Abstract: This study assessed the level of competence in Mathematics among Grade 2 learners, as well as the learning experiences and challenges encountered in teaching at a public elementary school in the Division of Carcar City for the School Year 2024–2025. The researcher employed descriptive normative methods, utilizing the Early Grade Mathematics Assessment (EGMA) Survey Tool, which was administered to 72 Grade 2 learners. Findings revealed that although some foundational skills were evident, the majority of learners demonstrated a "Nearly Numerate" level across most EGMA domains, with notable weaknesses in rational counting and number identification. Teachers reported challenges in addressing diverse levels of prior knowledge and foundational gaps, while learners expressed a need for more engaging and interactive learning experiences. Based on these findings, the study concludes that learners exhibit a generally developing level of numeracy with notable weaknesses in addition, subtraction, and foundational number sense skills, and their feedback highlights the need for more engaging, interactive, and differentiated instructional approaches to effectively support diverse levels of preparedness and improve Grade 2 Mathematics teaching and learning. Thus, it is recommended that implementation of an intervention plan which incorporates more engaging pedagogical strategies and differentiated instruction to address learners' varying levels of preparedness.
Keywords: EGMA, Level of Competence, Assessment, Mathematics, Grade 2 learners, Carcar City, Cebu, Philippines.
Title: AN ASSESSMENT OF MATHEMATICS 2 COMPETENCE: ACTIVITY SHEETS
Author: Jacqueline Empinado Gemilgo
International Journal of Thesis Projects and Dissertations (IJTPD)
Vol. 13, Issue 2, April 2025 - June 2025
Page No: 28-38
Research Publish Journals
Website: www.researchpublish.com
Published date: 20-June-2025
