POST ACTIVITY REPORT

I. Training Program Details:

A. Topic/Title: Project Juan: Jumpstarting Understanding of Arithmetic and Numeracy
B. Date and Venue: October 20, 2023 – March 15, 2024; Quinapondan National High school
C. Duration: 4 hours
D. Type and No. of Clienteles trained:
E. Implementing College/Campus/Office: College of Education; Mathematics Department
F. Partner Agency/Industry/Community: Quinapondan National High School
G. Cost and Funding Source: Solicitations and Sponsorships

II. Training Summary

The goal of the tutorial was to strengthen the students’ foundational skills in addition, subtraction,
multiplication, and division, which are essential for their success in more advanced mathematical concepts.
The tutorial sessions were held once a week, each lasting 6 hours.
At the beginning of the program, a comprehensive assessment was conducted to evaluate the
students’ current level of understanding and proficiency in basic mathematical operations. Based on the pre-
assessment results, the tutorial sessions were designed to focus on the specific areas that required
strengthening. The sessions included a combination of direct instruction, interactive exercises, and hands-on
activities to reinforce concepts.
Throughout the 5-month period, weekly assessments and checkpoints were implemented to
monitor the students’ progress and make necessary adjustments to the instructional approach. The tutorial
sessions encouraged peer to peer learning and collaboration, allowing students to support and learn from
one another. Regular feedback and one on one guidance were provided to each student to address their
individual needs and challenges. Lastly, a post test is conducted after the completion of the tutorial program
and was used to evaluate the progress made by students. The results of the post-test are compared with the
pre-test results to measure the effectiveness of the tutorial program.
III. Participants Evaluation and Feedback

A. Pre/Post Test Scores

Scores Out Of _______

Name of Participant Variance
Pre-Test Post Test

Ababao, Jane 3 9
Abraham, Kieth Justine 1 6
Acebias, Philip Mathew 8
Alain, Justine 0 6
Aleporo, Jonas 0 4

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 Arca, Jasmine 0 6
Arceño, Arwin Jake 5 9
Arcoles, Janice 0 3
Ayon, John Reniel 5 10
Baguinon, Jel-Rose 6 9
Baguinon, Jivey 0 1
Baleche, Sophia 1 7
Balois, Raffy 2 9
Balsamo, Alden 4 8
Barbo, Alexza 5 11
Baula, Aizel Jade 0 5
Belicario, Shantal Meen 4 5
Biong, Eame Rose 9 9
Biong, Jecel 3 8
Cabe, Ma.Rozel Jane 3 10
Cabos, Josh Anthony 6 8
Caingin, Faith Suzane 3 7
Calicoy, Ariena Mae 3 5
Caliwan, Mark Justine 0 4
Camacho, Christian Jhade 4 6
Cawaja, Judy Ann 6 9
Climacho, Nathan Kenji 7 8
Dadulla, Renz Melvin 0 4
Darang, Aldrin 2 3
Diangzon, Jessie 4 6
Fabillar, Ralph 3 7
Fillarca, Marlon 3 9
Germones, Rhyzhel 4 7
Gonzales, Jhon Raven 5 5
Jaral, Princess Camille 3 6
Ladrillo, Cynithel 3 3
Macajeto, Adrian 1 4
Macawile, Jessa Mae 3 4
Macawile, Melody 8 8
Macawile, Shaina Jane 6 6
Manuel, Jonald 6 2
Mengrenio,Shane 3 8
Mission, Ginelyn 6 7
Modesto, Oliver 0 7
Nadera III, Francisco 3 6
Negosa, Rocell 9 7
Pabello, Jerico 3 5
Padel, Cristino 3 8
Padernos, Jheanne Rose 4 7
Padit, John Vyert 3 6
Perez, Angel 4 11
Quilbio, Anica 0 6

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 Quinales, Dennis 4 9
Quinto, Ralf 8 7
Seberre, Ma. Modesta 2 7
Somo-oc, Gabriel Lemuel 3 9
Tercio, Tito 5 7
Terencio, Sheeny Rose 0 2
Thomas, Zeke 6 6
Ty, Carl Adrian 1 6
Valdemoro, Vella Jane 0 9
Valdez, John Rey 0
Villarin, Veronica Gensen 7 6

B. Training Evaluation Scores

FREQUENCY COUNT
Very
No. STATEMENT Poor Fair Satisfactory Excellent
Satisfactory

1 2 3 4 5

1. Relevance and usefulness of the learning

experience.

2. Completeness of the topics presented.

3. Objectives were clearly-defined and met.

4. Effectiveness of IEC materials provided

5. Resource speaker/s’ mastery of the topics

6. Resource speaker/s’ clarity of discussion

7. Participation and interaction were encouraged

8. Resource speaker/s’ methodologies/strategies

used

9. Time management

10. Venue is conducive for the learning

IV. Barriers Encountered

Providing effective numeracy education for the learners can be a complex and multifaceted
challenge. The Project Juan tutorial program, designed to improve the basic math skills of 64 grade 7
participants, encountered several key barriers throughout its implementation.
One of the primary obstacles was the varying skill levels of the participants. The program
catered to individuals with a wide range of prior numeracy knowledge and skills, requiring instructors to
adapt the pace and content to accommodate learners at different stages. This made it difficult to ensure

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 all students were receiving the
appropriate level of instruction and support.

Scheduling conflicts also proved to be a challenge, as the 5-month program structure

conflicted with other school related activities and personal commitments of certain teachers and
students. This resulted in irregular attendance disrupting the continuity of the learning experience.
Lastly, the program’s low-cost or free structure placed constraints on the resources and
materials that could be provided. Additional funding would have allowed the organizers to offer robust
program elements and more rewarding incentives to the learners.

V. Learning and Future Recommendations

Through the implementation of the Project Juan tutorial program, the organizers gained several
valuable insights and lessons learned that can inform future iterations of the program.
1. Importance of Needs Assessment: Conducting a thorough needs assessment prior to
the program design would have helped better understand the target participants’
specific numeracy skill gaps and learning preferences.
2. Differentiated Instruction: Incorporating more personalized learning pathways and
small-group activities would better address the diverse skill levels and learning styles
of the participants.
3. Ongoing Support and Mentorship: providing participants with access to ongoing
tutoring, mentorship, or peer-learning opportunities would help sustain the momentum
and continued development of their numeracy skills.
4. Strengthened Partnerships: Cultivating partnerships with the school, local institutions,
and the community would help expand the program’s reach, resources, and long-term
sustainability.
By incorporating these learnings and recommendations, the organizers can enhance the
effectiveness, accessibility, and impact of future numeracy tutoring programs. This will ensure
that more students can develop the essential numeracy skills needed for personal, academic,
and professional success.

VI. Annexes
( ) Attendance Sheets
( ) Program
( ) Pre/Post Test Questionnaires
( ) Training Evaluation Sheets
( ) Photo documentations

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 Prepared by: Reviewed by:

____________________________ _______________________________
Proponent Campus Extension Head

Approved:

____________________________
Director, Research & Extension

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