V3I6P71

Drivers of Numeracy Skills Among Grade 2 Learners In Butuan City Division: A Mixed-Method Study

Arlyn Jane C. Payao^1*, Annabelle M. Dorado, PhD²

Abstract

This study investigated the drivers of numeracy skills among Grade 2 learners in the Butuan City Division using a convergent parallel mixed-method design. Quantitative data were gathered from 364 households through stratified random sampling to examine the influence of cognitive development, anxiety toward numbers, home environment, parental involvement, socio-economic status, and teacher-related factors on learners’ numeracy skills. A Rapid Mathematics Assessment (RMA) was administered to assess learners’ proficiency levels. At the same time, qualitative data were collected through semi-structured interviews with teachers and parents to gain deeper insights into numeracy-related challenges. Findings revealed that 51% of learners were classified as low proficient, indicating significant gaps in foundational numeracy competencies. Home environment and parental involvement showed positive and significant relationships with numeracy skills, whereas anxiety toward numbers demonstrated a negative correlation. Parental educational attainment emerged as the only socio-demographic predictor significantly associated with numeracy performance. Teacher competence, curriculum, and instructional efforts were highly evident but did not significantly influence low RMA scores. Qualitative findings emphasized limited parental time, insufficient educational resources, and inadequate home support as barriers to numeracy development. The study highlights the importance of strengthening home-school partnerships and developing intervention programs that promote parental involvement and supportive learning environments to improve numeracy outcomes among learners.

Keywords:

Numeracy Skills, Parental Involvement, Home Environment, Grade 2 Learners, Mixed-Method Study