EFFECTIVENESS OF INCLUSIVE MATH DRILLS IN THE NUMERACY SKILLS OF GRADE 3 PUPILS: BASIS FOR AN INTERVENTION PLAN

This study examined the effectiveness of inclusive math drills in improving the numeracy skills of Grade 3 pupils at Quibaol Elementary School, Lingayen, Pangasinan, during School Year 2025–2026. A quasi-experimental pretest–posttest design was employed with 40 pupils divided into control and experimental groups of 20 pupils each. The experimental group underwent five weeks of inclusive math drills aligned with the MATATAG curriculum, while the control group received regular classroom instruction from the same Grade 3 teacher. Data were gathered through a validated numeracy test administered as a pretest and posttest, a pupil profile sheet, and a survey questionnaire on implementation challenges. Mean, standard deviation, paired-sample t-test, independent-sample t-test, Pearson r, and Spearman rho were used to analyze the data at a 0.05 level of significance. Results showed that the experimental group exhibited a significant improvement in numeracy performance, with mean scores rising from 8.80 to 17.80 (t = −17.54, p < .001), while the control group showed no significant change (p = .694). A significant difference was found between the two groups' posttest scores (t = 4.005, p < .001). No significant relationship was observed between pupils' demographic profile variables and their posttest numeracy performance. Identified implementation challenges included limited collaboration between general education and SPED teachers and insufficient instructional materials and manipulatives. The study concluded that inclusive math drills were effective in enhancing numeracy skills regardless of pupils' demographic backgrounds, and proposed Project IN-MATH as a structured intervention plan to sustain inclusive numeracy instruction in the school setting.