Utilization of Rapid Mathematics Assessment (Rma): A Developmental-Based Education Strategies of Deped

Abstract

This study examined the implementation of the Rapid Mathematics Assessment (RMA) as a developmental-based strategy to improve mathematics proficiency among Grades 1 to 3 learners in public elementary schools in the Mercedes District, Division of Camarines Norte. It aimed to determine learners’ proficiency levels based on RMA results, identify instructional strategies used by primary teachers, assess changes in proficiency before and after the assessment, examine challenges encountered in teaching mathematics, and propose an intervention to enhance learner performance. Developmental-based education refers to an instructional approach that aligns teaching strategies with learners’ cognitive, social, and emotional developmental stages. It emphasizes scaffolded learning, active engagement, and differentiated support based on learners’ readiness levels. This concept is grounded in constructivist theory, which posits that learners actively construct knowledge through experience and interaction, and in Vygotsky’s Zone of Proximal Development (ZPD), which highlights the importance of guided support in moving learners from assisted to independent performance. Within this framework, the Rapid Mathematics Assessment (RMA) serves not merely as an evaluative tool but as a diagnostic mechanism that informs scaffolded intervention and targeted instruction. A quantitative approach using a descriptive-comparative research design was employed. Data were collected through document analysis and survey questionnaires administered to 109 Grades 1 to 3 teachers. The RMA covered 3,787 pupils in the pre-test and 3,729 pupils in the post-test. Descriptive statistics and a paired sample t-test were used to analyze proficiency levels, instructional strategies, and changes in learner performance. Findings revealed an overall improvement in mathematics proficiency across grade levels. The proportion of learners in the Intervention Category decreased, while those in the Consolidation and Enhancement Categories increased, indicating gains in foundational and higher-order mathematical skills. Teachers consistently employed diverse instructional strategies, particularly group activities, direct instruction, differentiated instruction, visual aids, collaborative learning, and educational technology. However, the paired sample t-test indicated no statistically significant difference between pre-test and post-test results, suggesting relatively stable overall performance. Key challenges identified included limited parental support, inadequate educational technology, outdated learning materials, low learner engagement, large class sizes, and weak foundational skills. Based on these findings, a Mathematics Proficiency Implementation Plan (MPIP) was proposed to address identified gaps and promote sustained improvement in mathematics performance.