The Effect of Project BILANG in Enhancing Mathematics Performance

Numeracy is a fundamental skill essential for academic success and lifelong learning, yet many learners continue to struggle with foundational mathematical concepts. This study aimed to improve the mathematics performance of learners at Dangla Elementary School through Project BILANG (Borderless Initiatives of Leaders in Attaining Numeracy Goals) during S.Y. 2025–2026. A quasi-experimental one-group pre-test and post-test design was used involving 17 learners from Grades I to VI identified as “Emerging” based on their initial Rapid Mathematics Assessment (RMA) results. Standardized RMA-based tests were administered before and after the intervention. The program consisted of 30-minute daily sessions using math manipulatives such as geoboards, fraction tiles, and base-ten blocks to strengthen learners’ conceptual understanding. Data was analyzed using paired sample t-test and qualitative interviews. Results showed that learners had a low initial mean score of 33.12%, indicating weak numeracy skills. After the implementation of Project BILANG, post-test results significantly improved to a higher proficiency level, with a statistically significant difference between pre-test and post-test scores. Qualitative findings further revealed challenges such as limited learning resources and learner difficulty in understanding abstract concepts, which were addressed through the intervention. Overall, the study confirms that Project BILANG is effective in improving learners’ mathematics performance and bridging numeracy gaps, supporting its continued implementation as a remediation strategy in elementary mathematics.