ABSTRACT
This qualitative study using phenomenological research design aimed to know the experiences of teachers in the implementation of Math Activities in Enhancing Numeracy Skills (MAENS) project. The study was conducted in Paaralan ng Buhay ng Don Domingo Granada, District of Nueva Valencia North, Guimaras. A researcher-made interview guide was administered to Eight (8) participants, 7 of whom are teachers, and one was a school principal. Thematic analysis was utilized for descriptive data analysis. Results revealed that the teachers’ experiences on the implementation of project MAENS were improving learners’ numeracy skills, enjoying while using interactive games, and presentation of varied approaches. The challenges encountered were insufficient time, learners’ lack of interest to study, and lack of financial resources. On how they manage the challenges, the following emerging themes were management of time, follow-up lessons at home by parents, and provisions of technical assistance. The results of this study were the basis for program improvement.
Keywords: Math Activities, Enhancing, Numeracy Skills, Program Improvement
INTRODUCTION
Mathematics has been feared and considered as one of the most challenging subjects by most of the learners (Subia et al., 2018). As pointed out, learners have the power to choose how difficult (or easy) they find mathematics to be, a power that is furthered by educators and the setting that encourages interaction between them. He stated that teachers impact how the learners value the learning of Mathematics and activities related to it.
Therefore, understanding the content of other academic courses like physics, social studies, and even music and the arts requires an understanding of mathematics.
Numeracy, or the knowledge of numbers, counting, problem-solving, measuring, estimating, sorting, and identifying patterns, is the foundation of Mathematics skills (Langoban, 2020).
Being able to apply mathematical concepts to real-life situations is a sign of numeration. Gaining proficiency in numeracy is important for following the numerical components of the current culture and making well-informed beliefs. It gives people the ability to handle mathematical difficulties in both their personal and professional life with greater assurance and competence (Nelson & McMaster, 2019).
Relative to the adverse effects on the numeracy performance of the learners during the two-year pandemic, the regional Memorandum Order No. 827, s. 2022 was released by the Department of Education, Regional Office VI (DepEd-RO VI) entitled “Enhanced Regional Unified Numeracy Test” (E-RUNT) which targets to develop the RUNT and evaluate the learners’ numeracy level. The Department of Education mandated that all schools were subjected into E-RUNT administration that started its’ pre-test last December 2022.
Childhood Education International (2020) pointed out that the education of today is the education of the future. Teachers must reflect upon current procedures and guidelines and identify ways to transform education to address new challenges in an increasingly complicated world to prepare pre-primary and primary-aged children for their future.
As a result, since there are many non-numerates in our school, the researcher looked further into the best program to develop numeracy skills as the foundation for intervention program improvement in Paaralan ng Buhay ng Don Domingo Granada, District of Nueva Valencia North, Guimaras. Conversely, this application might be able to assist learners who are having trouble understanding Math concepts so they can catch on and become proficient in those areas.
The researcher also hopes that teachers can enhance their skills in mathematical competencies in teaching mathematics which assisted the learners both ability and confidence to handle basic mathematical concepts.
see PDF attachment for more information