Abstract
Mathematics plays a vital role in developing critical thinking and problem-solving skills. However, many learners, especially in the early grades, struggle with foundational concepts due to the abstract nature of the subject and lack of targeted instructional strategies. This study investigated the effectiveness of enhanced mathematics modules as a structured intervention to improve the numeracy proficiency of Grade 4 learners. Employing a pre-test-post-test control Group Design, the study involved 40 pupils from a division school in Romblon, who were stratified based on prior mathematics performance and randomly assigned to control and experimental groups. The control group received regular instruction, while the experimental group received enhanced modules focusing on core fraction operations. Numerical results showed a significant improvement in the experimental group’s post-test performance (M = 21.38, SD = 4.91) compared to the control group (M = 13.98, SD = 4.83), with a computed t-value of 3.998, exceeding the critical value of 1.843 at a 0.05 significance level. This indicates a meaningful impact of the enhanced modules on mathematical competency. The study supports integrating modular learning with differentiated instruction, formative assessment, and scaffolded content as an effective intervention in addressing early-grade numeracy gaps. The findings suggest a need to institutionalize modular interventions to promote equitable learning outcomes across diverse learner profiles.
