Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 4 (2026)

Early-Grade Foundational Numeracy Skills: A Pretest-Posttest Analysis Among Grades 1 to 3 Pupils

Aljun B. Selorio | Ma. Chona Z. Futalan

Discipline: Education

 

Abstract:

The study aimed to assess pupils' early-grade foundational numeracy skills in Grades 1 to 3. The researcher employed a quasi-experimental design, specifically a one-group pretest-posttest design. The participants included 11 Grade 1 pupils, 17 Grade 2 pupils, and 23 Grade 3 pupils. The researcher used the validated Numeracy Assessment Tool (NuMAT) and analyzed the results using percentages, standard deviations, means, a t-test for dependent data, and Pearson's r. The pretest results revealed that the foundational numeracy skills of Grades 1 to 3 pupils were generally classified as non-numerate in terms of speed. Additionally, none of the pupils demonstrated comprehension in solving mathematical problems. However, the post-test results showed notable improvements. The speed of the pupils was classified as slow for Grade 1, nonnumerate for Grade 2, and average for Grade 3. While Grade 1 and Grade 3 pupils were generally categorized as low in comprehension, Grade 2 pupils continued to show no comprehension when solving math problems. Nonetheless, approximately twelve percent of Grade 2 pupils achieved ratings above the non-numerate level. The analysis revealed a statistically significant improvement in both speed and comprehension from the pretest to the posttest across Grades 1 to 3. The higher post-test ratings indicate the effectiveness of the intervention. Moreover, the effect size was categorized as very large, further underscoring the program’s substantial impact on learners' foundational numeracy skills.



References:

  1. Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: Exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1). https://doi.org/10.1080/02673843.2023.2270662
  2. Amelia, S., Alzaber, A., & Shalawati, S. (2024). Assistance in developing numeracy problems as learning assessments. Journal of Human and Education (JAHE), 4(2), 118–122. https://doi.org/10.31004/jh.v4i2.565
  3. Bahena, R., Kilag, O.K., Andrin, G., Diano, F., Jr., Unabia, R., & Valle, J. (2024). From method to equity: Rethinking mathematics assessment policies in education. Excellencia: International Multi-Disciplinary Journal of Education (2994–9521), 2(1), 121–132. https://doi.org/10.5281/zenodo.10552373
  4. Belleza, M.J. (2022). Numeracy level of non-numerate learners through enhanced mathematics learning kits with parental involvement at homes. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.6922388
  5. Briñosa, M., Briñosa, D., Hernandez, J., Izon, M., & Zapata, M. (2024). Bridging the gap: A comprehensive needs assessment on the numeracy and financial literacy of Mangyans in Southern Luzon, Philippines. Ignatian International Journal for Multidisciplinary Research, 2(4), 83–93. https://doi.org/10.5281/zenodo.10908295
  6. Cabalang, M. (2024). Comparative analysis on the numeracy performance of Grade 2 pupils exposed to traditional and differentiated activities. ISRG Journal of Arts, Humanities and Social Sciences. https://doi.org/10.5281/zenodo.12593432
  7. Celemin, G. (2023). Enhancing numeracy skills of Grade 3 students through authentic performance tasks. Journal of Contemporary Educational Research, 7(9), 59–66. https://doi.org/10.26689/jcer.v7i9.5323
  8. Coronacion, A.A. (2024). Improving the numeracy level of grade five learners through Project Math-Yaga. Ignatian International Journal for Multidisciplinary Research, 2(1), 84–94. https://doi.org/10.5281/zenodo.10499574
  9. Gonzales, J. (2024). Enhancing the numeracy skills of Sta. Anastacia Elementary School learners through Project Math-Galing. International Journal of Open-Access, Interdisciplinary & New Educational Discoveries of ETCOR Educational Research Center. https://dx.doi.org/10.13140/RG.2.2.21988.39042
  10. Graham, S., Kiuhara, S., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179–226. https://doi.org/10.3102/0034654320914744
  11. Layug, G., Velario, J.P., & Capones, J. (2021). Teachers’ interventions in improving numeracy skills of Grade 7 students in Baguio City National High School. In 4th International Conference on Advanced Research in Teaching and Education, Vol. 14, P. 22. https://doi.org/10.33422/4th.icate.2021.08.74
  12. Lerkkanen, M., Pakarinen, E., Salminen, J., & Torppa, M. (2022). Reading and math skills development among Finnish primary school children before and after COVID-19 school closure. Reading and Writing, 36(2), 263–288. https://doi.org/10.1007/s11145-022-10358-3
  13. Maquiling, Z.M. (2024). Enhancing literacy and numeracy instruction in multigrade classrooms. United International Journal for Research & Technology, 5(7). https://tinyurl.com/5ud5m9jk
  14. MoES. (2018). The national teacher policy. Ministry of Education and Sports of the Republic of Uganda. https://tinyurl.com/yz4dndhj
  15. Nelson, G., & McMaster, K.L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology, 111(6), 1001–1022. https://doi.org/10.1037/edu0000334
  16. Perez, P.P. (2023). Effectiveness on the utilization of numeracy station materials in improving the performance of Grade 1 pupils in math. International Journal of Advanced Multidisciplinary Studies. https://tinyurl.com/yksbepvb
  17. Ranta, M., Kruskopf, M., Kortesalmi, M., Kalmi, P., & Lonka, K.(2022). Entrepreneurship as a neglected pitfall in future Finnish teachers’ readiness to teach 21st century competencies and financial literacy: Expectancies, values, and capability. Education Sciences,12(7), 1–21. https://doi.org/10.3390/educsci12070463
  18. Santiago, E., & Mustacisa, M. (2024). "Building the foundation: How literacy and numeracy skills in third grade impact overall academic achievement." International Journal for Multidisciplinary Research. https://doi.org/10.5281/zenodo.12733229
  19. Susanto, E., Mahmudi, A., & Sereyvuth, C. (2024). Enhancing students’ numeracy skills in solving probability problems through realistic mathematics education. Jurnal Didaktik Matematika, 11(1), 1–20. https://doi.org/10.24815/jdm.v11i1.36712
  20. Talento, J. (2024). Learning difficulties in numeracy of Grade 3 learners: Basis for contextualized learning material. Iconic Research and Engineering Journals, 7(10). https://www.irejournals.com/formatedpaper/17056782.pdf
  21. Uwezo Uganda. (2021). Are our children learning? Illuminating the COVID-19 learning losses and gains in Uganda. Uwezo National Learning Assessment Report. Uwezo Uganda. https://tinyurl.com/25xk2v7v

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic