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Republic of the Philippines

Department of Education
Region VI-Western Visayas
Schools Division of Guimaras
District of Sibunag II
ALEGRIA NATIONAL HIGH SCHOOL
Alegria, Sibunag, Guimaras

I. Title of Innovation: Project SWAB: Students’ Welfare in rise of Anxiety and Burden

II. Innovation Category: Curriculum and Instruction Delivery

(Contextualization)

III. Name of Innovators: Sherry T. Tellermo, SPI

Ronie S. Magan, Teacher III
Rhea S. Luhan, Teacher I

IV. School/Office, District, Division: Alegria National High School, District of Sibunag II,
Schools Division of Guimaras

V. Date of Implementation: April 2021 – July 2021

VI. Contact Nos.: 09071561887, 09079546462 & 09064321168

VII. Overview

Quality education and equity support activities are the main thrusts of public schools to

ensure that no learner is left behind. Schools and teachers are consistently looking into ways to

support the least for them to take part in all learning activities adequately. The struggling learners

and their economically challenged family’s needs to be provided with additional support to ensure

that each child or learner becomes a champion. The COVID-19 pandemic has created challenges

for all educational stakeholders. The role of school stakeholders is to ensure the bright future of

every child. Every learner has the chance to develop their full potential thus; every child has the

right to access quality education.

As Department of Education aims to continue education amidst the challenges bring

by the pandemic, various learning modalities were introduced. Some schools were using

online and modular learning modalities. Some schools that situated to remote areas are

utilizing the modular-printed modality. Students that belong to higher economic status family

could find their way to alternative learning opportunities such attending tutorials but for those

students from disadvantage backgrounds could bring a great burden not only for themselves

but also for their parents.

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Based on observation and results of modular delivery of instruction during the First

Quarter at Alegria National High School, it was found out that there were learners found

difficulty in learning especially the Grade 7 students. Ideally, the Grade 7 students should

have mastered basic numeracy skills based on the K to 12 curriculum guide. These

competencies in spiral approach are taught since elementary so mastery is expected.

Inability to master basic counting skills could delay the learners to achieve competencies and

failure to comprehend and pass future exams. In addition, it will affect their self- confidence

and can weaken their self-esteem.

Numeracy helps people gain the fundamental skills necessary to achieve success in

life. Strong numeracy skills lay the foundation for all the students to succeed at schoolwork

and in their daily life.

The problem on fundamental operations hinders the teacher’s aspiration in fostering

mastery on topics that needs critical thinking, analysis, and application because they

consume more time in doing the basic skills rather than the higher skills. In addition,

numeracy skills are crucial for accessing the broader curriculum because they are used in

many aspects of our lives.

During the individual monitoring conducted by the Math teachers in modular printed

modality, learners’ grades in First Quarter and as seen in the result of the Pretest in Regional

Unified Numeracy Test, there are eleven (11) Grade 7 students or 28% of them have

difficulty in performing the four fundamental operations whose scores are below 80% of the

total score and these students are categorized as non-numerates. This concern awakened

the Innovators to come up innovation that will help these non-numerates.

Teachers use worksheets for the purposes of supporting studying, promoting active

learning, raising interest in learning the subject and assessment. Worksheets have been

used in teaching practices for a long time. In modern time, worksheets have even become a

driving force of curriculum in some countries (Stanco,2012). Many studies suggest that well-

designed worksheets have had positive impacts on student’s learning achievement

(Ormanci, 2012). In this innovation, locally- made worksheets will be used as an instructional
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material as teacher’s agents in effective teaching practices and to improve learner’s

numeracy skills.

With the collaboration of all Math teachers with the assistance of the School Head, as

spearheaded by the innovators they designed locally- made worksheets that serve as

intervention tools to aid the needs of the non-numerates. These tools aim to increase their

mastery level and improve their basic mathematical fundamental operations ensuring that

these learners will become a champion.

VIII. Innovation Description

With the collaboration of all Math teachers with the assistance of the School Head, as

spearheaded by the innovators they designed locally- made worksheets that serve as

innovation tools to aid the needs of the non-numerates. These tools aim to increase their

mastery level and improve their basic mathematical fundamental operations.

Locally made worksheets as an innovation tool designed by the School Head and

Math teachers as spearheaded by the innovators was utilized every intervention

activity. These tools were given to each non-numerate by the math teacher. Face to

face remedial sessions was done at home of the learners or on designated center

following proper health protocols with the permission from the Brgy. Captain and

parents of the recipient-learners. During the intervention activities, with the aid of

locally- made worksheets, math teachers and innovators with the support and

cooperation of the PTA Board Officers have undergone the sessions for two (2) hours

twice a week integrating Mathematical drills and Mathematical games.

RUNT have completed in 3 exposures Pre-Test, Mid Test and Post-Test with time allotment

per grade level. The RUNT consists of the four basic fundamental Operations: Addition, Subtraction,

Multiplication and Division. Learners who will get at least 80 % correct of the total number of items are

categorized as numerates.

IX. Innovation Statement

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Specifically, Project SWAB as a School Innovation have the following objectives:

1. Improve Student’s mastery level in basic mathematical skills.

2. Provide students adequate basic and enabling support to continue their access to quality learning.

3. Mobilize resources within the community towards quality education of all learners and

4. Implement effectively a school level innovation responsive to the problems that hinders learners to

achieve their full potential

X. Implementation Procedure

A. Process Flow/Framework

The implementation of the Project SWAB is presented in the Conceptual Paradigm presenting
the relationship of the gaps and problems encountered and the proposed solution to the
problems identified.

Proposed Innovation /
Gap(s) / Problem(s) Intervention Strategy
Encountered  Face to Face remedial
sessions at home of the
 Difficulty in learners or on designated
performing the center following proper
Four health protocols with the
Fundamental permission from the Bgy.
Operations Captain & parents of the
(adding, recipient-learners.
subtracting, During the remediation
multiplying, and activities, Math Teachers
dividing one- will use locally made
digit number 0- worksheets as innovation
9) of Grade 7 tool with the support and
learners. cooperation of the PTA
for 2 hours twice a week
integrating Mathematical
drills and Mathematical
games.

B. Project Management

This innovation has utilized purposive sampling method, respondents were eleven

(11) Grade 7 students identified thru the Pre-Assessment of the Regional Unified Numeracy

Test (RUNT).
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Regional Unified Numeracy Test Pre-Assessment have administered by the Math

teachers to identify the non- numerates. The score of each learner was used as a baseline

data of the study.

C. Timeline

This innovation was divided into three major project phases: pre implementation, implementation and

post-implementation

WORK PLAN AND TIMELINES

The following are the activities conducted before, during and after the innovation

Activity Timeline Duration

A. Pre-Implementation
1. Meeting with Math 1st Week of April ,2021 3 hours
Teachers
2. Meeting with the 1st Week of April,2021 3 hours
Teacher- Advisers and
PTA Officers
3. Seek permit to Brgy. 2rd Week of April, 2021 2 hours
Captain for the
remediation activities
4. Administer the Pre-Test 3rd week of April ,2021 1 day
in Numeracy (RUNT)
5. Interpretation of Pre- 1 day
Test Results in 4th week of April ,2021
Numeracy
6. Identification of 1 day
respondents for 4th week of April ,2021
intervention based on
the results of Pre-Test
(RUNT) 1 day
7. Meeting with the 1 st
week of May,2021
Parents’ of
respondents 1 day
8. Finalization of the 1st week of May,2021
intervention activities
B. Implementation Proper
1. Preparation and 2nd week of May, 2021- 20 days
finalization of locally-
made worksheets by
the Math teachers with
the supervision of
School Head
2. Preparation of 3rd Week of May, 2021 3 hours
schedule of
remediation sessions 3 hours
3. Meeting with the Math
teachers for the
intervention 3rd Week of May, 2021
implementation 2 hours twice
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4. Intervention Process in 1st Week of Junel, 2021 a week

Basic Numeracy Skills
using locally- made
worksheets
(Performing fundamental
operations with 1-2 digit 2nd Week of June, 2021-
number) 1 day
5. Mid-Test for RUNT 2nd Week of June, 2021

Table continues…

Activity Timeline Duration

C. Post-Implementation
1. Conduct RUNT Post - 2rd Week of July ,2021 1 day
test
2. Get the individual score
2nd week of July , 2021 1 day
of each of the recipient
3. Meeting with the Math, 3 hours
teachers, Teacher 3rd week of July,2021
Advisers, parents and
PTA Board Officers on
the results of the
intervention
4. Prepare for the 3 days
Completion Report 3rd week of July, 2021 1 day
5. Submission of the
th
Report 4 Week of July, 2021
6. Disseminate the 1 day
research result for
sustainability 4th Week of July, 2021

D. Resource Utilization

The following are the materials needed with cost estimates for the implementation of the
innovation Project SWAB in Alegria National High School, District of Sibunag II, Schools Division of
Guimaras from August 2021 to July 2022.

Resources Utilization

A4 Bondpaper, Computer Ink, Preparation of Innovation,

Folder Communication and Pledges of Support

School Facilities Project SWAB Command and Service

Area

School ICT Resources Desktop, Laptop or Smart Phones for

establishing contact and communication
platform for donors and development
partners of the Project SWAB.

Loads For the facilitators and lead

implementers of the Project SWAB
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Donations of school supplies and

learning materials for access and use of
the Alegria National High School junior
and senior high school learners.
Assorted School Supplies and
Learning Materials Donations of food, hygiene and home
essentials such as rice, vegetables,
packed foods, canned goods, personal
Food, Hygiene and Home hygiene and home items for learners to
Essentials pick according to their need and use to
address their basic and essential needs.

Cash donations to purchase for school

supplies and other needs to make
available for learners. Material donations
of equipment or other in-kind donations
Cash and other Material Donations for learners with medical, safety and
special needs needing a specific
material or special interventions.

E. Progress Monitoring

RUNT have completed in 3 exposures Pre-Test, Mid Test and Post-Test with time allotment

per grade level. The RUNT consists of the four basic fundamental Operations: Addition, Subtraction,

Multiplication and Division. Learners who will get at least 80 % correct of the total number of items are

categorized as numerates.

RUNT was administered to Grade 7 students who have monitored by the math teachers. Locally-

made worksheets as an intervention tool designed by the School Head and Math teachers was

utilized every intervention activity. These tools were given to each non-numerate by the math teacher.

Face to face remedial sessions was done at home of the learners or on designated center following

proper health protocols with the permission from the Bgy. Captain and parents of the recipient-

learners. During the intervention activities, with the aid of locally made worksheets, math teachers

with the support and cooperation of the PTA Board Officers have undergone the sessions for two (2)

hours twice a week integrating Mathematical drills and Mathematical games.

XI. Innovation Output/Outcomes

In this part, the findings were presented and discussed. The results were shown in a table

form.
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Table 1 reveals that before the Innovation the scores of 11 respondents who took the
Regional Unified Numeracy Test ranges from 1-32. This shows that 11 respondents are
classified as Non-Numerates.

Table 1. Score of each of the Respondent in Regional Unified Numeracy Test before the
Intervention Program
Name of Students Pre- Description
Assessment
1. Arcega, John Vincent 19 Non-Numerates
2. Balidiong, Arman 30 Non-Numerates
3. Balajadia, Rodel 24 Non-Numerates
4. De la Cruz, Darren 15 Non-Numerates
5. Estrillo, Rosalie 23 Non-Numerates
6. Ganancial, James Ryan 29 Non-Numerates
7. Gange, Jhon Rick 12 Non-Numerates
8. Garcia, James 30 Non-Numerates
9. Ledesma, Michael 9 Non-Numerates
10 Petronilo, Nem 26 Non-Numerates
.
11 Verde, Mark Ivan 20 Non-Numerates
.
Note. Interpretation is based on the following scale: Numerates (32-40), Non-Numerates (1-31)

Table 2 reveals that after the Innovation the scores of 11 respondents in the Regional
Unified Numeracy Test ranges from 32 to 40. This shows that these 11 students are
classified as Numerates.

Table 2. Score of each of the Respondent in Regional Unified Numeracy Test after the
Innovation
Name of Students Post-Assessment Description
1. Arcega, John Vincent 39 Numerates
2. Balidiong, Arman 37 Numerates
3. Balajadia, Rodel 36 Numerates
4. De la Cruz, Darren 39 Numerates
5. Estrillo, Rosalie 35 Numerates
6. Ganancial, James Ryan 40 Numerates
7. Gange, Jhon Rick 36 Numerates
8. Garcia, James 39 Numerates
9. Ledesma, Michael 37 Numerates
10. Petronilo, Nem 39 Numerates
11. Verde, Mark Ivan 34 Numerates
Note. Interpretation is based on the following scale: Numerates (32-40), Non-Numerates (1-31)

Table 3 reveals that there is a difference in the scores of respondents in Regional

Unified Numeracy Test before and after the Intervention Program. This shows that after the
intervention program to these 11 Grade 7 students are classified as Numerates.

Table 3. Score of each of the Respondent in Regional Unified Numeracy Test before and
after the Intervention Program

Name of Students Pre- Post- Difference Description

Assessment Assessment
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1. Arcega, John 19 39 20 Numerates

Vincent
2. Balidiong, Arman 30 37 7 Numerates

3. Balajadia, Rodel 24 36 12 Numerates

4. De la Cruz, 15 39 24 Numerates
Darren
5. Estrillo, Rosalie 23 35 12 Numerates

6. Ganancial, James 29 40 11 Numerates

Ryan
7. Gange, Jhon Rick 12 36 24 Numerates

8. Garcia, James 30 39 9 Numerates

9. Ledesma, Michael 9 37 28 Numerates

10 Petronilo, Nem 26 39 13 Numerates

.
11 Verde, Mark Ivan 20 34 14 Numerates
.
Note. Interpretation is based on the following scale: Numerates (32-40), Non-Numerates (1-31)

Table 4 reveals the results of the intervention program in the Regional Unified
Numeracy Test. This showed that there was a significant difference in the pre-test(M=21.55)
and post test scores((M=37.36) of the learners with t(10)=-7513, p=.000. This means that the
null hypothesis which states that there was no significant difference in the pre-test and post
test scores of the learners under the intervention program was rejected. This implies further
that the scores of the learners in the post test have improved significantly over their pretest
scores.

Table 4. Significant difference in the Pre-Test and Post Test Scores of each of the
Respondent in Regional Unified Numeracy Test

Test Mean t df Sig. (2-tailed) Interpretation

Pre-test 21.55
-7.513 10 .000 Significant
Post-test 37.36
***Significant if p<.05
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Respondents were identified utilizing the Regional Unified Numeracy test, as

depicted in Table 1, the scores of 11 respondents before the assessment were ranges from

1 to 31. This shows that 11 respondents are classified as non-Numerates. Table 2 reveals

that after the intervention program the scores of 11 respondents in the Regional Unified

Numeracy Test ranges from 32 to 40. This simply shows that these 11 respondents are

classified as Numerates. Table 3 reveals that there is a difference in the scores of each

respondent before and after the Intervention Program. Table 4 reveals that there was a

significant difference in the pretest and post test scores of the learners in Regional Unified

Numeracy Test under the intervention program that helped improve significantly the basic

numerical skills of the learners.

XII. Sustainability Plan

One of the biggest challenges of the distance learning during the COVID-19
crisis is to keep learners engaged. The teachers’ role become more vital as for making sure
that the learners stay focused and do not lose their motivation. Teachers’ should be more
Innovative and creative in designing instructional materials to cater the needs of those
students who have difficulty to learn.

This innovation helped improve the numeracy skills of the learners and acquire

the basic skills that are essential in modular modality. It helps the non-numerates uplift their

moral, social and psychological being as the old adage goes it takes a village to raise a child.

In light of the conclusions derived from the findings of the Innovation the following

recommendations are advanced as part of the sustainability plan.

1. School administrator should include budget in the School Improvement Plan as well as in

the Annual Implementation Plan the activities that develop the numeracy skills of the

learners.

2. School administrator should consider the Numeracy Enhancement Program as a

developmental needs of the math teachers during the School Learning Action Cell

(SLAC) or In-Service Training for Teachers (INSET).

3. Mathematics teachers of Alegria National High School and other secondary schools in

the Division of Guimaras are encouraged to utilize the locally-made worksheets by the
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Alegria National High School Math Teachers as an intervention tool for every

remediation. These will foster mastery on the basic numeracy skills.

Mathematics Teachers are encouraged to develop more learning materials to

develop learners’ mastery in basic fundamental operation specially in times of pandemic.

XIII. References

REFERENCES

Comer, J. P. & Haynes, N.M. (1992). Summary of School Development Program

Effects. New Haven, CT: Yale Child Study Center. Retrieved July 27, 2021 from
https://files.eric.ed.gov/fulltext/EJ1046328.pdf.

Department of Education R.M. 075. S. 2021. Institutionalization of innovation in

creating in every child a champion. April 23, 2021. Retrieved July 27, 2021 from
http://region6.deped.gov.ph.

Kangan, B.(2020).Importance of Numeracy and Literacy Skills. Retrieved on November 26,

2020 from https://www.Kangan.edu.au

Region6.deped.gov.ph.RM No. 256, s. 2019 - 2019 Regional Unified Numeracy Test (RUNT)

XIV. Mode of Verifications

Data Gathering Instruments

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LOCALLY- MADE WORKSHEETS

Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF GUIMARAS
ALEGRIA NATIONAL HIGH SCHOOL

“SUMthing Magical”
Write the numbers 1- 9 in each of the squares below so that each row,
column and diagonal adds up to 15.

4
5
2
 6 15

5
24 62
8

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Operation ML (Math Legend)

Name: _______________________________ Grade & Section: ______________
Score: ________
Directions: Answer the following items in 3 minutes.

0+0= 1+5= 5+5= 7+2=

0+1= 2+2= 6+0= 2+8=

0+2= 2+3= 7+0= 2+9=

0+3= 2+4= 8+0= 6+3=

0+4= 2+5= 9+0= 7+3=

0+5= 3+3= 6+1= 3+8=

1+1= 3+4= 7+1= 3+9=

1+2= 3+5= 1+8= 4+6=

1+3= 4+4= 1+9= 7+4=

1+4= 4+5= 6+2= 8+4=

Name: _______________________________ Grade & Section: _____________
Score: ________
Directions: Answer the following items in 3 minutes.

0÷0= 7÷1= 6÷2= 7÷1=

9÷1= 6÷1= 0÷3= 6÷1=

8÷2= 5÷1= 0÷4= 5÷1=

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9÷3= 4÷1= 9÷3= 4÷1=

8÷4= 3÷1= 8÷4= 3÷1=

0÷5= 2 ÷ 1= 0÷5= 2 ÷ 1=

8÷1= 1÷1= 8÷1= 1÷1=

0÷2= 0÷1= 0÷2= 0÷1=

6÷3= 2÷2= 6÷3= 2÷2=

8÷1= 4÷2= 8÷1= 4÷2=

Name: _______________________________ Grade & Section: ______________
Score: ________
Directions: Answer the following items in 3 minutes.

0x0= 1x5= 5x5= 7x2=

0x1= 2x2= 6x0= 2x8=

0x2= 2x3= 7x0= 2x9=

0x3= 2x4= 8x0= 6x3=

0x4= 2x5= 9x0= 7x3=

0x5= 3x3= 6x1= 3x8=

1x1= 3x4= 7x1= 3x9=

1x2= 3x5= 1x8= 4x6=

1x3= 4x4= 1x9= 7x4=

1x4= 4x5= 6x2= 8x4=

Name: _______________________________ Grade & Section: ______________
Score: ________
Directions: Answer the following items in 3 minutes.

0-0= 8-5= 5-3= 4-2=

9-1= 7-2= 6-0= 2-1=

9-2= 7-3= 7-0= 2-0=

9-3= 7-4= 8-0= 4-3=

9-4= 7-5= 9-0= 7–6=

9-5= 6-3= 6-1= 3-3=

8-1= 6-4= 7-1= 3-1=

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8-2= 6-5= 9-8= 4-0=

8-3= 5-4= 9-9= 4-4=

8-4= 5-5= 6-2= 1-0=

ALEGRIA NATIONAL HIGH SCHOOL
Alegria, Sibunag, Guimaras

Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF GUIMARAS
ALEGRIA NATIONAL HIGH SCHOOL

Name: __________________________________________ Date:

___________________________

NUMERACY WORKSHEET
Crossword Attack!
Direction: Solve the multiplication facts. Write the digit on the space provided and write the
word form in the crossword puzzle.

ACROSS: DOWN:
4. 5 x 5 = _____ 1. 5 x 1 = _____
6. 5 x 8 = _____ 2. 5 x 9 = _____
7. 5 x 7 = _____ 3. 5 x 3 = _____
8. 5 x 2 = _____ 4. 5 x 4 = _____
5. 5 x 6 = _____

1 2

6 8
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Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Guimaras
ALEGRIA NATIONAL HIGH SCHOOL

Name: ___________________________________________________

Amazing Trail
Instruction: Dahlia wanted to go home. Help her find the way by putting a color on the
answer that corresponds the question on the box. Follow the trail to reach her home. Answer
the given problem within 5 minutes.

7
0+7 7 4+6 10 7-2
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0 6 8 5

8-4 3 9÷ 3 13 8+5

4 6 9
0x5 0 6+2 12 0÷1

5 24 8 0 1

8÷2 16 9-2 10 8+7

4 7 15
6+2 10 8+6 14 6x4

16
8 24
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PICTURES

Meeting with Math Teachers

Meeting with PTA officers, Math Teachers and Advisers

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________________________________

Meeting with the parents of Project LEARN respondents

Finalization of locally made worksheets with supervision of School Head

Intervention Process in Basic Numeracy Skills using locally made worksheets,

flashcards, coins and videos with the AP, Science and Math Teachers.
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Intervention Process in Basic Numeracy Skills using locally made worksheets,

flashcards, and popsicle sticks together with Ma’am Sherry T. Tellermo
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Intervention process in Basic Numeracy Skills using locally made worksheets,

flashcards and videos with the AP, Science and Math Teachers in
collaboration with the English teachers for the Literacy Intervention.

Intervention process in Basic Numeracy Skills using locally made

worksheets, flashcard and videos with MAPEH and Math teachers.
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Numeracy Mid-Assessment (RUNT)

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Numeracy Post- Assessment (RUNT)

Workshop on locally made worksheets with supervision of School Head

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Prepared by:

SHERRY T. TELLERMO, PhD

SPI

RONIE S. MAGAN
Teacher III

RHEA S. LUHAN
Teacher I

Approved:

MELBA G. BACUGAN, PhD

Public Schools District Supervisor
District of Sibunag II
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Address: Alegria, Sibunag, Guimaras

Telephone/Mobile No. 09561300531
Email: alegrianhs.2019@gmail.com