Numeracy Tools: It's Impact on the Mathematics Performance of Grade VI Pupils in Payapa Elementary School

Abstract

INTRODUCTION

Teaching Mathematics is not an easy task. Mathematics teachers are the ones who are always besetting problems as to the attitudes and acceptance of the pupils in learning the subject. In the year 2018, the country's flagship in education, DepEd has established productive programs to achieve better numeracy skills using the most appropriate numeracy assessment tools to engage pupils' numeracy development. The numeracy program was conceived in response to repeated low pupils’ achievements in Mathematics. It was also conceptualized as the most effective measure to increase pupils' participation in various Mathematics activities and challenges. Despite the effort made, the teachers are still looking forward to possible reinforcement to ensure that the utilization of the numeracy assessment tools give more benefits to the pupils who are encountering difficulties in understanding the contents and concepts of learning Mathematics.

METHODS

This research method is the most used research design since it can be appropriately used in both quantitative and qualitative investigations. The data were obtained from the respondents through a self-structured questionnaire. The participants of the study were the 7 public elementary school teachers presently assigned in Payapa Elementary School, District of Lemery.

RESULTS

It was revealed that teachers were effective in using numeracy tools and satisfied with the results as evidenced by a mean of 3.48. Likewise, teachers were effective in their familiarity with the positive effects of the tools as represented by a mean of 3.35. However, in two remaining items, their ineffectiveness was identified.

DISCUSSIONS

The data only implied that the respondents need to be more aware and knowledgeable on the utilization of numeracy tools in order to ensure that good academic performance of the pupils in learning the different aspects of Mathematics. The teachers were not effectively adjusted as the usefulness of utilizing numeracy tools in the teaching-learning of Mathematics.