STUDENTS’ PERFORMANCE BETWEEN NUMERACY AND LITERACY SKILLS:

A CORRELATIONAL STUDY

A Research Paper

Presented to
Alangalang Agro-Industrial School
Alangalang, Leyte

In Partial Fulfilment of the

Requirements for the Subject
PRACTICAL RESEARCH I

by

Abadines, Anna Mae

Areglo, Ella Mae A.
Borromeo, Mark Vincent P.
Catina, Wencilyn B.
Cadiente, Jessica D.
Morallos, Jessica N.
Ponce, John Paul A.
Restor, Emmanuel M.
Saoy, Rofani
Trebita, Iriz Joy M.

July 2023
 CHAPTER I
INTRODUCTION OF THE STUDY

This chapter presents the introduction of the research study. This includes the
background of the study, statement of the problem, scope and limitations,
significance of the study, and the definition of terms. Further, this chapter reviews the
researches and other related literature directly or indirectly relevant to the present
subject which are briefly discussed to provide the foundation of this study.

Background of the Study

The subject of Mathematics and English are being taught to the learners from their
primary level to help them enhance their numeracy and literacy skills since it is the
basic and commonly used in our daily lives. However, not all students can excel in
both skills. The Senior High School Students especially from Grade 12 are
experiencing difficulties because of their personal hinders. Due to this, they are
experiencing difficulties in achieving the target level of skills in numeracy and
literacy.

Literacy and numeracy, although basic, have not been learned well by most of the
students despite going to school for several years. Amidst the initiatives on different
methods of teaching reading, as revealed by the diagnostic report compiled by the
Department of Basic Education in 2012, many learners cannot read with
comprehension and lack the ability to make correct inferences from the given
information in a text. In general, students with challenges in both academic areas
tend to perform lower on math assessments than students with difficulty in just one
area (Fuchs et al., 2004). Students with math and reading difficulties are
characterized by weaknesses in both problem solving and arithmetic fact mastery
(Jordan, Hanich, & Kaplan, 2003). Being mathematically literate presupposes an ability
to express quantitative information coherently in verbal or visual form. Kemp (1995) argues
that this includes the ability to communicate clearly and fluently and to think critically and
logically, skills which also underpin the Revised National Curriculum Statement (DoE, 2002).
Some studies shown that without adequate reading skills, learners will be unable to
properly understand mathematical topics. Without adequate understanding of the
topics taught, learners will continue to follow rote methods of learning often used by
teachers who lack confidence and knowledge. If teachers themselves are less than
comfortable with the discourse of mathematics they will resort to procedural,
language-free problems in their assessment tasks, further undermining learners’
opportunity to grapple with these issues. Without consideration of the literacy
scaffolding learners require, it may well be that the new curriculum is, at present,
beyond the reach of many learners, partly as a result of limited literacy.
In this study, the researchers aim to prove if there’s an actual relationship between
the students’ performance in literacy and numeracy that can help the teachers know
of their learners' state of capabilities that may enlighten them where to focus on
improving their learning ways.

Statement of the Problem

This study aims to determine if there is a relationship of the students’ performance

between their numeracy and literacy test. To accomplish this aim, the study will
focus on the following questions:

1. What is the performance of Grade 12 learners in literacy test?

2. What is the performance of these learners in numeracy test?
3. Is there a significant relationship between the students’ performance in literacy
and numeracy?

Scope and Limitations

This research will focus on the performance in numeracy and literacy of grade 12
students enrolled in Alangalang Agro Industrial School, Alangalang, Leyte during the
school year 2022-2023. This study aims to know the relationship between numeracy
and literacy.

Significance of the Study

This study aims to know if there is a significant relationship between the literacy and
numeracy skills of the students. This study will be beneficial to the students,
specifically for the Grade 12 learners as it will help evaluate their performance and
level of excellence in both skills. The results of the study will also help the teachers
identify the students’ performance and skills in dealing with literacy and numeracy .
Thus, this will help them develop new strategies of helping the students to learn and
enhance their knowledge and to avoid the students’ abstruseness in academics.
Lastly, this study will serve as a reference for researchers who wish to pursue the
same research topic. This will act as a guide in further advancing the research.

Definition Of Terms

Literacy Skills - knowledge of the students in writing, reading, listening, and speaking
and measured through their performance in PHIL-IRI test.

Numeracy Skills - the students’ skill to work with numbers, including the use of
mathematical formula, such as multiplication, division, addition, subtraction, ratios,
and percentages.