Utilization and Effectivenes of Strategic Interventions in Improving Mathematics Proficiency of Learners’ At-Risk with Mathematical Difficulties

This study determined the effectiveness of strategic interventions implemented by secondary school mathematics teachers in improving the mathematics proficiency of learners’ at-risk with mathematical difficulties in public secondary schools in Paracale and Jose Panganiban Districts, Division of Camarines Norte. Using a quantitative descriptive-correlational design, the study involved 64 respondents, including 59 Mathematics teachers, 3 Master Teachers, and 2 Department Heads. It determined the types of interventions utilized, their level of utilization in terms of teacher adherence, adaptation, engagement, and monitoring, and their effectiveness in improving learners’ proficiency, engagement, attitude, and motivation. It also investigated relationships between utilization and effectiveness, identified challenges encountered, and proposed an intervention program. Findings revealed that strategic interventions were highly utilized (WM = 3.35), with teacher engagement (WM = 3.52) and monitoring of learners’ progress (WM = 3.49) rated highest. Effectiveness was generally high in terms of learners’ engagement, attitude, and motivation, but only moderately effective in improving proficiency (WM = 3.21). Significant positive relationships were found between utilization and effectiveness, particularly in teacher engagement and monitoring, while other variables showed mixed results. Teachers reported challenges related to learners’ engagement and attitude as the most significant barriers. The study concludes that while strategic interventions are widely implemented and effective in improving affective learning outcomes, their impact on proficiency remains limited. As a response, a Professional Development Program titled Enhancing Learners’ Motivation in Mathematics through Effective Pedagogy and Curriculum-Aligned Practices was proposed to strengthen instructional practices and address identified challenges.

Strategic interventions, mathematics proficiency, learners’ at-risk with mathematical difficulties

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