Abstract
This quasi-experimental research was conducted to assess the efficacy of animated video clips as RMA-based intervention activities in enhancing Filipino learners’ mastery of essential numeracy competencies, in alignment with the Department of Education’s objectives. Specifically, it aimed to assess the mathematical proficiency of third-grade students in District I in one Division in Southern Negros. The researcher employed the researcher tool to evaluate the least acquired skills of the learners. The researcher created animated video snippets that were vetted and critiqued by professionals. The proponent used a verified, reliable 30-item pretest-posttest to assess learners’ proficiency in mathematics. The quantitative data analysis was conducted using the mean, paired t-test, and independent t-test. A substantial disparity existed in the statistically significant positive relationship between the implementation of school-based interventions and pupils’ mathematical proficiency. The enhancement in learners’ mathematical competence can be attributed to the use of animated video clips, which serve as an efficient means of improving their skills. The researcher emphatically advised educators to consistently assess students’ mathematical proficiency and to establish a reward system for those who attain the highest levels of proficiency after each mathematics remediation program. Parents should encourage their children to seek tutoring, particularly in mathematics. The school ought to designate a portion of its budget for programs, events, and activities explicitly associated with mathematics, and to incorporate the acquisition of books and materials essential for numeracy rehabilitation.
Keywords: Animated video clips, learner achievement, mathematics proficiency