V3I5P57

Management Support on Rapid Mathematics Assessment (RMA), Basic Numeracy Achievement and Behavioral Skills of Learners

Psyche Nava E. Magbanua^1*, Adonis S. Besa, PhD²

Abstract

Mathematics skills of learners in the Philippines continue to be challenged by gaps in basic numeracy, limited conceptual understanding, and unequal access to quality instructional resources. This study determined the extent of management support in the implementation of Rapid Mathematics Assessment (RMA), learners’ numeracy achievement and behavioral skills. A descriptive-correlational research design was employed. Data on management support and learners’ behavioral skills were gathered through survey questionnaires administered to 30 teachers, while secondary data on numeracy achievement were obtained from 211 learners. The statistical tools used included frequency, percentage, mean, standard deviation, and Spearman’s rho. Findings revealed that management support for RMA implementation was very high. Learners’ numeracy achievement reached at least nearly proficient levels, with most classified as proficient. Learners’ behavioral skills were generally high. In correlational analysis, only teachers’ training had a weak but significant relationship with numeracy achievement; while monitoring and evaluation had a weak but significant relationship with flexibility. The study concludes that while strong management support ensures that classroom-level practices and learner-centered strategies have a greater influence on effective RMA implementation, improvements in learners’ numeracy and behavioral outcomes were also observed. Sustained professional development, targeted interventions, and enhancement of instructional practices are recommended to further improve learners’ performance and adaptability.

Keywords:

Rapid Mathematics Assessment, management support, numeracy achievement, behavioral skills