Improving Learners Numeracy Skills Through Explicit Teaching

Abstract

This action research used a quantitative research design, specifically a pre-test and post-test experimental design for the Grade 2-B class of Sibulao Elementary School, Vitali District, Zamboanga City Division. A total of 35 learners participated in this study. Pre-Test administration was done on September 11, 2023 and Post-Test administration was done on March 21, 2024. The test administration was personally administered and retrieved by the researcher-teacher. Findings revealed that  the Grade 2-B learners, needed significant assistance with their numeracy skills. In the pre-test assessment for Grade 2-B  learners, 34 or all of the learners were reported as not proficient (NoP) and require significant assistance. In the post-test, learners were reported to be significantly improving with 2 learners highly proficient (HP), 5 learners proficient (P), 17 learners nearly proficient (NeP), 7 learners low proficient (LP), and 4 learners not proficient (NoP). To address the salient findings of the study, recommendations relative to crafting an action plan for the reading remediation of the learners, conference with parent and learner and one-on-one tutorial is being recommended as the best intervention, intervention for numeracy include pedagogy interventions including exposing pupils to more drills and exercises, differentiated instruction and using manipulative, real and tangible objects and since the intervention program only lasted for 6 months during remediation classes with 35 minutes time allotment per day a conduct of  summer enhancement program was conducted.