Numeracy skills and mathematics proficiency of grade 7 students : basis for worksheets development / Maria A. Sumper
By: Sumper Maria A
Publisher: Sibalom, Antique: University of Antique, 2025Description: xv, 120 pages ; 28 cmSubject(s): Higher education -- Theses and dissertations | Mathematics -- Study and teaching (Secondary)DDC classification: TH 378.242 S9566 2025 Summary: Abstract Foundational numeracy plays a crucial role in shaping students' success in mathematics, especially during the transition from elementary to junior high school. This study examined the numeracy skills and mathematics proficiency of Grade 7 students and analyzed how these were influenced by sex, type of school graduated from, Grade 6 math average, parents' educational attainment, and family monthly income.Using a descriptive-correlational design, data were gathered from 281 randomly selected students from a mega public secondary school during the school year 2024-2025. Data were collected using the Enhanced Regional Unified Numeracy Test (ERUNT) and the Regional Achievement Measure (RAM). Statistical analyses included descriptive statistics (frequency, percentage, mean) and inferential tools (t-test, One-way ANOVA, and Pearson's r) set at a .05 alpha level, with computations processed using SPSS, version 22.0. Findings revealed that students' overall numeracy skills were at a nearly proficient level, while mathematics proficiency was generally low. Significant differences in numeracy skills were found based on students' Grade 6 mathematics averages and parental support, with higher previous achievement and greater home support linked to better performance. Mathematics proficiency also significantly differed across levels of parental support, highlighting the continuing role of family engagement in student learning. A significant positive correlation was established between numeracy skills and mathematics proficiency. In response, worksheets titled Integers in Action were developed, aligned with curriculum standards and arranged from easy to difficult to strengthen students' foundational mathematical skills. The study concludes that structured, contextualized materials like the developed worksheets are essential in addressing learners' foundational gaps. It recommends that DepEd and educators prioritize early numeracy intervention, strengthen curriculum continuity, and encourage home-school collaboration to support students' mathematical growth. Keywords: numeracy skills, mathematics proficiency, Grade 6 math average, parental support, worksheet development, Grade 7 learners| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Dissertation | Sibalom | Sibalom | TH 378.242 S9566 2025 (Browse shelf) | Not for loan | TH 2400 |
Includes bibliographical references
Abstract
Foundational numeracy plays a crucial role in shaping students' success in mathematics, especially during the transition from elementary to junior high school. This study examined the numeracy skills and mathematics proficiency of Grade 7 students and analyzed how these were influenced by sex, type of school graduated from, Grade 6 math average, parents' educational attainment, and family monthly income.Using a descriptive-correlational design, data were gathered from 281 randomly selected students from a mega public secondary school during the school year 2024-2025. Data were collected using the Enhanced Regional Unified Numeracy Test (ERUNT) and the Regional Achievement Measure (RAM). Statistical analyses included descriptive statistics (frequency, percentage, mean) and inferential tools (t-test, One-way ANOVA, and Pearson's r) set at a .05 alpha level, with computations processed using SPSS, version 22.0.
Findings revealed that students' overall numeracy skills were at a nearly proficient level, while mathematics proficiency was generally low. Significant differences in numeracy skills were found based on students' Grade 6 mathematics averages and parental support, with higher previous achievement and greater home support linked to better performance. Mathematics proficiency also significantly differed across levels of parental support, highlighting the continuing role of family engagement in student learning. A significant positive correlation was established between numeracy skills and mathematics proficiency. In response, worksheets titled Integers in Action were developed, aligned with curriculum standards and arranged from easy to difficult to strengthen students' foundational mathematical skills.
The study concludes that structured, contextualized materials like the developed worksheets are essential in addressing learners' foundational gaps. It recommends that DepEd and educators prioritize early numeracy intervention, strengthen curriculum continuity, and encourage home-school collaboration to support students' mathematical growth.
Keywords: numeracy skills, mathematics proficiency, Grade 6 math average, parental support, worksheet development, Grade 7 learners
Theses/Dissertations Graduate Studies
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