CAGUILLO, MARY ROSE B.

Completed 2024

ABSTRACT

This action research investigated the transformative journey of enhancing numeracy skills among Grade 6 learners in the Philippines through Project IFAZ (Integrative Formative Assessment thru Zzish). Education, as a cornerstone of societal advancement and individual empowerment, necessitates continuous improvement in quality. Thus, this study explores the efficacy of Project IFAZ as an innovative method to elevate numeracy skills. Employing an action-oriented methodology, educators and Grade 6 learners engaged in a collaborative process facilitated by online and offline Zzish technology. Integrative formative assessments provide real-time insights, personalized feedback, and targeted interventions to enhance numeracy skills. Responding to the contextual need for numeracy enhancement, this research unfolded in Our Lady of Lourdes Elementary School, involving 78 pupils across three sections. Project IFAZ integrates Zzish and Quizalize, leveraging data-driven insights and gamified learning to bridge learning gaps. Building upon prior studies, this research emphasized the transformative potential of technology integration in education. Three phases unfold, highlighting Project IFAZ’s impact on numeracy skills. Qualitative data collection captures Grade 6 learners’ perspectives, emphasizing personalized learning experiences. This research contributed to the discourse on educational reform, informing practices and supporting holistic learner development. Its implications would extend globally, potentially serving as a model for similar initiatives worldwide. The narrative underscored technology’s significance in education, aligning with global trends. Ultimately, this action research journey would shape the future of numeracy education, empowering learners for lifelong success.