Numeracy Level of Grade V Pupils in Jcpmes: Basis for a Mentoring Plan

Abstract

INTRODUCTION

Mathematical skills are a proficiency which is developed mainly in Mathematics. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. Mathematical skills also demand an understanding of the ways in which data is gathered by counting and measuring and presenting in graphs, diagrams, charts, and tables. To verify the Mathematical skills of each individual pupil, a Numeracy Test is implemented in schools as part of the Department of Education Program. The Pre and Post Examinations divulge the learning's acquired by the learners throughout the year. Each Grade -V pupil's poor performance in solving mathematical equations involving the basic operations and word problems is a trend that the researcher became aware of very early in her teaching career and her study focused on the proposed mentoring plan to increase the number of numerates Grade five pupils of JCPMES.

METHODS

This study used the descriptive method of research as it aimed to increase the number of numerates among the Grade five pupils of Jose C. Pastor Memorial Elementary School through the proposed mentoring plan of the researcher. This method was used to gather the needed and relevant data information about the mathematical skills of the respondents. It appeared that the majority of the non-numerates find difficulty in solving and analyzing mathematical problem accurately. There seem to be an obvious irony in the response of the majority of the non-numerates considering their academic status.

RESULTS

The pre-test and post-test of Numeracy Test were obtained to determine the level of performance of Grade 5-Sapphire. The level of performance was categorized into three Levels: Non-Numerates (0-49), Nearly Numerates (50-74) and Numerates (75-100). Results indicated that the performance of the pupils in the Numeracy Post-test was higher than their performance in the Pre-Test. There were seventeen (17) Numerates out of 54 with 31.48 percent, 23 Nearly Numerates with 42.59 percent and only 14 with 25.93 percent remained Non-Numerates. Unlike in the Pre-Test wherein there are 26 out of 54 pupils who were Non-Numerates.

DISCUSSIONS

The result implies that the pupils performed well when they were mentored by their classmates who became their close friends through the effort of their mathematics teacher in using the "Mentoring" strategy. The teacher may help enhance pupil's numeracy level through implementing mathematics enhancement programs like "Mentoring" strategy.