Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 6 (2025)

Understanding the Link between Literacy and Numeracy Skills among Primary Pupils

Agripina S. Jabanes | Maria Chona Z. Futalan

Discipline: Education

 

Abstract:

This study examined the relationship between literacy and numeracy skills among Grade 3 learners. A total of 340 learners from 21 schools in the Valencia District were selected using a systematic sampling method. Informed consent was obtained from all participants, and strict measures were implemented to ensure data confidentiality. The study employed a descriptive-correlational design and utilized standardized EGRA and EGMA testing tools. Percentages, means, and the Chi-Square Test were used for statistical analysis. Findings revealed that approximately 20% of the learners were non-readers, while 30% were non-numerate. The study also established a significant relationship between learners' foundational literacy and their numeracy skills. Data on foundational literacy showed that female learners, those excelling in English and Math, learners from higher-income families, and those with educated parents achieved higher scores. For numeracy skills, only English and Math performance were significantly linked to learners' math abilities. These findings underscore the importance of targeted educational planning and interventions that support disadvantaged groups and enhance core subject skills to improve overall literacy and numeracy outcomes.



References:

  1. Abella, J., Kilag, O. K., Andrin, G., Tañiza, F. N., Groenewald, E., & Cordova Jr, N. (2024). Benchmarking literacy and numeracy: The contributing elements. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 2(1), 90-99. https://doi.org/10.5281/zenodo.10552279
  2. Acido, J. V., & Caballes, D. G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020
  3. Agusfianuddin, A., Herman, T., & Turmudi, T. (2024). Difficulties in mathematical language and representation among elementary school students when solving word problems. Jurnal Elemen, 10(3), 567–581. https://doi.org/10.29408/jel.v10i3.25814
  4. Aksan, J. A. (2021). Effect of modular distance learning approach to academic performance in Mathematics of students in Mindanao state University-Sulu senior high school amidst covid-19 pandemic. Open Access Indonesia Journal of Social Sciences, 4(4), 445-467. https://doi.org/10.37275/oaijss.v4i2.64
  5. Alkhawaldeh, M. A., & Khasawneh, M. A. S. (2023). Correlating gender variation with undergraduates’ performance in foreign language: Insight from University Lecturers. Migration Letters, 20(S2), 909-920. https://doi.org/10.59670/ml.v20iS2.3743
  6. Birgin, O., Gürbüz, R., & Memiş, K. Z. (2022). Performance of second-grade elementary school students on counting, place value understanding, and addition operation in natural numbers. International Journal of Mathematical Education in Science and Technology, 53(12), 3377-3392. https://doi.org/10.1080/0020739X.2021.1944680
  7. Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in Mathematics: A case study at Ba and Tavua secondary schools. Frontiers in applied mathematics and statistics, 7, 614408. https://doi.org/10.3389/fams.2021.614408
  8. Cruz, J., Alves, D., Carvalho, M., Mendes, S. A., Rodrigues, B., & Cadime, I. (2024). Assessment of math abilities before school entry: A tool development. Frontiers in Education, 8, 1347143. https://doi.org/10.3389/feduc.2023.1347143
  9. Dassa, A., Hidayah, N., Mansyur, A. J., Hafsari, N., & Ramlan, M. S. (2023). Metacognitive scaffolding in solving numerical literacy problems in secondary school. Journal of Didactic Studies, 1(2), 114-126. https://doi.org/10.17509/jds.v1i2.66171
  10. Deta, U. A., Ayun, S. K., Laila, L., Prahani, B. K., & Suprapto, N. (2024). PISA science framework 2018 vs 2025 and its impact in Physics education: Literature review. Momentum: Physics Education Journal, 8(1), 95-107. https://doi.org/10.21067/mpej.v8i1.9215
  11. Ehri, L. C. (2022). What teachers need to know and do to teach letter–sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53-61. https://doi.org/10.1002/trtr.2095
  12. Evans, D. K., & Hares, S. (2021). Should governments and donors prioritize investments in foundational literacy and numeracy? Center for Global Development. Retrieved from https://tinyurl.com/5n87x9z8
  13. Gioia, P., Ziegler, J., & Deauviau, J. (2024). Revisiting the causal effects of phonemic awareness on reading acquisition: Insights from a systematic review and a large-scale longitudinal study. https://doi.org/10.31234/osf.io/xc2qa
  14. Gesuelli, K.-A., Miller-Cotto, D., & Barbieri, C. A. (2025). Variability in math achievement growth among students with early math learning difficulties and the role of school supports. Journal of Educational Psychology. https://doi.org/10.1037/edu0000928
  15. Hamad Al-khresheh, M. (2020). The impact of cultural background on listening comprehension of Saudi EFL students. Arab World English Journal (AWEJ), 11. https://ssrn.com/abstract=3705756
  16. Hardiyanto, A., Tanjung, M., & Suharjono, S. (2021). Listening comprehension difficulties: A case study of EFL students in listening class. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 168-179. https://doi.org/10.24252/Eternal.V71.2021.A12
  17. Holmquist, S., Catlin, D., & Hicks, F. (2024). Using simple using educational robots as a technology for teaching early childhood and primary education literacy in the United States. EasyChair. https://tinyurl.com/37j5ebe5
  18. Idulog, M. V., Gadiano, R., Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot, M. A., Pentang, J. T., & Bautista, R. (2023). Filipino students’ reading abilities: A note on the challenges and potential areas for improvement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128
  19. Indrawatiningsih, N., Qomariyah, S., Nubita, A. R., & Muarofah, L. (2024). Effectiveness of differentiated learning in improving literacy and numeracy of primary school students. Asian Journal of Education and Social Studies, 50(5), 8–17. https://doi.org/10.9734/ajess/2024/v50i51337
  20. Irkinovich, N. R., & Izatullaevna, I. I. (2022). Methods for teaching reading. Journal of Pedagogical Inventions and Practices, 15, 47-50. https://zienjournals.com/index.php/jpip/article/view/2968
  21. Iswara, H. S., Ahmadi, F., & Da Ary, D. (2022). Numeracy literacy skills of elementary school students through Ethnomathematics-based problem solving. Interdisciplinary Social Studies, 2(2), 1604-1616. https://doi.org/10.55324/iss.v2i2.316
  22. Jabbar, A., & Warraich, N. F. (2023). Gender differences in leisure reading habits: A systematic review of literature. Global Knowledge, Memory and Communication, 72(6/7), 572-592. https://doi.org/10.1108/GKMC-12-2020-0200
  23. Jannah, W. N., Herman, T., Agustin, M., & Damaianti, V. S. (2025). Literacy of Mathematical story problems on problem solving skills of elementary school students. Jurnal Cakrawala Pendas, 11(1), 160-175. https://doi.org/10.31949/jcp.v11i1.12426
  24. Jannah, G. F., Robicha, N., Syarifah, K. I., & Rasilah, R. (2025). Introduction to basic Mathematical concepts through learning media. Journal of Mathematics Instruction, Social Research and Opinion, 4(1), 43-56. https://doi.org/10.58421/misro.v4i1.290
  25. Casupanan, I., & Fastidio, J. (2024). Enhancing reading literacy in Grade 2 pupils: An evaluation of the enhanced Marungko approach. HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES, 14(4), 84–94. https://doi.org/10.46223/HCMCOUJS.soci.en.14.4.3067.2024
  26. Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing Math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966–991. https://doi.org/10.1037/edu0000685
  27. Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022). Covid-19 pandemic and student reading achievement: Findings from a school panel study. Frontiers in Psychology, 13, 876485. https://doi.org/10.3389/fpsyg.2022.876485
  28. Mabena, N., Mokgosi, P. N., & Ramapela, S. S. (2021). Factors contributing to poor learner performance in Mathematics: A case of selected schools in Mpumalanga province, South Africa. Problems of Education in the 21st Century, 79(3), 451. https://www.ceeol.com/search/article-detail?id=956235
  29. Maguate, G., Sotto, N. A., Moises, R., Ohoylan, J. G., & Alegre, A. (2024). Efficacy of national learning camp to literacy and numeracy of grade 7 learners. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 68-72. https://doi.org/10.5281/zenodo.10990493
  30. Manu, M., Torppa, M., Vasalampi, K., Lerkkanen, M. K., Poikkeus, A. M., & Niemi, P. (2023). Reading development from kindergarten to age 18: The role of gender and parental education. Reading Research Quarterly, 58(4), 505-538.  https://doi.org/10.1002/rrq.518
  31. Maquiling, Z. M. C (2023). Enhancing literacy and numeracy instruction in multigrade classrooms. United International Journal for Research & Technology, 5(7), 61-74. https://uijrt.com/articles/v5/i7/UIJRTV5I70006.pdf
  32. Nkomo, S. A., & Carrim, A. (2024). Where are the wheels coming off? Investigating South African grade one learners’ letter-sound knowledge. 8762–8769. https://doi.org/10.21125/iceri.2024.2199
  33. OECD. (2023). PISA 2022 results (Volume 1): The state of learning and equity in education. OECD. https://doi.org/10.1787/53f23881-en
  34. Pawartani, T., Suyono, S., & Rufiana, I. S. (2025). Literacy synergy: The relationship between reading and numeracy literacy skills in elementary school students. Paedagoria: Jurnal Kajian, Penelitian dan Pengembangan Kependidikan, 16(1), 56-63. https://doi.org/10.31764/paedagoria.v16i1.27768
  35. Piasta, S. B., Logan, J. A., Farley, K. S., Strang, T. M., & Justice, L. M. (2022). Profiles and predictors of children’s growth in alphabet knowledge. Journal of Education for Students Placed at Risk (JESPAR), 27(1), 1-26. https://doi.org/10.1080/10824669.2021.1871617
  36. Prabowo, A., Suparman, S., Li, C. S., Janan, D., & Damayanti, T. D. (2023). The effect of reading literacy to mathematics comprehension of elementary school students in Indonesia and Malaysia. International Journal of Evaluation and Research in Education (IJERE), 12(1), 546. https://doi.org/10.11591/ijere.v12i1.25714
  37. Pramasdyahsari, A. S., Rubowo, M. R., Nindita, V., Astutik, I. D., Pant, B. P., Dahal, N., & Luitel, B. C. (2024). Developing engaging STEAM-geometry activities: Fostering Mathematical creativity through the engineering design process using Indonesian cuisine context. Infinity Journal, 14(1), 213–234. https://doi.org/10.22460/infinity.v14i1.p213-234
  38. Pramesti, A. R., Kamid, K., & Rohati, R. (2024). Description of process skills of students with dyscalculia in understanding the concept of counting operations through Ethnomathematics. Journal of General Education and Humanities, 4(1), 69–80. https://doi.org/10.58421/gehu.v4i1.339
  39. Pratiwi, S. A., Peni, N. R. N., & Prabowo, A. (2024). Study on literacy numeracy towards students’ logic Mathematics: A literature review. Numeracy, 11(1), 58-69. https://doi.org/10.46244/numeracy.v11i1.2601
  40. Pulumbarit, J. P., Pulumbarit, C. B., & Canet, L. (2023). A phenomenological study of the under-skilled learners on reading and numeracy through distance learning: Case of elementary schools. International Journal of Multidisciplinary Research and Analysis, 7(1). https://doi.org/10.47191/ijmra/v7-i01-31
  41. Rice, M., Erbeli, F., & Wijekumar, K. (2024). Phonemic awareness: Evidence-based instruction for students in need of intervention. Intervention in School and Clinic, 59(4), 269-273. https://doi.org/10.1177/10534512231156881
  42. Rosnelli, R., & Ristiana, P. A. (2023). Independent curriculum learning management to improve students’ literacy and numerical competence in schools. International Journal of Education in Mathematics, Science and Technology, 11(4), 946–963. https://doi.org/10.46328/ijemst.3513
  43. Samia, J. A. T. (2024). Pupils’ reading and numerical literacy in the Pre-COVID-19 pandemic and during the pandemic with modular and face-to-face instructions. Multidisciplinary International Journal of Research and Development, 3(3), 59-68. https://www.mijrd.com/papers/v3/i3/MIJRDV3I30005.pdf
  44. Santiago, E. T., & Mustacisa, M. L. (2024). Building the foundation: How literacy and numeracy skills in third grade impact overall academic achievement. Ignatian International Journal for Multidisciplinary Research, 2(7), 367–381. https://doi.org/10.5281/zenodo.12733229
  45. Santocildes, N. P., & Guanzon, P. (2024) Reading proficiency of grade two learners using big books with historical content. International Journal of Advanced Multidisciplinary Research and Studies, 4(1), 938–941. https://doi.org/10.62225/2583049X.2024.4.1.2316
  46. Shamir, H., Tom, M., Pocklington, D., Yoder, E., & Houchins, A. (2024). Early math skill as a predictor for foundational literacy. In A. Sifaleras & F. Lin (Eds.), Generative Intelligence and Intelligent Tutoring Systems (Vol. 14798, pp. 281–290). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-63028-6_22
  47. Shero, J. A., Erbeli, F., Reed, Z. E., Haughbrook, R., Davis, O. S. P., Hart, S. A., & Taylor, J. E. (2024). Where you live matters: Visualizing environmental effects on reading attainment. Journal of Child Psychology and Psychiatry, 65(6), 798–808. https://doi.org/10.1111/jcpp.13909
  48. Shone, E. T., Weldemeskel, F. M., & Worku, B. N. (2024). The role of students’ Mathematics perception and self‐efficacy toward their Mathematics achievement. Psychology in the Schools, 61(1), 103–122. https://doi.org/10.1002/pits.23033
  49. Shumway, J. (2023). Number sense routines: Building numerical literacy every day in grades K-3. Routledge https://doi.org/10.4324/9781032681931
  50. Susetyo, B. (2024). Identifying the effects of financial literacy on student achievement in Mathematics. World Journal of Advanced Research and Reviews, 21(1), 733–745. https://doi.org/10.30574/wjarr.2024.21.1.0089
  51. Tañiza, F. N., Kilag, O. K., Groenewald, E., Andrin, G., Abella, J., & Cordova Jr, N. (2024). Leading the way: A strategic approach to large-scale educational reform in literacy and numeracy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 2(1), 47-57. https://doi.org/10.5281/ZENODO.10552125
  52. Thomas, D. P., Hopwood, B., Hatisaru, V., & Hicks, D. (2024). Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher, 51(1), 41-66. https://doi.org/10.1007/s13384-022-00583-8
  53. Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021). The perceived challenges in reading of learners: Basis for school reading programs. Open Journal of Social Sciences, 9(5), 107–122. https://doi.org/10.4236/jss.2021.95009
  54. Tran, T. (2020). Insights into listening comprehension problems: A case study in vietnam. PASAA, 59(1), 77–100. https://doi.org/10.58837/CHULA.PASAA.59.1.4
  55. Tseer, T., Ngmenkpieo, F., & Damwah, A. K. (2025). Normalised heteropatriachy and performance disparity among male and female students in Senior High Schools. International Journal of Educational Research Open, 8, 100425.https://doi.org/10.1016/j.ijedro.2024.100425
  56. Villegas, J. (2024). Reading comprehension level and english performance of shs students: Basis for instructional plan. ISRG Journal of Arts, Humanities and Social Sciences, 2(2), 361-369. https://doi.org/10.5281/ZENODO.11092146
  57. Waluya, S. B., & Sukestiyarno, Y. L. (2023). Numerical literacy and Math self-concept of children with special needs in inclusive elementary schools. International Journal of Instruction, 16(3). https://doi.org/10.29333/iji.2023.16358a
  58. Whitehead, H. L., Ball, M. C., Brice, H., Wolf, S., Kembou, S., Ogan, A., & Jasińska, K. K. (2024). Variability in the age of schooling contributes to the link   between literacy and numeracy in Côte d’Ivoire. Child development, 95(2), e93-e109. https://doi.org/10.1111/cdev.14018
  59. Yadav, A. (2023). Foundational literacy and numeracy assessment. Journal of Pharmaceutical Negative Results, 2944-2953. https://doi.org/10.47750/pnr.2023.14.02.347
  60. Yang, J., & Wang, J. (2022). Effect of English vocabulary on English reading performance in the Wenzhou-kean University. OALib, 9(2), 1–13. https://doi.org/10.4236/oalib.1108389
  61. Zhanabil, N., & Tazhenova, G. (2023). The importance of assessing students’ reading literacy. Eurasian Science Review: An International Peer-Reviewed Multidisciplinary Journal, 2(1), 66–70. https://doi.org/10.63034/esr-30
  62. Zheng, J., Cheung, K., & Sit, P. (2024). Insights from two decades of pisa-related studies in the new century: A systematic review. Scandinavian Journal of Educational Research, 68(3), 371–388. https://doi.org/10.1080/00313831.2022.2148273

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic