Abstract
The study aimed to examine the effectiveness of Project Renrich in improving the numeracy skills of the fifth-grade pupils in Cabadiangan Elementary School during the year 2021-2022. The study employed a quasi-experimental design analyzing the comparison of the pretest and posttest results of the respondents. In addition, the study utilized the total enumeration technique in selecting the participants which included 67 Grade 5 pupils from two sections. The study was conducted for 7 months. The collected data were interpreted using IBM SPSS. Frequency and percentage were used to present the data on the numeracy level of the fifth-grade pupils categorized as proficient, developing, beginning, and non-numerate levels. Mean and dependent t-tests were used to determine the level of significance set at 0.05 a high level of confidence. The results revealed a significant difference in the numeracy level following the implementation of the intervention project. The significant difference in the numeracy skill indicated that the percentage of proficient level increased from 36% to 54%, the developing level decreased from 46% to 36%, the beginning level decreased from 13% to 10%, and non-numerates decreased from 5% to 0%. Based on the significant difference analysis, Project Renrich is an effective intervention program to improve the numeracy skills of the learners.
