Abstract

Numeracy proficiency is essential for developing mathematical reasoning, problem-solving abilities, and academic achievement among elementary learners. This study aimed to evaluate the effectiveness of the Academic Recovery and Accessible Learning (ARAL) Mathematics Program in addressing numeracy learning gaps and improving mathematics achievement among Key Stage 2 learners at Buyasan Integrated School, Isabela. Employing a quantitative approach with a one-group pretest–posttest design, the study examined learners’ mathematical performance before and after implementing structured remedial instruction. Data analysis incorporated descriptive statistics and a paired-samples t-test to assess learning gains and determine the statistical significance of performance differences. Results demonstrated an increase in mean assessment scores from 12.48 to 23.30, indicating the potential effectiveness of targeted mathematics interventions. However, these simulated findings require validation using actual assessment data. The study emphasizes the potential contribution of differentiated instruction, continuous assessment, and systematic progress monitoring to addressing foundational numeracy difficulties. Its findings are expected to inform evidence-based instructional practices and strengthen mathematics learning recovery initiatives in elementary education.