INTRODUCTION

The ability to add numbers is a foundational skill for children to achieve proficiency. In the school context, it is observed that there is a poor performance in numeracy.  Even in face-to-face delivery of instruction, the researcher noted that primary and intermediate learners struggled   with basic Mathematical skills such as addition, subtraction, multiplication, and division.  These challenges hinder their comprehension of more advanced mathematical concepts. The children lack the necessary skills to understand higher lessons or activities in Mathematics because they have not acquired the mastery in using the four fundamental operations such, which are the basics of learning all skills or competencies in Mathematics.

Based on the pre-assessment conducted by the researcher, the result showed that there are learners who struggled learning the concepts of adding 2–3-digit numbers with and without regrouping. This prompted the researcher to create a workbook that will help the learners in understanding addition. The activities in the workbook are specifically formulated and are simplified. This was done without compromising the focus of the learners to improve in the area that they are having difficulties.

This research aimed to answer the following questions:

1. What is the mean percentage scores of the students in terms of:
   • Pre-test before using the JAO to Do It Workbook?
   • Posttest after using the JAO to Do It Workbook?
2. Is the performance of Grade 2 pupils in the posttest after using the JAO to Do It Workbook significantly greater than the pre-test?
3. What recommendations can the researcher based on the observation propose?

This research used Experimental Research Design and complete enumeration as a sampling technique. The study involved 24 Grade 2 pupils of Matalaba Elementary School. The intervention was conducted for two (2) weeks in the First Quarter of S.Y. 2021-2022. The researcher asked the consent of the parents, while the data of learners were treated with utmost confidentiality.

DISCUSSION OF RESULTS

The data underscored a mean percentage score of 52.35 obtained by Grade 2 pupils based on the pretest administered prior to JAO Workbook utilization. It also revealed an obtained mean percentage score of 71.65 interpreted as “Moving towards Mastery”. There has been an improvement in the MPS of the Grade 2 pupils based on posttest after the utilization of JAO To Do It workbook as an intervention material.

The table shows the results of the learners who performed better in the posttest than the pre-test.  On average, scores after using JAO To Do It Workbook as intervention in selected competencies in Mathematics among the Grade 2 pupils were 3.6667 higher than the scores before the integration.

CONCLUSION AND RECOMMENDATION

1. There is a significant difference between the scores of Grades 2 pupils before and after using JAO Workbook as an intervention in adding 2-3 digits with and without regrouping. On average, scores after using JAO Workbook as intervention in selected Competencies in Mathematics among the Grade 2 pupils were 3.6667 higher than the scores before the integration. This means that there is strong evidence that the integration of the JAO Workbook as intervention improves the scores of Grades 2 pupils in Mathematics
2. The JAO to Do It Workbook may be used for remediation classes.
3. Grade 2 teachers may utilize the workbook as intervention material that will strengthen the learners’ skills in Mathematics in a fun and enjoyable way.
4. Math teachers may also make their own workbook that will complement the learners’ needs and enjoyment and can be used in developing or enhancing the numeracy skills of the learners.
5. Education Program Supervisor in Mathematics may incorporate the JAO to Do It Workbook in the Division Program, ‘Kuwentong May Kwenta Mandin’