Enhancing Numeracy Retention Among Grade 10 Learners of Cawayan National High School: Key Factors and Effective Solutions
DOI:
https://doi.org/10.5281/zenodo.20717900Keywords:
Numeracy retention, differentiated instruction, cognitive factors, Grade 10 mathematics, teaching strategiesAbstract
Mathematical competence is a key requirement for both academic achievement and real-life decision-making. Despite its importance, many junior high school learners encounter difficulty in retaining mathematical concepts over time. This study sought to examine the factors influencing numeracy retention among Grade 10 learners and assess the effectiveness of selected instructional strategies. A descriptive quantitative design was employed, involving forty-six (46) learners from Cawayan National High School through census sampling. Data were gathered using a structured questionnaire covering cognitive, instructional, psychological, and practical application factors, as well as selected teaching strategies. Statistical tools such as frequency, percentage, and weighted mean were used to analyze the data. Findings revealed that all four factors were perceived at a moderate level, with cognitive aspects registering the lowest mean and practical application the highest. Among the teaching approaches, differentiated instruction emerged as the most favorable, while reinforcement, flipped classroom, and cross-disciplinary integration showed moderate effectiveness. The results highlight the need for context-based, learner-centered strategies to improve retention and strengthen deeper understanding of mathematical concepts.
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