Effectiveness Of Numeracy Intervention To The Performance Of Grade 3 Pupils

AUTHOR(S)

RICHARD C. VARRON

ABSTRACT

—— The study evaluated the effectiveness of Numeracy Intervention to the numeracy performance of the Grade 3 pupils in Mathematics. This study is utilizing the quasiexperimental research design employing the pre-test and post-test in Mathematics. The findings of the study were the bases for a proposed intervention Plan. The researcher utilized universal Sampling in selecting the respondents of the study. Simple Percentage, Weighted Mean and t-Test of Mean Difference were the statistical tools used. The test of difference between the scores in the pre-test and post-test of Grade 3 pupils in Mathematics before and after the numeracy intervention in the delivery of the most essential learning competencies in the 1st grading period based from the timelines given which was prepared for 4 week’s time or 1 month of the implementation of the aforementioned intervention that was already ready prior to the utilization of the identified intervention that could help the learners address the learning gap. Based from the results given from the shared performance of the Grade 3 pupils, the pretest performance of the Grade 3 pupils before they experienced the different learning approach or tools used in the delivery of the different learning competencies which not less than 4 competencies for 4 weeks of delivery done by the teacher. Based from the results given, it was shown that the pretest performance which is equal to 6.12 is lesser than the posttest performance after the utilization of the numeracy intervention and resulted to the computed value and found to be greater than the critical value of t so the hypothesis which states that there is no significant difference between the pretest and posttest performance before and after the integration of Numeracy intervention in the delivery of the most essential learning competencies in mathematics is rejected. The results in table 3 implied that based from the results reflected in table 3, there was a significant difference from the performance of the grade 3 pupils in mathematics before they have experienced the intervention and after they already experienced the intervention in learning the different topics in Mathematics. The results further explain that utilizing the intervention in learning mathematics is really significant in improving their performances and it could improve their numeracy skills that could help augment the learning gaps they experience for the past 4 weeks of the implementation. Therefore, integrating the identified intervention really helps the learners to improve their numeracy skills as well as helps teacher to be more proactive in making different numeracy intervention that helps learners to be more motivated in their learning styles as well as providing them the best approach to make those learners specially the lower ones to be more creative in learning mathematics. Keywords — Effectiveness, Numeracy Intervention, Grade 3 Learners, Mathematics