PROJECT GILAS: STRENGTHENING NUMERACY PERFORMANCE THROUGH HANDS-ON MANIPULATIVES
Keywords:
Project GILAS, manipulatives, numeracy skills, mathematics intervention, learner-centered instruction, action research, elementary learnersAbstract
This action research investigated the effectiveness of Project GILAS (Gearing Up Intervention to Learners’ Abilities and Skills) in improving the numeracy performance of struggling learners through the use of hands-on manipulatives. The study was conducted among 122 Grades IV to VI learners of San Nicolas Elementary School who obtained Mathematics grades ranging from 75 to 77 during the First Quarter of School Year 2025–2026 and were identified as needing numeracy intervention. A quantitative one-group pretest–posttest design was employed to determine changes in learners’ numeracy performance before and after exposure to manipulative-based instruction. The intervention utilized concrete learning materials such as base-ten blocks, counters, fraction strips, and number lines to help learners develop conceptual understanding and problem-solving skills. Guided by Bruner’s Concrete-Representational-Abstract (CRA) framework, the intervention provided structured, learner-centered activities that encouraged active participation and meaningful learning. Data were gathered using a researcher-made numeracy test aligned with the Most Essential Learning Competencies (MELCs) and analyzed using frequency counts, percentages, means, standard deviations, and a paired-sample t-test at the 0.05 level of significance. Learners’ mean score rose from 7.06 in the pretest (Developing Numeracy Performance) to 12.26 in the posttest (Improved Numeracy Performance), a mean gain of 5.20 points. The paired-sample t-test showed that this improvement was statistically significant (t = 34.10, p < .001). Learners also showed greater participation, confidence, and motivation in Mathematics, and the guidance of teachers, continuous monitoring, and the support of parents and community stakeholders contributed to the success of the intervention. The findings provide evidence of the effectiveness of manipulative-based instruction as a remediation strategy and serve as a basis for enhancing numeracy programs, instructional practices, and school-based interventions. Ultimately, the study contributes to the improvement of Mathematics education by promoting innovative, engaging, and learner-centered approaches to numeracy development.
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