Analyzing Proficiency Shifts in the Division Mathematics Assessment Test (DMAT)

Mela May Apelias Peñora; Sharon Melliza Jaudian; Diana Verano Barabona; Zarah Mae Villanueva Daguro; Avegail Padre-e Guerra

doi:10.36948/ijfmr.2026.v08i03.77390

Analyzing Proficiency Shifts in the Division Mathematics Assessment Test (DMAT)

Author(s)	Mela May Apelias Peñora, Sharon Melliza Jaudian, Diana Verano Barabona, Zarah Mae Villanueva Daguro, Avegail Padre-e Guerra
Country	Philippines
Abstract	This study investigated the dynamics of mathematical proficiency shifts among 1,595 learners in one of the Schools District in Region VI using a convergent parallel mixed-methods design. Quantitative analysis of Division Mathematics Assessment Test (DMAT) data revealed a significant "bottom-up" migration; the "Highly Proficient" tier surged from 48.53% to 67.73%, while the "Not Proficient" population decreased by 66.7%. Despite this district-wide growth, a "foundational wall" was identified in Grade 1, which accounted for 66.7% of the remaining "Not Proficient" students. Qualitative thematic analysis of "information-rich" teacher respondents identified poor reading comprehension, irregular attendance, and weak number sense as the primary barriers to stagnation. Conversely, immediate feedback, regular remediation, and the use of concrete manipulatives were identified as the most effective catalysts for academic transition. The findings underscore that mathematical proficiency in early grades is intricately linked to literacy and instructional continuity. The study recommends a "literacy-first" approach to numeracy in foundational years and the institutionalization of data-driven transition matrices to monitor the velocity of student improvement. Overall, the results highlight the importance of early intervention, strong literacy foundations, and sustained instructional support in improving mathematical proficiency outcomes across grade levels in the district. Addressing foundational gaps in Grade 1 through targeted remediation, continuous assessment, and collaborative teaching is essential to reduce persistence in the Not Proficient category and improve progression in education outcomes. It provides evidence for policy refinement and instructional reform, emphasizing data-informed decision-making, early grade support systems, and continuous teacher development to sustain proficiency gains across basic education system.
Keywords	mathematics proficiency, DMAT, foundational numeracy, mixed methods and pedagogical catalysts
Field	Mathematics
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-07
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.77390

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Analyzing Proficiency Shifts in the Division Mathematics Assessment Test (DMAT)

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