Abstract
This study evaluated Contextualized Numeracy Intervention Materials (CNIM) as a studentcentered remediation approach for Grade 7 learners identified as non-numerate at Golden Acres National High School during School Year 2025–2026. A quasi-experimental pretest-posttest control-group design was implemented with 100 purposively selected learners, equally assigned to an experimental group receiving CNIM and a control group receiving conventional remediation. The intervention lasted six weeks and addressed addition, subtraction, multiplication, division, and integrated problem solving through contextualized tasks and a concreterepresentational-abstract progression. A researcher-developed 30-item Numeracy Assessment, content-validated by three mathematics educators and pilot-tested with a KR-20 coefficient of .834, was administered before and after the intervention. Means, standard deviations, independentsamples t tests, and paired-samples t tests were used. The groups differed significantly at pretest, t(98) = 3.295, p = .001, with the experimental group beginning at a higher mean. At posttest, the experimental group obtained a higher and less variable score distribution (M = 28.860, SD = 0.9478) than the control group (M = 23.600, SD = 6.4555), t(98) = 5.700, p < .001. Both groups improved significantly over time, but the experimental group demonstrated a larger reported mean increase and markedly more consistent posttest performance. Because baseline nonequivalence limits causal attribution, the findings support CNIM as a promising structured remediation approach rather than a definitive isolated cause of the difference. The results informed Project CONNECT, a school-based program for diagnostic profiling, material development, CRA-based remediation, evaluation, and institutionalization.
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