Numeracy Skills of Junior High School Students in Mathematics: An Intervention Plan

Abstract

This research aimed to assess the numeracy skills of the Junior High School students in a National High School in the City of Naga Division, Cebu, Philippines, as a basis for crafting an intervention plan. It utilized a descriptive quantitative correlational research design using DepEd's adapted numeracy skill questionnaire. A total of 142 Grade 7 students were selected to participate in the study. The gathered data were treated using frequency, percentage, mean, standard deviation, Multiple Regression, and the Wilcoxon Signed Rank Test. Results showed that the respondents were dominated by males, aged below 14 years old, had a satisfactory mathematics rating in the 1st quarter, with building and construction as the main occupation of fathers and housewives for mothers, and parents were mostly high school graduates. Moreover, the level of numeracy skills of the respondents in addition and subtraction indicated that they did not meet expectations. Also, it was found that they were weak in solving integers with different signs and strong otherwise. Gender and first-quarter grade in mathematics showed a significant relationship with the level of numeracy skills of the respondents. In addition, there was a significant difference among the numeracy skill levels of the respondents by area. The students’ extremely low numeracy is indicated by not meeting the skills in adding and solving integers. It is recommended that an intervention plan be adapted to help struggling students in mathematics.