Indigenize-Blended Learning Approach: An Intervention to Improve Numeracy Skills of Non-Numerates Learners

Federico P. Oclarit, Jose C. Agoylo, Sheila Mae C. Saguban and Evangelita R. Castañares
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Federico P. Oclarit: Division of Southern Leyte, Mantahan, Maasin City, Southern Leyte, Philippines
Jose C. Agoylo: Division of Southern Leyte, Mantahan, Maasin City, Southern Leyte, Philippines
Sheila Mae C. Saguban: Division of Southern Leyte, Mantahan, Maasin City, Southern Leyte, Philippines
Evangelita R. Castañares: Division of Southern Leyte, Mantahan, Maasin City, Southern Leyte, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 1582-1591

Abstract: The study aims to reduce the number of non-numerate learners among Grade 7 students at Pintuyan National Vocational High School. The unified numeracy test results indicate a high number of non-numerate learners in this cohort. To address this, Mathematics Teachers must implement interventions that consider factors such as age, sex, family background, school attendance, interest, capabilities, behavior, and perceptions towards mathematics. By introducing simple, consistent practices through an indigenized-blended approach, the teachers aim to enhance numeracy skills and measure the effectiveness of these interventions. The ultimate goal is to increase the number of numerate learners while reducing the number of non-numerate learners, thereby overcoming learning hindrances and obstacles. This action research is focused on finding alternative mechanisms that support learners in improving their numeracy skills in an enjoyable manner.

Date: 2024
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