Mathematical Learning Intervention Program for Grade 9 Learners During the Resumption of In-Person Classes

Abstract

This study examined the pedagogical competence levels and challenges of 51 public elementary school The study investigated the math performance of 208 Grade 9 learners from Malalag National High School upon returning to in-person classes post-pandemic, revealing that learners performed at a satisfactory level during the First and Second Quarters. The challenges faced during this transition were examined using a validated researcher-made survey, which guided the development of a Mathematical Learning Intervention Program. Results indicated that home and personal problems significantly impacted learners, while social issues had moderate effects and school-related problems had the least effect. Notably, school-related problems demonstrated a significant relationship with learners’ math performance, highlighting the need to address these issues comprehensively. The findings underscore the necessity of targeted interventions to support learners. Recommendations include offering remedial classes tailored to individual needs, fostering inclusive peer collaboration programs, and providing professional development for teachers to equip them with effective strategies. Strengthening parental involvement and resource allocation is crucial to addressing learners' challenges holistically. By addressing the root causes of learners’ challenges, the intervention program can enhance engagement and academic outcomes, supporting the transition back to in-person learning effectively.