Effects of National Mathematics Program on the Academic Performance of Grade Six Pupils

Abstract

The study examined the extent of the effects of the National Mathematics Program on the academic performance of Grade Six pupils in selected public elementary schools in the Cardona Sub-Office, Division of Rizal, for School Year 2024–2025. A total of 40 mathematics teachers and 210 pupils from seven schools participated. The respondents were described according to various demographic factors, such as teachers’ age, sex, civil status, position, educational attainment, length of service, and training attended, as well as pupils’ personal and family backgrounds. A descriptive survey design was employed using a researcher-made questionnaire-checklist to assess the program’s effects on pupils’ performance in number patterns, mathematical concepts, and the four fundamental operations. Documentary analysis of pupils’ grades was also conducted. Findings showed that most teacher-respondents were young, female, married, and experienced, while most pupils were male, aged 12–13, and from low-income families. Both teachers and pupils perceived that the National Mathematics Program often affected pupils’ performance in key mathematical areas. No significant difference was found between their perceptions, except when grouped by certain demographic variables such as teachers’ age and pupils’ sex, family size, income, parents’ education, and occupation. Pupils’ academic performance was rated “Satisfactory,” with a mean of 83.65, and a significant correlation existed between the program’s perceived effects and pupil performance. The study concluded that demographic factors influence perceptions of the program’s impact and emphasized that the National Mathematics Program contributes to pupils’ academic achievement. Recommendations included strengthening teacher training, parental involvement, supplemental learning support, and differentiated instruction to enhance mathematics mastery.

Introduction

The text presents a comprehensive study on the implementation and effects of the National Mathematics Program (NMP) on the academic performance of Grade Six pupils in selected public elementary schools in the Philippines. Anchored in the country’s education reforms and aligned with the MATATAG Curriculum, the NMP aims to strengthen learners’ foundational mathematical skills through continuous, school-based interventions such as remedial classes, tutorials, and enrichment activities.

The study emphasizes that Mathematics is often perceived as difficult due to its abstract nature, ineffective teaching approaches, and lack of real-life connections. Guided by Bruner’s Constructivist Theory, the NMP promotes learner-centered instruction where teachers act as facilitators and pupils actively construct knowledge through meaningful activities.

Using a descriptive research design, the study involved 40 mathematics teachers and 210 Grade Six pupils from seven public elementary schools in the Cardona Sub-Office, Division of Rizal. Data were gathered through a validated questionnaire and analysis of third-quarter Mathematics grades. The research examined the effects of the NMP on number patterns, mathematical concepts, and the four fundamental operations, while also considering teacher and pupil demographic profiles.

Findings reveal that both teachers and pupils perceived the NMP as often effective in improving mathematical performance. The program positively influenced pupils’ understanding of number patterns (such as sequencing and numerical order), enhanced conceptual understanding (connecting ideas, logical reasoning, and expressing mathematical thinking), and strengthened mastery of the four fundamental operations—particularly division, which received the highest ratings. Overall results indicate that the NMP supports procedural fluency, conceptual understanding, confidence, and logical reasoning.

The literature review supports these findings, highlighting that targeted, contextualized, and learner-centered interventions, combined with strong teacher competence and institutional support, are key predictors of improved mathematics performance. Demographic factors showed minimal direct impact compared to the quality of instruction and effective program implementation.

Conclusion

In conclusion, the study affirms that the National Mathematics Program is an effective intervention for enhancing Grade Six pupils’ mathematical performance. It underscores the need for sustained support, refined instructional strategies, and a proposed action plan to further strengthen NMP implementation, ultimately contributing to improved numeracy skills and quality education in Philippine public schools.

Copyright

Copyright © 2025 Marife Q. Malana. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.