Abstract
The study aimed to determine the level of effectiveness of the Rapid Mathematics Assessment Program for primary grade pupils in public elementary schools in the Baras District Office during the School Year 2024-2025. A descriptive survey research design was applied, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data. The respondents of the study included the total population of primary grade teachers in the said schools, consisting of 146 teachers. The study revealed that teacher-respondents perceived Rapid Mathematics Assessment Program (RMAP) as much effective in terms of its objectives, intervention process, and monitoring and evaluation, with the obtained composite mean of 3.53. The level of effectiveness of the Rapid Mathematics Assessment Program for primary grade pupils does not differ significantly with respect to the cited variables. In addition, the level of performance of the primary grade pupils differs significantly in the RMA as revealed in the pretest and posttest results, with a p-value of .007, which is less than the standard significance level of 0.05. It was concluded that the performance of the primary grade pupils in Mathematics significantly improved after undergoing intervention activities in the Rapid Mathematics Assessment program. It was recommended that school administrators conduct continuous professional development on effective assessment practices, data analysis, and instructional planning based on RMAP results.
