that started pre-Covid-19 (coronavirus disease 2019)" and "has
been made worse" by the coronavirus pandemic.
Despite this, the Department of Education was constantly seeking a
solution, and one of the programs was the Continuous Improvement Plan
(CIP). Continuous Improvement (CI) was a methodology that continually
assessed, analyzed and acted on the improvement of key processes focusing

Telephone No.: (049) 576-7238
on both customer needs and desired performance. It enlivened DepEd’s
commitment to build a culture of continuous learning and improvement. It
was in this line that CI’s context was integrated into the learning
environment to better respond to the changing times and mobilize the vision
of shaping a culture that would have a direct and relevant impact on the
learners.
The main objective of the CIP was to establish quality school practices
and management and help focus on learners' excellence. According to
Manansala, M.G. (2014), CIP was a complete package and the best tool for
establishing quality schools’ vision for total quality management and the
satisfaction of schools’ primary customers. The CIP journey itself drove a
common passion to provide quality education to all schoolchildren and
aimed for the burning sustainability of a program of excellent performance
for every Filipino learner.
The Division Memorandum No. 287, s. 2020, stated the
implementation of the learners’ numeracy assessment from Grade 1 to
Grade 12 in the City Schools Division of Cabuyao. The Project INSPIRE
(Improving the Numeracy Skills by Providing Interactive and Real-time
Experiences) was one of the Continuous Improvement Plan (CIP) of
Southville 1 Integrated National High School, headed by the school

Telephone No.: (049) 576-7238
principal, CI focal person, and the Mathematics department. The project
aimed to improve the numeracy level of the non-
numerate and low-numerate students in Grade 7 and deliver the
intervention program in an interactive way with real-time experiences.
Moreover, the project used different online platforms such as Quizlet,
Canva, Kahoot, Jamboard, Bookwidgets, Google Forms, and many more,
which are called QuiCKJaB, and the use of Vedic Mathematics. These online
platforms were used to deliver the objectives of the project and the
adaptation of the Activity Sheets in the Learning Resources Portal.
The validity of the content in the QuiCKJaB was checked and validated
by the Head Teachers, Master Teachers, and Grade 7 Mathematics
Teachers. Also, pilot testing was conducted to ensure its effectiveness in
improving numeracy skills. This action research would be conducted to
measure the effectiveness of Project INSPIRE as an intervention program in
improving the numeracy skills of the identified non-numerate and low-
numerate students for the S.Y. 2020-2022 and provide a sustainable plan
for improving the numeracy skills of the Grade 7 students of Southville 1
Integrated National High School.
B. Action Research Questions

The study aimed to determine the effectiveness of Project INSPIRE in
improving
Telephone No.: (049) 576-7238
the numeracy skills of the identified non-numerate and low-numerate Grade
7 students at Southville 1 Integrated National High School for the school
year 2020-2021.
Specifically, the study sought to answer the following questions:
1. What is the numeracy level of the identified non-numerate and low
numerate Grade 7 students of Southville 1 Integrated National High
School, S.Y. 2020-2021?
1.1 before the implementation of Project INSPIRE; and
1.2 after the implementation of Project INSPIRE?
2. Is there a significant difference between the numeracy level of the
selected Grade 7 students before and after the implementation of Project
INSPIRE?
3. What sustainability plan can be proposed to improve the numeracy level
of the non-numerate and low numerate students?
III. RESEARCH METHOD
A. Participants and/or Sources of Data and Information
The participants of the study were the identified non-numerate and
low-numerate Grade 7 students in Southville 1 Integrated National High
School

Telephone No.: (049) 576-7238
for the school years 2020-2021 and 2021-2022, Grade 7 teachers, and
CI members of the project. Hence, the selection of the respondents
followed a purposive sampling method.
Table 1.
Grade 7 Respondents of the Study
School Non- Low
Year Numerate Numerate Subtotal
2020-2021 8 163 171
2021-2022 7 59 66
Total 15 222 237
Table 1 showed the number of non-numerate and low-numerate
students for the past two school years. This data was the pre-test result for
the school year 2020-2022. There were 8 non-numerate and 163 low-
numerate students for the school year 2020-2021, while there were 7 non-
numerate and 59 low-numerate students for the school year 2021-2022.
Table 2.
Teacher Respondents of the Study
Grade 7 Teachers 3
CI Members 6
Total 9
Table 2 showed the teacher-respondent ratio of the study. There were 3
Grade 7 teachers and 6 CI Members of the Project INSPIRE.

Telephone No.: (049) 576-7238
B. Data Gathering and Instrument
The researcher wrote a letter request to Schools Division
Superintendent for the approval of the permit and get a letter of
endorsement to conduct the study. The research instrument used in this
study was interview, the results served as a basis of the sustainability plan
to continuously provide an interactive intervention program among the
Grade 7 students of Southville 1 Integrated National High School.
Afterward, the researchers analyzed and tabulated the collected data
from the respondents. Then, the researcher presented the computed data in
tables and interpreted each accordingly.
C. Data Analysis
The following data analysis was used in this study:
1. To determine the numeracy level of the non and low numerate Grade 11
students, averaged was used.
2. To determine if there is a significant difference between the numeracy
level of the respondents before and after the implementation of Project
INSPIRE, paired t-test was used.
3. To propose a sustainable plan, narrative analysis was used.

Telephone No.: (049) 576-7238
IV. RESULTS AND DISCUSSION
The data gathered to address the research problems, the analysis of
these data, including the statistical treatment, and the interpretation of the
results.
Table3.
Numeracy Level of the Grade 7 Students before and after the implementation
of Project INSPIRE
Before
After Implementation
Scho Implementation
ol Numer Numer
Year Mean acy Mean acy
Level Level
Low
2020- Numer
2021 13.2 Numer 25.02
ate
ate
Low
2021- Numer
2022 12.61 Numer 24.62
ate
ate
Table 3 showed the numeracy level of the respondents before and after
the implementation of Project INSPIRE. In 2020-2021, the numeracy level of
the respondents before the implementation of the program was Low
Numerate with a mean of 13.20 and after the implementation the numeracy
level of the respondents was Numerate with a mean of 25.02. While in the
year 2021-2022 the numeracy level of the respondents before the

Telephone No.: (049) 576-7238
implementation was also Low Numerate with a mean of 12.61 and after the
implementation the numeracy level was Numerate with a mean of 12.01.
Table4.
Significant Difference Before and After Implementation of Project INSPIRE
Mean
School Year t-value p-value
Difference
2020-2021 11.82 -44.512 0.000*

2021-2022 12.01 -26.666 0.000*
* The difference is Significant at the .05 level. (2-tailed)
Table 4 showed the significant difference before and after the
implementation of Project INSPIRE. The t-value of -44.512 and -26.666 and
p-value of 0.000 indicated that there was a significant difference between
the pre-test and post-test of the respondents for the school year 2020-2022.
Moreover, the mean difference of 11.82 and 12.01 for the past two years also
proved that the Project INSPIRE was effective in improving the numeracy
skills of the Grade 7 students.
According to Manansala, M.G. (2014), CIP was a complete package
and best tool in establishing quality schools’ vision for total quality
management of the satisfaction of schools’ primary customer. The CIP
journey
Telephone No.: (049) 576-7238
itself drove a common passion to provide quality education to all
schoolchildren and aimed for a burning sustainability of programme of
excellent performance of every Filipino learner.
Therefore, the project INSPIRE was an effective CIP project in
enhancing the numeracy skills of Grade 7 students of Southville 1
Integrated National High School.
Figure 1.
Sustainability Plan for Project INSPIRE

Telephone No.: (049) 576-7238
Figure 1 shows the sustainable plan proposed by the teacher-
respondent are the following: Phase1-Stakeholders Involvement, Phase 2-
Teacher Training, Phase 3- Project Implementation and Phase 4- Monitoring
and evaluation.
For Phase 1, it is the involvement of internal and external
stakeholders to ensure the projects’ success. Internal stakeholders are the
teachers,
Telephone No.: (049) 576-7238
Master Teachers, Head Teachers and administration of the school while
external holders are the LGU’s, parents, alumni and other stakeholders.
According to Pelayo (2018), the stakeholders play an important role in
managing schools. They are the partner of the school leaders in making the
schools conducive to teaching and learning. They are also responsible for
the achievement of the learning outcomes through their active participation
in school activities, programs and projects.
Phase 2 involves the teachers’ training since teachers have the most
direct, sustained contact with students and considerable control over what
is taught. In this phase there will be a refresher of the concept of Project
INSPIRE, development of learning materials and validation of the developed
learning materials. The main objective of this phase is to update all the
teachers and learning materials based on the needs of the respondents in
every year.
Phase 3 focuses on the project implementation. The implementation of
the project consists of modifying the schedule of the different activities,
assisting the target respondents to familiarization the different online
applications to be used during the program and create a systematic follow-
up/monitoring system. The goal of this phase is to ensure the success
implementation of the program.

Telephone No.: (049) 576-7238
Lastly Monitoring and Evaluation on Phase 4. This phase will be the
assessment on the implementation of the program and identify the
limitations and problems encountered for further implementation. The
objective of Phase 4 is to help the implementers to improve the program
every cycle of the program.
V. CONCLUSIONS
Summary of Findings
The following are the findings of this study:
1. The numeracy level of the respondents in school year 2020-2022
are both “low numerate” before the implementation and “numerate” after the
implementation of the intervention program.
2. There is a significant difference in the numeracy level of the
respondents before and after the implementation of the intervention
program.
3. The proposed sustainable plan is composed of four phases-
stakeholders involvement, teacher training, project implementation and
monitoring and evaluation.
Conclusions
Based on the summary of findings, the conclusion was drawn:

Telephone No.: (049) 576-7238
1. Since there is a significant difference in the numeracy level of the
respondents before and after attending the Project INSPIRE. It concluded
that Project INSPIRE was indeed effective in improving the numeracy skills
of the Grade 7 students in Southville 1 Integrated National High School.
Recommendations
Based on the findings and conclusion, the following recommendations
were drawn:
1. Utilization of the sustainability plan for the succeeding
implementation of Project INSPIRE.
2. Other researchers can develop an action plan on how to address
the limitations and problems encountered during the implementation
period.
3. Further studies related for the improvement of the numeracy skills
of the students.
References

Telephone No.: (049) 576-7238
Carlos, R.A (2021), World Bank report on PH education ‘disturbing, very

alarming’. Philippine News Agency. Retrieved from
https://www.pna.gov.ph/articles/1145626.
Coca, A. (2015), Continuous Improvement – Responding To The Changing
Times. Sdnfk https://www.deped.gov.ph/2015/11/09/84351/
Manansala, M. (2014), CIP: New Program for DepEd for Total Quality
Management.SunStar.Pamapanga. Retrieved from
https://www.pressreader.com/philippines/sunstar-pampanga/20140
408/281633893212225

Telephone No.: (049) 576-7238

Telephone No.: (049) 576-7238
Stakeholders Involvement
Participation of internal and external stakeholders.
Phase 1 Internal: teachers, MT’s, HT’s, school administration
External: LGU’s, parents, alumni and other stakeholders
A
Teacher Training T
1. Refresher of the concept of Project INSPIRE; I
Phase 2 2. Development of learning materials; and
O
3. Validation of the developed learning materials
N
Project Implementation P
1. Modified schedule of Activities;
L
Phase 3 2. Familiarization of online applications to students; and
3. Create a systematic follow-up/monitoring system A
Monitoring and Evaluation

1. Assessment on the implementation of the intervention program; and
Phase 4 2. Identify the limitations and problems encountered for further
Implementation.

Telephone No.: (049) 576-7238
CERTIFICATION
July 8, 2022
To Whom It May Concern:
This is to certify that FATIMA P. CARO, SHS Teacher III, served as a
Research Adviser/Coach in the Research Festival 2021 (Student Category).
The herein certification is issued this 8th of July 2022.
MYRNA B. BASCO
Principal I

Telephone No.: (049) 576-7238

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Republic of the Philippines

EFFECTIVENESS OF PROJECT INSPIRE IN IMPROVING THE

JEFFREY A. ASTILLERO, Ph. D.

GREGORIO A. CO, JR.

CHRISTOPHER R. DIAZ, CESO VI

Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

This study aimed to determine the effectiveness of Project INSPIRE in

improving the numeracy skills of Non-Numerate and Low-Numerate of

Grade 7 students at Southville 1 Integrated National High School for the

school year 2020–2022. In this study, Project INSPIRE was used as an

The researcher used mixed methods—quantitative and qualitative

designs. Paired t-test determined a significant difference between the

numeracy levels of the respondents before and after the implementation of

the intervention program. While narrative analysis was used to come up

Grade 7 students. There were 15 non-numerate and 222 low-numerate

Grade 7 students for the school year 2020-2022.

numeracy levels of the respondents before and after the implementation of

levels of the respondents before and after implementation of the intervention

program were low-numerate and numerate, respectively. The mean

Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

The sustainable plan proposed by the teacher-respondent consists of

four phases. Phase 1: Stakeholders involvement: the involvement of internal

and external stakeholders to ensure the projects’ success. Phase 2: Teacher

Training, there will be a refresher of the concept of Project INSPIRE,

development of learning materials, and the validation of the developed

learning materials. For Phase 3: Project Implementation, modify the

schedule of activities, familiarize students with online applications, and

create a systematic follow-up and monitoring system. Lastly, for Phase 4:

Monitoring and Evaluation, there will be an assessment of the

implementation of the program to identify the limitations and problems

encountered for further implementation.

Keywords: implementation, project INSPIRE, intervention program, numeracy skills,

effectiveness, sustainability plan

Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

over 80 percent of Filipino students fell below the minimum proficiency

levels. The Philippines ranked low in three World Bank-led learning

assessments, a problem that the multilateral lender said was accompanied

second to last in two assessments that measured skills and proficiency in

reading, mathematics, and science.

The report was based on the three assessments the Philippines

Trends in International Mathematics and Science Study (TIMSS) in 2019,

education "that started pre-Covid-19 (coronavirus disease 2019)" and "has

been made worse" by the coronavirus pandemic.

Despite this, the Department of Education was constantly seeking a

(CIP). Continuous Improvement (CI) was a methodology that continually

assessed, analyzed and acted on the improvement of key processes focusing

Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

on both customer needs and desired performance. It enlivened DepEd’s

commitment to build a culture of continuous learning and improvement. It

and management and help focus on learners' excellence. According to

satisfaction of schools’ primary customers. The CIP journey itself drove a

common passion to provide quality education to all schoolchildren and

aimed for the burning sustainability of a program of excellent performance

for every Filipino learner.

The Division Memorandum No. 287, s. 2020, stated the

implementation of the learners’ numeracy assessment from Grade 1 to

Grade 12 in the City Schools Division of Cabuyao. The Project INSPIRE

(Improving the Numeracy Skills by Providing Interactive and Real-time

Experiences) was one of the Continuous Improvement Plan (CIP) of

Southville 1 Integrated National High School, headed by the school

Address: Block 54-55, Southville 1, Niugan, City of Cabuyao, Laguna

principal, CI focal person, and the Mathematics department. The project

aimed to improve the numeracy level of the non-