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

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  • Federico P. Oclarit Jr

    (Division of Southern Leyte, Mantahan, Maasin City, Southern Leyte, Philippines)

  • Jose C. Agoylo Jr.

    (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)

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.

Suggested Citation

  • Federico P. Oclarit Jr & Jose C. Agoylo Jr. & Sheila Mae C. Saguban & Evangelita R. Castañares, 2024. "Indigenize-Blended Learning Approach: An Intervention to Improve Numeracy Skills of Non-Numerates Learners," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 1582-1591, August.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:8:p:1582-1591
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