Improving the Level of Numeracy of Grade III Pupils through ABCs of Numeracy Sessions

Abstract

INTRODUCTION

ABCs of Numeracy intervention utilized a newly developed remediation material for numeracy topics or subjects after the pre-assessment determining the least mastered skills that were needed to be addressed by the school. The study aimed to address the low level of numeracy of the respondents wherein more than three-fifths (3/5) of the pupils were non-numerate.

METHODS

The study applied the following methods of research: quantitative and qualitative designs. This action research employed the triangulation method of research. As for the quantitative design, the study made use of a descriptive-evaluative method of research. In contrast, the qualitative design made use of the FGD protocol. An interview guide was used in asking questions to the Grade III pupils. The audio recording was used in transcribing the responses of the Grade III-pupils. Coding and transcriptions followed the audio records being generated.

RESULTS

Results of the study showed a significant increase in the numeracy level of the pupils after the implementation of the project "ABCs of numeracy. It was also found out that the fundamental operation of division posed more challenges to the pupils than the other three fundamental operations. The teaching style and technique preferred by pupils were the use of real objects and flash cards and group activity. The use of remediation materials improved the skills of the pupils in counting and solving math problems. It also paved the way for the pupils to learn new techniques.

DISCUSSIONS

The user of the remediation materials greatly improved the numeracy level of the pupils from a mean grade of 6.6 to mean grade of 17. However, there were eleven (11) pupils whose numeracy levels were either emergent or non-numerate. Seventy percent (70%) of the pupil respondents found the fundamental operation of division to be more problematic than multiplication. This was corroborated when ninety percent (90%) of pupils answered that the division operation was the least mastered among the four basic operations of arithmetic. The used of real objects and flashcards scored high in the styles and techniques utilized by then pupils, in the preferred method of learning numeracy and the preferred remediation materials. However, only forty percent (40%) of the respondents preferred the use of PowerPoint presentation and only twenty percent (20%) preferred the use of answer sheets as remediation materials.