E-Games: An Intervention Tool to Boosts the Numeracy Mastery Level of Grade Six Pupils at Laurel Central School

Abstract

INTRODUCTION

Laurel Central School, true to its vision of providing quality education to its clientele, conducted a numeracy test to the pupils enrolled on grade six. The said test was given to the grade six pupils enrolled in (3) sections. To measure the pupil's enrolled in the scale of0-4for non-numerate, 5-7 for instructional and8-10 for numerate, the following are the significant findings. Out of110 pupils, there were 91 or 82.73% belonged to non-numerate level, 17 or 15.45% were classified as instructional learners, and2 or 1.82% were categorized as numerate learners.

METHODS

E-games, as agreed by the mathematics mentors of Laurel Central School, was an intervention tool of assessment adopted by grade six of Laurel School to help students improve their numeracy skills. This intervention tool was designed to respond to the results of the numeracy test administered to grade six pupils during their first week of classes for the school year. It was one strategy suggested by the researcher during the meeting of the grade six mathematics teachers with the school principal, subject coordinator and research coordinator. As the name suggests, e-games provided the grade six students an additional opportunity to gain supplementary knowledge, values, and skills in mathematics which was acquired during Mathematics class.

RESULTS

That upon the first week of classes in Laurel Central School, the majority of the grade pupils were non-numerate. After the implementation of E-games as an intervention shows that 39 or 35.45% grade six pupils became numerate, 63 or 57.27% of pupils became instructional, and8 or 7.27% remained non-numerate. The variation is the pre-test and post-test scores give in the impression that the grade six students performed better in the post-test which was administered after the implementation of E-games. The t-test results in finding the significant difference in the pre-test and post-test scores of the respondents justified the claim of the researcher that e-games as an intervention tool for grade six was effective.

DISCUSSIONS

The numeracy level of e-games was measured by the researcher through a test is given to the enrolled grade six pupils at Laurel CS. The result of this action research led the researcher to recommend the continued administration of the numeracy test to grade six pupils. Results f numeracy test should be used addressing the pupil's needs in Mathematics. It is also recommended that e-games be continuously utilized as an intervention tool of Laurel Central School.