ABSTRACT
This study aimed to assess the internal stakeholders' participation in the Mathematics Intervention for Learners’ Enhancement (MILE) program as a foundation for an enhanced numeracy plan at Burak National High School for the 2023-2024 school year. Results indicated that parental participation in MILE included communication with remedial teachers, monitoring homework and assignments, attending school meetings, and providing resources. Learners participated through consistent attendance and active class involvement. Facilitating factors for parents were clear communication from teachers and access to learning materials, while for learners, engaging instructional materials, supportive teachers, and motivation were key factors. Hindering factors for parents included limited time due to work, low educational background, and financial constraints. For learners, challenges included math anxiety, low motivation and interest, and poor study habits.
Keywords: internal stakeholders, Mathematics Intervention for Learners’ Enhancement (MILE), Enhanced Numeracy Plan
INTRODUCTION
Mathematics plays a role in all areas of life, from work to everyday tasks at home and elsewhere. Strong numeracy skills are vital for teachers to support their students' learning effectively. Many decisions in life are based on numerical data, so being numerate is essential for making informed choices. The involvement of internal stakeholders is key to the planning, execution, and success of a numeracy program.
In education, internal stakeholders typically include teachers, students, school administrators, and other personnel who are directly involved in or affected by program activities and outcomes. Their engagement is essential not only because they execute and experience educational processes firsthand, but also because their insights and contributions help shape program relevance, responsiveness, and effectiveness (Peng et al., 2024).
Thus, studying internal stakeholders’ participation in numeracy programs is important for identifying how engagement practices contribute to—or hinder—the achievement of numeracy goals. By examining not only the presence but also the quality and depth of participation, educators and policymakers can better design strategies that foster collaboration and shared responsibility, ultimately strengthening program outcomes and enhancing student numeracy skills.
The growing concern over learners’ low performance in mathematics has prompted schools to adopt various intervention programs aimed at strengthening foundational numeracy skills. In many basic education settings, assessment results - such as diagnostic tests, summative tests and quarterly examinations- consistently reveal learning gaps in key mathematical competencies. These gaps often begin in the early grades and widen when not addressed through targeted instructional support.
As observed, the researcher noticed that after two years of distance learning, students came back to in-person classes with low numeracy skills. The absence of physical presence in classroom setting leads them struggle and find mathematics more difficult because of low numeracy skill.
Based on the result of E-RUNT Pre-Test (Enhanced Regional Unified Numeracy Test) in Burak National High School SY 2023-2024, twenty-two (22) out of 128 learners, 18 males and 4 females are non-numerates.
To address the problem of school on numeracy skills, mathematics teachers of Burak National High School initiated a project MILE (Mathematics Intervention for Learners Improvement). This Project was implemented last School Year 2023-2024. Teachers exerted full effort and time in order to lessen the non-numerates in school but there is only a little improvement.
There are still students who find difficulties in solving the four-basic fundamental operations that is why the researcher conducted a study that aims to enhanced the said numeracy program. It is also helpful to her as a math teacher since the result of this study may serve as aid in her curricular instruction.
One of the best ways in order to help struggling students in numeracy is that stakeholders must harmoniously work together, which will have positive impact on the students. Stakeholders plays a different and significant role in supporting the education system. As the primary goal for students is learning and development, teachers must work collaboratively with stakeholders through open communication and by addressing their needs.
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