SMART-ARAL Program: A Mathematics Intervention for Senior High School Learners

Abstract

This action research evaluated the effectiveness of the SMART-ARAL Program as a math intervention for Grade 11 non-numerate learners at Luis Y. Ferrer Jr. Senior High School. The objectives were to measure proficiency before and after the intervention, assess improvement, identify challenges, and suggest program improvements. A quasi-experimental pretest–posttest design was used. Twenty-six learners were purposively selected from the TVL and HUMSS strands. The six-week intervention used modules, peer tutoring, guided practice, and weekly tests. Quantitative data were analyzed using means, standard deviations, and paired-sample t-tests. Qualitative data from focus group discussions were analyzed thematically. Results showed mean scores rose from 6.96 (pretest) to 19.85 (posttest). Statistical analysis confirmed a significant increase in the score, with a large effect size (Cohen’s d = 3.13), reflecting improved numeracy. Challenges included time constraints, limited resources, inconsistent attendance, learning gaps, and external barriers. The study concludes that SMART-ARAL is an effective, structured mathematics remediation program. The following recommendations are made: (1) Implement the SMART-ARAL program at all grade levels where students require mathematics remediation; (2) Increase the length and number of intervention sessions to address learning gaps more thoroughly; (3) Provide additional funding for instructional materials and professional development for teachers involved in the program; (4) Integrate interactive and adaptive teaching methods, such as technology-assisted lessons and individualized practice, to cater to diverse learner needs; and (5) Conduct future studies using larger participant groups and track students’ progress over extended periods to strengthen the evidence on program efficacy.