Designing an Intervention Program for the Enhancement of Numeracy Skills of Non-Numerates
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 37, Issue 9
Abstract
Numeracy skills encompass essential mathematical abilities that involve understanding and analyzing numerical information, drawing accurate conclusions and informed decisions, and applying mathematical concepts in everyday life. This experimental one-group pretest-posttest study determined the effectiveness of intensified learning enrichment activities in the real-life numeracy (I LEARN) for improving the numeracy skills of non-numerate learners. The study employed a purposive sampling method, involving 23 Grade 11 learners of Milan National High School for the school year 2023–2024. The 2022 Enhanced-Regional Unified Numeracy Test (E-RUNT) was employed for data collection. For the analysis, descriptive statistics like mean and standard deviation were used, along with inferential statistics like a t-test for paired samples at a 0.05 level of significance. Findings indicated that learners had low numeracy skills prior to the intervention. Post-intervention results demonstrated a significant improvement, raising their proficiency levels from low to proficient. The mean gain score showed a moderate improvement in numeracy skills, revealing a significant difference between pretest and posttest performances. The results underscore the efficacy of the I LEARN intervention program in improving learners' numeracy skills.
Authors and Affiliations
May Fritzie Elicaña
Keywords
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- EP ID EP769317
- DOI 10.70838/pemj.370910
- Views 3
- Downloads 0
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