EUGENIO, LETICIA E.
Completed 2024
ABSTRACT
This study investigated the impact of COVID-19-related learning disruptions on students’ foundational mathematics skills and evaluated the effectiveness of Project COLLA, an intervention program designed to strengthen arithmetic competencies among learners in the Schools Division Office of Balanga City. The primary purpose was to determine whether targeted instructional support could significantly improve students’ performance in basic mathematical operations and address learning gaps brought about by the pandemic. A mixed-methods research design was employed, incorporating experimental procedures, diagnostic assessments, pretest-posttest comparisons, interviews, and focus group discussions to ensure a comprehensive analysis of outcomes. Quantitative data were used to measure changes in academic performance, while qualitative data provided insights into learner experiences and instructional challenges. Findings revealed a significant improvement in students’ arithmetic skills following the implementation of Project COLLA, demonstrating its effectiveness in enhancing computational fluency across different academic levels. The study also identified key challenges affecting mathematics learning, including gaps in instructional materials, varied learner readiness, and systemic constraints in mathematics education. However, limitations such as restricted generalizability due to the localized scope, time constraints, and external influencing factors were noted. Despite these limitations, the study highlights the value of diagnostic assessments, differentiated instruction, and continuous program evaluation in sustaining learning gains. The originality of the study lies in its context-specific intervention addressing post-pandemic learning recovery. Its findings have important implications for educators and school leaders in designing responsive and evidence-based instructional programs aimed at strengthening foundational mathematics skills and improving overall learner performance.