Title:
IMPLEMENTATION OF THE NATIONAL MATHEMATICS PROGRAM (NMP) AND PRIMARY LEARNERS’ NUMERACY SKILL LEVELS: FOUNDATION FOR AN ENHANCED MATHEMATICS INSTRUCTIONAL PROGRAM

Authors:
Aivee Manangan Marcaida, Philippines

Abstract:
The National Mathematics Program (NMP) was designed to improve the numeracy skills of primary learners across the Philippines, focusing on enhancing the effectiveness of mathematics instruction in elementary schools. Despite its widespread implementation, there remains a need to assess the actual impact of the NMP on primary learners' numeracy skill levels, particularly in the Masinloc District, Schools Division of Zambales. This study aimed to determine the implementation of the NMP and the numeracy skill levels of primary learners in Masinloc District during the School Year 2024-2025. Using a quantitative-descriptive research design, the study surveyed 108 elementary teachers and 513 primary learners from five public elementary schools. A validated researcher-designed questionnaire was employed to collect data. The findings revealed that most teachers were in the 30-39 age range, predominantly female, assigned to Grade 3, and held a Master's degree. Teachers moderately implemented the NMP in terms of instructional materials, teaching strategies, learner engagement, and professional development. Regarding learners' numeracy skills, the results showed that they were moderately skilled in addition and subtraction but only slightly skilled in multiplication and division. No significant differences were found between the perceived implementation of the NMP and teacher demographics, such as age, sex, teaching position, and educational attainment. The study also revealed a weak, non-significant positive correlation between the implementation of the NMP and learners' numeracy skill levels. The study recommends the enhancement of mathematics instructional programs to improve both the implementation of the NMP and the numeracy skill levels of primary learners, contributing to the ongoing refinement of mathematics education in the region.