Abstract
The Department of Education aims to improve learners' numeracy skills across grade levels. It seeks to enhance mathematics learning outcomes through intervention programs and best practices. These efforts support sustainable quality instruction in the K-12 and K-10 MATATAG Curriculum. In Lopez West District, a significant number of Grades 4 to 6 learners were observed to lack basic numeracy skills. This was revealed through the results of a recently administered numeracy assessment. The purpose of this program is to address numeracy difficulties in Lopez West District. It aims to enhance the numeracy level of key stage 2 (KS2) learners. The study employed a quantitative quasi-experimental research design. It was conducted in the Lopez West District, Division of Quezon. A total of 3,071 KS2 learners participated during the school year 2024–2025. Data collection involved administering a pretest and a posttest. The researcher collaborated with school mathematics coordinators in the district. They conducted the tests after coordinating with relevant DepEd officials. The data was analyzed using a paired t-test in the Microsoft Excel Data Analysis Tool Pack. The study presents evidence of learners' improvement in numeracy levels. During the pretest, KS2 learners were categorized as non-numerates. After the intervention, their numeracy levels improved in the posttest, reaching the emergent numerate category. The paired t-test analysis showed a significant difference between the pretest and posttest results. The p-value was below 0.0001, indicating that Project ReCOUNT successfully improved the numeracy levels of KS2 learners in Lopez West District. The researcher recommended several strategies based on the study results. These include targeted drills, additional computing tasks and activities, and more time for the National Mathematics Program (NMP) of DepEd. Incorporating technology through virtual numeracy sessions with learners was also suggested.
