Abstract
Numeracy is a fundamental competency for academic learning and everyday decision-making, yet difficulties in foundational numeracy remain a concern among learners entering secondary education. This study addressed the need for localized evidence on school-based numeracy interventions for Grade 7 learners identified as non-numerate. It evaluated changes in the numeracy performance of Grade 7 learners following the implementation of Project MASK (Math Ay Sikaping Kompyutin) at Santiago Integrated National High School during School Year 2024–2025. The study employed a pre-experimental action research evaluation using a one-group pretest-posttest design involving 195 Grade 7 learners identified as non-numerate through the Division Numeracy Assessment (DNA). Project MASK was implemented over 12 weeks through 36 sessions organized into four phases: Monitoring and Assessment, Adaptive Instruction, Supportive Learning, and Knowledge Application. Pre-test and post-test scores were analyzed using descriptive statistics and the Wilcoxon signed-rank test because the paired difference scores were not normally distributed. The mean score increased from 1.98 (SD = 0.894) in the pre-test to 7.62 (SD = 1.140) in the post-test, representing an observed mean increase of 5.64 points. The difference between the paired assessments was statistically significant (W = 0.00, p < .001), with a rank-biserial correlation of −1.00, indicating that all observed paired differences favored the post-test. The findings demonstrate statistically significant improvement in numeracy performance following implementation. However, because the study used a one-group design without a comparison group, the observed improvement cannot be attributed solely to Project MASK. Controlled or quasi-experimental research is therefore needed to determine the intervention’s causal contribution.