Abstract
This research sought to evaluate the impact of the T Math Module on the numeracy levels of an experimental group compared to a control group. Initial numeracy levels were assessed, with the experimental group scoring an average of 23.22 and the control group scoring 25.59, both indicative of non-numerate skills. Following the intervention, the experimental group's average numeracy level significantly increased to 51.18, classifying them as descriptively average numerate. In contrast, the control group exhibited a numeracy level of 37.43, indicating an emerging numerate status. The post-intervention difference in numeracy levels between the experimental and control groups was substantial at 14.237, signifying a significant disparity.The observed change in numeracy levels, with a notable variation of 2.62, underscores the effectiveness of the T Math Modules as an intervention strategy. In summary, both groups initially lacked numeracy skills, but after the intervention, the control group displayed emergent numeracy, while the experimental group achieved average numeracy. The significant improvement in the experimental group emphasizes the efficacy of T Math Modules in enhancing students' numeracy skills, supporting the recommendation for a district monitoring plan to guide the strategic utilization of T Math Modules as a Mathematics intervention.
