Numeracy Skills of ALS Elementary Learners
DOI:
https://doi.org/10.5281/zenodo.15674427Keywords:
ALS Elementary Learners, Numeracy Skills, Problem-solvingAbstract
This study assessed the numeracy skills of Alternative Learning System (ALS) elementary learners in a district in Southern Negros to serve as the basis for an intervention plan. Results revealed that learners at Key Stage 1 demonstrated high proficiency in basic arithmetic operations, fractions, decimals, percentages, and problem-solving. However, differences in numeracy skill levels emerged when learners were grouped according to specific socio-demographic variables. Notably, learners’ performance in fractions, decimals, percentages, and problem-solving significantly varied based on parents’ highest educational attainment, number of siblings, and average family monthly income. These findings highlight the influence of socio-economic and familial factors on learners' numeracy performance. The study also emphasized the need for teachers to adapt their pedagogical approaches to better meet learners' diverse needs, particularly within the ALS curriculum. To address these challenges and support learner development, the study recommends technical training and capability building for ALS teachers, focusing on enhancing professional competence in using digital tools, online portals, and educational platforms to improve numeracy instruction and learner outcomes.
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