Unveiling the Numeracy Link: Mathematics Instructors’ Instructional Numeracy Practices and Student Learning Outcomes
DOI:
https://doi.org/10.5281/zenodo.20329421Keywords:
Numeracy, Mathematics Instruction, Student Learning Outcomes, College MathematicsAbstract
This study investigates the relationship between mathematics instructors’ instructional numeracy practices and student learning outcomes in college mathematics courses at Colegio de Santa Rita de San Carlos Inc. In an era where numeracy is central to academic success, the effectiveness of instructional delivery plays a crucial role in shaping students’ conceptual understanding and performance. Using a descriptive–correlational quantitative research design, data were collected from 3 mathematics instructors, excluded the researcher and 105 college students. Instructional numeracy practices were measured in terms of computational accuracy, problem-solving strategies, symbolic representation, and real-life application of mathematics. Student learning outcomes were assessed through academic performance, conceptual understanding, and problem-solving proficiency. Findings revealed that instructors demonstrated a high level of instructional numeracy practices, while students exhibited a moderate level of learning outcomes. Correlation analysis showed a significant relationship between instructional numeracy practices and student learning outcomes, indicating that effective instructional strategies positively influence mathematical understanding. The study highlights the importance of strengthening pedagogical numeracy practices to enhance student achievement in mathematics.
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