EXAMINING THE EFFECTIVENESS OF PROJECT COLLA: A COMPREHENSIVE INTERVENTION APPROACH FOR IMPROVING ARITHMETICSKILLS IN MATHEMATICS EDUCATION

Proponent: Leticia E. Eugenio, PhD
Research Agenda
Category: Teaching and Learning
Topic: Mathematics
Office/School: CID Schools Division Office of
Balanga City

The importance of arithmetic proficiency as a foundation for advanced mathematical skills is well-documented in mathematics education research. Studies such as those by Ashcraft and Krause (2007) emphasize that strong arithmetic skills are critical for students’ success in more complex mathematical concepts. In response to this, DepEd introduced DepEd Order No. 029, s. 2022, which implemented the Basic Education Monitoring and Evaluation Framework (BEMEF). This policy aims to guide the assessment of educational programs’ effectiveness, helping educators make data-driven decisions to refine teaching practices and improve learning outcomes. With this background, this study aims to investigate mathematics education challenges and interventions in the Schools Division Office of Balanga City.

Several previous studies have highlighted the need for regular assessments to monitor student progress in mathematics. Regional Memorandum No. 502, s. 2022, emphasized the role of diagnostic assessments in identifying learning gaps and providing timely support through intervention plans and teacher training. Studies by Black and Wiliam (1998) also support the use of formative assessments to gather ongoing feedback and adjust instruction. In alignment with these findings, the Schools Division Office of Balanga City developed the Project COLLA, a program that aims to address students’ least-learned skills in mathematics by incorporating diverse learning tools such as videos, modules, and PowerPoint presentations.

In analyzing the outcomes of the Regional Diagnostic Assessment (RDA) and the Regional Mid-Year Assessment (RMYA), a notable improvement was observed in student proficiency across elementary, junior, and senior high school levels. These results align with previous studies, such as those by Fuchs and Fuchs (1986), which suggest that targeted interventions and timely assessments can significantly enhance student performance. Building on these insights, Project COLLA’s recalibrated approach integrates collaborative learning, cross-subject integration, and the use of technology, offering a structured model for addressing learning gaps in mathematics post-pandemic.