Improving Numeracy Skills Using the RMA Approach: A Study of Grade 2 Pupils at Binuan Elementary School

Abstract

Aims: This study assessed the effectiveness of the Rapid Mathematics Assessment (RMA) approach—a diagnostic and formative assessment method—in enhancing the numeracy skills of Grade 2 pupils at Binuan Elementary School. It aimed to determine learners' numeracy levels before and after the implementation of RMA and establish whether a significant improvement followed the intervention. Study Design: The research employed a single-group pre-test–post-test experimental design. Place and Duration of Study: The study was conducted at Binuan Elementary School, Barangay Luttuacan, Kabugao, Apayao, during the 2024–2025 school year. Methodology: Seven Grade 2 female pupils were given a 25-item numeracy test before and after an RMA based instructional intervention. The RMA tool comprised 12 tasks covering key numeracy areas such as number identification, missing numbers, basic operations, and problem-solving. Scores were classified into proficiency levels based on DepEd standards. Data analysis used weighted mean, standard deviation, and paired-sample t-test to evaluate effectiveness. The small sample size is acknowledged as a limitation in terms of generalizability. Results: Pre-test results showed an overall mean score of 58.29%, interpreted as "Nearly Proficient." Posttest scores improved markedly to 90.86%, categorized as "Highly Proficient." Statistical analysis showed a highly significant difference (t = -11.56, p < 0.001), indicating RMA's positive impact on learners' numeracy skills. Conclusion: The RMA approach proved effective in improving foundational mathematics skills among Grade 2 learners. Findings support using diagnostic and formative assessment tools in early-grade instruction to enhance learning outcomes.