Numeracy Camp Learning Materials for Basic Education

This study examined the Mathematics performance of intermediate pupils in Grades 4, 5, and 6 as a basis for developing Numeracy Camp learning materials. A descriptive mixed-methods design was employed, wherein quantitative data were collected from 120 pupils using a standardized achievement test, while qualitative insights were gathered from five teachers through in-depth interviews. Findings revealed that pupils demonstrated relatively higher performance in Geometry and Patterns and Algebra but exhibited persistent difficulties in foundational areas, particularly Number and Number Sense, Measurement, and Statistics and Probability, all of which were classified at the Low Average level. In terms of cognitive skills, learners performed better in Remembering and Understanding but showed weaker performance in Applying and Analyzing, indicating limited higher-order thinking skills. The results highlight significant learning gaps in both content knowledge and cognitive processes. These gaps underscore the need for targeted, research-based, and contextualized instructional materials that strengthen foundational numeracy skills while promoting higher-order thinking. Based on these findings, the study developed Numeracy Camp learning materials tailored to address the identified least mastered skills. It is recommended that these materials be adopted and implemented to support Mathematics instruction and improve learners’ performance in basic education.