An Analysis of Teacher Strategies, Student Engagement, and Learning Outcomes in the Implementation of Project All Numerates in a Selected Public Elementary School in Pandi, Philippines
DOI:
https://doi.org/10.61453/INTIj.20260108Keywords:
Project AN, Teaching Strategies, Student Engagement, Learning Outcomes, MathematicsAbstract
This study investigated the relationship between teacher strategies and student engagement in the implementation of Project All Numerates (Project AN) and its implications for student learning outcomes in Mathematics. This study was conducted in response to the Philippines' low performance in the 2019 Trends in International Mathematics and Science Study (TIMSS). The respondents are 6 Key Stage 2 teachers and 133 students (Grades 4-6) at an elementary school in the Philippines. Utilizing a quantitative, correlational research design, the data were collected through adapted survey questionnaires and standardized Project AN pretest and posttest measures of students’ numeracy skills. Descriptive statistics and correlation analyses were employed to evaluate the data. The study's results showed a statistically significant improvement in student performance from pretest to posttest, with a small effect size, indicating meaningful progress. All forms of student engagement, such as cognitive, behavioral, emotional, and social, were found to be positively and significantly correlated with posttest scores. The professional development, teacher preparation, and parents’ involvement/ support in students’ learning showed weak relations with posttest scores of the students. However, the variable with no correlation is personal strategies. The study concludes that while teacher strategies play a limited role, student engagement is a strong predictor of academic performance. The study's findings highlight the importance of enhancing student engagement to improve numeracy skills.
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