Abstract
This study explores the effects of various mathematics interventions on the motivation and numeracy skills of secondary learners in Lucena City. The researcher utilized a descriptive research design using the quantitative research approach. The study employs surveys to collect primary data from students and teachers. Additionally, secondary data on learners' numeracy levels and quarterly grades are analyzed to comprehensively assess the intervention's effect. The paired sample statistics showed an increase in mean scores from the first quarter (M = 78.97) to the second quarter (M = 80.03), suggesting measurable progress in numeracy proficiency. A strong positive correlation (r = 0.885, p < .001) between the first and second quarters confirmed the consistency of this improvement. Moreover, the paired-samples t-test indicated a statistically significant difference (t = -4.84, p < .001), demonstrating that the intervention program had a meaningful impact on learners' mathematics performance. Furthermore, the study reveals increased students' motivation and mathematics engagement, suggesting a positive correlation between structured intervention strategies and learner outcomes. The study concludes that well-designed and sustained mathematics interventions are essential in addressing learning gaps, improving numeracy proficiency, and fostering a positive learning environment. It recommends continuously refining intervention programs and incorporating data-driven strategies to ensure their effectiveness in enhancing academic performance and motivation in mathematics.
