Quarterly Mathematics Grades of Grade 3 Learners as Basis for Improving Numeracy Performance at Cateel Central Elementary School, Davao Oriental Division: A Descriptive Research Approach

Educational Management

Quarterly grades remain one of the most practical ways of understanding how Grade 3 learners are progressing in Mathematics, especially when the goal is to identify who needs remediation, reinforcement, or enrichment. This study analyzed the quarterly Mathematics grades of Grade 3 learners at Cateel Central Elementary School, Cateel, Davao Oriental, as basis for improving numeracy performance. The study used a quantitative descriptive design through documentary analysis of official school records. A total of 32 Grade 3 learners, composed of 18 males and 14 females, were included through total enumeration. The data were treated using frequency count, percentage, mean, general average, and trend analysis. Results showed that the Grade 3 learners obtained a Satisfactory level of performance in all four quarters: first quarter (M = 83.59), second quarter (M = 82.34), third quarter (M = 81.94), and fourth quarter (M = 82.06). The overall Mathematics performance based on the four quarterly grades was 82.63, also interpreted as Satisfactory. In terms of performance trend, 10 learners (31.25%) improved, 13 learners (40.63%) declined, and 9 learners (28.13%) maintained their performance across the four quarters. Moreover, 19 learners (59.38%) met at least one support indicator, including grades below 75, grades from 75 to 79, or a declining performance trend. The findings indicate that although the class average is satisfactory, a considerable number of learners still need targeted numeracy support. A differentiated numeracy intervention and instructional support plan was therefore proposed, emphasizing remediation, reinforcement, teacher-guided practice, use of concrete and visual materials, and problem-solving activities. The study affirms that quarterly grades can be used not only as records of performance but also as meaningful data for instructional decision-making and learning recovery.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.