Students’ Proficiency In Basic Arithmetic Through Project Sharp: (Sharpening And Honing Arithmetic Proficiency) In Tanauan City Integrated High School

Abstract

This study examined the effectiveness of PROJECT SHARP (Sharpening and Honing Arithmetic Proficiency) in improving the arithmetic proficiency of Grade 7 students at Tanauan City Integrated High School, Tanauan City, Batangas, during School Year 2025–2026. The study addressed the persistent problem of low mastery in basic arithmetic operations among junior high school learners, which affects their readiness for higher mathematical concepts.

Specifically, the study aimed to determine the students’ baseline arithmetic proficiency, describe their levels of engagement, motivation, and interest during the implementation of PROJECT SHARP, and evaluate the effectiveness of the intervention in improving computational speed, accuracy, and retention.

A mixed-methods research design was employed, combining quantitative and qualitative approaches. The participants were eighty-four (84) Grade 7 students selected through purposive sampling based on diagnostic test results. Data were gathered using a researcher-made 40-item Arithmetic Proficiency Test, survey questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and paired samples t-test, while qualitative data were analyzed through Interpretative Phenomenological Analysis (IPA).

Findings revealed that students initially demonstrated an Average Mastery level in arithmetic (M = 19.47, MPS = 48.67%). After the implementation of PROJECT SHARP, students showed very high levels of engagement (M = 3.34), motivation (M = 3.33), and interest (M = 3.34). Results further indicated significant improvement in students’ speed, accuracy, and retention in solving arithmetic problems. Qualitative data revealed challenges such as math anxiety, limited learning resources, instructional pacing issues, and unequal peer participation.

The study concludes that PROJECT SHARP is an effective and contextually appropriate numeracy intervention that significantly enhances arithmetic proficiency and learner engagement. It is recommended that the program be sustained and institutionalized as part of school-based numeracy initiatives aligned with the DepEd MATATAG Curriculum and Learning Recovery Framework.