Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6922388, ISSN 2822-4353

Research Article

Numeracy Level of Non-Numerate Learners Through Enhanced Mathematics

Learning Kits with Parental Involvement at Homes

Mark John A. Belleza*

For affiliations and correspondence, see the last page.

Abstract
Numeracy skills are important mathematical skills that include a variety of capabilities to understand and analyze
numerical information, to make the right conclusions and decisions, and apply in daily life the concepts and ideas of
mathematics. This one group pretest-posttest experimental design aimed to ascertain the effectiveness of enhanced
mathematics learning kit with parental involvement at homes on the learners’ numeracy level using purposive
sampling technique amid the COVID-19 pandemic. The data were obtained using the Regional Unified Numeracy
Test (RUNT). Mean and standard deviation followed by Wilcoxon Signed-Rank Test were utilized for data
analysis. Level of significance was set at 0.05 alpha level. The data showed that the numeracy skills of learners was
low prior to the intervention. After the exposure to the enhanced mathematics learning kit with parental
involvement at homes, results showed a considerable increase of numeracy skills from low level before the
intervention to high level after the intervention. The findings also revealed a significant difference between the
pretest and posttest means scores of the non-numerate learners. Thus, an enhanced mathematics learning kit with
parental involvement at homes can be used as effective intervention in improving the numeracy skills of the non-
numerate learners, especially this new normal. Therefore, it is recommended that teachers should actively involve
the parents and strengthen their capacity as learning facilitators of their children’s self-learning modules in
mathematics. Further, activities in the self-learning modules should be enhanced based on the cognitive level of the
learners to develop their skills and higher understanding especially in teaching and learning Mathematics amid the
pandemic times.

Keywords: Parental Involvement, Enhanced Mathematics Learning Kit, Non-numerates,Numeracy Level

Introduction learners to access and make sense of their world.

The occurrence of COVID - 19 pandemic has created a
profound impact on basic education. This pandemic
is causing more than 1.6 billion children and youth to
be out of school in 161 countries which is close to
80% of the world’s enrolled learners (Saavedra, 2020).
In addition to the problem is the reality that the
percentage of children who cannot read and
comprehend at age 10–stood at 53% whose parents
belong to low and middle-income countries even
before the outbreak started (World Bank, 2020 as cited
in DepEd, 2020). The status of these children will
continue to worsen if teachers will not act realistically
on how to help them (Saavedra, 2020) especially those
that are already identified as non-readers and non-
numerates.
Mathematics is a skill subject that pervades life at any
age and in any circumstance thus, must be learned
comprehensively and with much depth (Department of
Education, 2016). To have skills and knowledge in
Mathematics, one should be learning numeracy skills,
specifically in addition, subtraction, multiplication,
and division. It involves using a range of mathematical
skills and processes confidently to solve everyday life
problems (Villanueva, 2015). Numeracy is the key for
Besides, Pangan (2016) stated that numeracy is the
combination of mathematical knowledge, problem-
solving, and communication skills required by all
persons to function successfully within our
technological world. Likewise, being numerate is
having confidence and competence in being proficient
with numbers and measures (UNRWA, 2013). It goes
beyond the mere knowledge of number facts and
processes and the ability to perform arithmetic
operations (Villanueva, 2015).
The adoption of distance learning modality as
emphasized by Pres. Rodrigo Roa Duterte and DepEd
Secretary Leonor Magtolis Briones as an alternative
way to continue education in the light of the COVID-
public health emergency is well accepted and planned
in all schools nationwide.
In Jibolo Elementary School, Janiuay, Iloilo, Printed
Modular Distance Learning (PMDL) is the chosen
modality to continue the basic education as reflected
on their School Learning Continuity Plan (SLCP).
PMDL involves individualized instruction that allows
learners to use Self Learning Modules (SLMs) in print
format and other learning resources like learner’s
materials, textbooks, activity sheets, study guides, and
other study materials (DepEd Order No. 12, s. 2020).

Mark John A. Belleza

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Research Article
However, one of the most challenging aspects of this
modality is how to handle and facilitate learning at
home, especially those learners who need special
attention in reading and numeracy. Even before this
pandemic, the teacher-researcher has observed that
pupils reaching higher grades in elementary found
difficulty in mathematics because they have not
mastered the four fundamental operations. In addition,
statistics show that 10% of the total population of
Jibolo Elementary School in the school year
2019-2020 did not master these four fundamental
operations. They were not able to achieve the standard
of 80% mastery level based on the posttest result in the
Regional Unified Numeracy Test (RUNT) conducted
in the second week of February 2020. This low
numeracy skill level of learners is one of the many
reasons why they are retained in the grade level
indicating that pupils did not learn fully in the
traditional teaching methods employed by their
teachers.
If face to face learning modality is a little bit deficient
to fill in this problem, what will be the expected result
when parents will act most of the time as teacher
facilitator or para teacher? Given this situation, the
teacher-researcher has made an innovation to ensure
that learning will be taking place, numeracy
competency development will be ensured, and no child
will be left behind even in this new normal.
Thus, the enhanced mathematics learning kit
containing Self Learning Modules (SLMs) and
worksheets aligned to the DepEd- Most Essential
Learning Competencies (MELCs) from the Division of
Iloilo which are written to address the general learners
are enhanced using teacher-made localized and
contextualized exercises. The exercises are specifically
intended to enhance the identified least mastered
numeracy skills of the non-numerate learners
specifically in grade 3, grade 4, and grade 5. In
addition, the teacher-researcher involved the parents of
the learners who are identified as non-numerates to
collaboratively work with the teacher-researcher on
how to become para-teacher or facilitator of their
children in developing their numeracy skills and
confidence. It is highly hoped that through this
intervention, learners will be inspired and gain
valuable numerical skills in the absence of a face-to-
face direct teaching method during regular classes.
This will be done by helping learners’ parents
understand numeracy concepts and skills and how to
facilitate the learning process to their children at home.
Mark John A. Belleza
This intervention is supported by several studies.
According to Merttens (2005) as cited in Muir (2009),
the single biggest factor in children’s educational
success is their parents, with their attitudes to learning,
to mathematics and to study in general formed in the
context of the home. Further, research has shown that
parental involvement affects learner’s achievement
(Sheldon & Epstein, 2005 in Muir, 2009) and that
learner’s learning is maximized when strong
educational partnerships between school, community,
and home are developed (Groves, Mousley & Forgasz,
2006; Vincent, Stephens & Steinle, 2005 in Muir,
2009).
This is one of the ways in filling up the gap on behalf
of the teacher conducting a direct teaching in the face-
to-face modality. This is not only beneficial to the
teacher-researcher’s locale but also to other teachers
who may opt to follow this intervention. Teachers can
be inspired by the responses of the learners on the
remedial instructional activities. Hence, they will be
motivated to adhere most to the needs of their learners.
Learners who are the ultimate recipients of the study
can be inspired to learn and enhance their numeracy
through the exercises and activities. Hence, their
attention towards mathematics instruction can be
increased and poor mathematics performance can be
addressed.
This study is proven effective in filling up the gap on
behalf of the teacher conducting a direct teaching in
the face-to-face modality. This is not only beneficial to
the teacher-implementers but also to other teachers
who may opt to utilize these mathematics learning kits
with parental involvement at home to increase the
level of numeracy skills of learners.
Methodology
The main objective of this study is to determine the
effectiveness of enhanced mathematics learning kit
and Parental Involvement at homes on the numeracy
skills of learners based on the pretest-posttest result of
Regional Unified Numeracy Test (RUNT).
Specifically, this study sought to answer the following
research questions:
1. What are the numeracy skills of learners before and
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Research Article
after exposure to the enhanced mathematics learning
kit with Parental Involvement at Homes?
2. Is there a significant difference in the numeracy
skills of learners before and after exposure to the
enhanced mathematics learning kit with Parental
Involvement at Homes?
3. How does the level of learners’ numeracy skills
improve through the enhanced mathematics learning
kit with Parental Involvement at Homes?
4. What is the plan of action that should be done after
determining the effectiveness of an enhanced
mathematics learning kit with Parental Involvement at
Homes?
The method in this study was selected by considering
its appropriateness with regards to the research
objectives. In this case, the objectives determined the
method. The research method of this study was
arranged based on the problem analyzed and the main
purpose of the research.
This study was undertaken to ascertain the
effectiveness of Mathematics Learning Kit with
Parental Involvement at Homes on the numeracy skills
of the identified non-numerate learners. Likewise, the
researcher determined the actions undertaken after
conducting the study.
This study employed the action research method in
driving the gap in numeracy with the use of data
collection method which is the RUNT, finding
solution and intervention in closing the gap through
reflecting and analyzing the teacher’s experiences
including the participants and their parents’ responses.
This action research also utilized a quantitative
research design particularly one-group pretest-posttest
design, which involves an experimental group only
that is pretested, exposed to a treatment, then post
tested (Fraenkel, Wallen, and Hyun, 2012). The
numeracy skill of learners was measured before and
after the intervention using the Mathematics Learning
Kit with parental involvement at homes. To determine
if there is a significant improvement in the numeracy
skill of learners the pretest and posttest mean scores
were compared and analyzed.
Participants
The respondents of this study were the non-numerate
learners (14 boys and 4 girls) based on the posttest of
RUNT that was conducted last second week of
February 2020 of Jibolo Elementary School for the
school year 2019-2020. They were described as non-
Mark John A. Belleza
numerates based on the adopted tool (RUNT).
Learners were considered non-numerates if they did
not answer 80% of the adapted tool correctly. These
learners were enrolled and learning at home with the
help of their parents because of the absence of face-to-
face classes in schools. They belonged to different
grade levels from grades three to grade five (grade 3-
nine, grade 4-four, grade 5-five) and were retained in
the grade level. The participants were selected using a
purposive sampling technique. Purposive sampling
was utilized since the researcher was certain that the
problem exists in this group of learners, thus, it was
apt to address the solution to the same group of
learners. Purposive sampling best suits the technique
of selecting the participants because it is the sampling
technique to be used when the researcher uses his
judgment in selecting a sample that he believes, based
on prior information, will provide the data he needs
(Fraenkel, Wallen, & Hyun, 2012).
Data Gathering Methods
The study employed the Regional Unified Numeracy
Test (RUNT) tool in the pretest and posttest to assess
the numeracy skills of learners. This tool was crafted
by the Regional Education Program Supervisor in
Mathematics, validated, pilot tested and distributed
among schools in the region for utilization. RUNT
measures the four fundamental operation skills of
learners specifically on addition, subtraction,
multiplication, and division.
For this study, numeracy skills of learners were limited
only to the scores in the pretest and posttest during the
school year that focused on the four fundamental
operations. Furthermore, the one group pretest-posttest
design was used in this study. The paper and pencil
pretest and posttest were administered to the
participants. The pretest was given before the first day
of intervention while the posttest was given after the
administration of the intervention. A 40-item pretest
and posttest RUNT test were given to the participants
in finding the effectiveness of Mathematics Learning
Kit with Parental Involvement at Homes on the
numeracy skills of learners. The numeracy skills of
learners were determined through a 40-item RUNT
test. The numeracy skills were based on the mean
scores of the pupils.
Results and Discussion
Working with the learners-at-risk, specifically those
with numeracy problems is quite challenging but it
will somehow let you discover novel methodologies
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Research Article
that could somehow remediate the problem existing.
The main objective of this project is to find the
effectiveness of Mathematics Learning Kit with
Parental Involvement at homes on the numeracy skills
of learners based on the pretest-posttest result of
Regional Unified Numeracy Test (RUNT). The
gathered data were analyzed using descriptive and
inferential analyses. The results were presented using
textual and tabular forms and discussions for each
finding were expounded. The summary of the
problem, method, and findings was explained, and
conclusions drawn based on the findings were noted.
Recommendations for teachers, learners, school heads,
and for research practitioners were given. The
researcher's reflection on the learnings gained while
conducting this action research and significant insights
obtained during the conduct of the study were put into
detail.
The descriptive data analysis was used in this study to
describe the nature and characteristics of the data used
in this investigation. Mean scores with standard
deviation were utilized to describe the levels of
learners' numeracy skills prior to and after the
intervention. The following scale was used to
determine the numeracy skills of learners in analyzing
and interpreting data: Very High (30.01-40.00), High
(20.01 – 30.00), Low (10.01 – 20.00), and Very Low
(0.00 – 10.00).
Numeracy Skills of Learners Before and After
Intervention
The result of the mean analysis showed in table 1 that
prior to the intervention the learners have a low
numeracy skill (M = 19.67, SD = 6.44). The result
indicates that the learners did not master the four
fundamental skills specifically addition, subtraction,
multiplication, and division before the intervention.
However, an increase in the level in their numeracy
skills was noted after they were exposed to the
utilization of enhanced mathematics learning kit with
parental involvement at homes. The learner’s posttest
score was very high (M = 33.00, SD = 3.83).
Table 1. Numeracy Skills of Learners Before and Afterthe
Intervention
Mark John A. Belleza
The result of the descriptive analysis of the data
showed that the posttest mean score is better than the
pretest mean score. This implies that there is a
significant improvement on learners’ numeracy skills
even during the pandemic using the Mathematics
Learning Kit with parental involvement at homes.
Differences between the Pretest and Posttest
Scores on the Learners’ Numeracy Skills
The Wilcoxon Signed-Rank Test result presented in
Table 2 shows that there is a significant difference in
the numeracy skills of learners before and after
utilization of Mathematics Learning Kit with parental
involvement at homes, z=-3.727, p=.000.
Table 2. Differences Between the Pretest and Posttest Scores on
the Learners’ Numeracy Skills
The result indicates that there is a positive significant
change in the numeracy skills of learners because
of the utilization of an enhanced mathematics learning
kit and parental involvement at homes in enhancing
numeracy skills on non-numerate learners during
thesedifficult times of learning.
The findings of the study are consistent with the
findings of Riawan (2019) that students are actively
involved in all learning processes while being able to
build their own knowledge with the assistance of
student worksheets. It is also supported by Arafah
(2020) that students need worksheets as teaching
material that can make them actively and creatively
participate in learning to find concepts through
solving daily life problems and used by students to
conduct learning activities.
In addition, aside from the utilization of an enhanced
mathematics learning kit, the numeracy skills of the
learners were greatly improved because of parents’
involvement. This was supported by the study of
Anthony & Walshaw (2007) that students performed
better academically and had more positive school
attitudes if they had parents who were aware,
knowledgeable, and involved. Muir (2009) added that
parents regularly engaged in numeracy related
activities with their child and thought that activities
were a good way to learn mathematics.
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Research Article
Thus, the combined effect of the utilization of an
enhanced Mathematics Learning kit with parental
involvement at homes have greatly increased the
numeracy skills of the learners.
According to Valchez (2017), numeracy skills are
basic mathematical skills that include a range of
abilities to understand and analyze numerical
information and to make the right conclusions and
decisions. Being numerate means learners are
encouraged to learn mathematics within the context of
practical application and they are better able to build
on the interconnectedness of the different types of
knowledge they encounter in their daily lives (Kus,
2018).
Enhanced Mathematics Learning Kit improved the
learners’ level of numeracy skills as shown in the
RUNT posttest. It was also observed that there is a
leap in scores in summative tests and performance
tasks as learners enjoyed the inclusion of game-based
activities in the mathematics learning kit. The
mathematics teacher has observed and recorded an
increase in score in my learner’s summative tests in
Mathematics.
“Sang una, ang score ni Mike sa summative tests na
tag 4 out of 25 lang, sbung nagtaas don. Kis a maka
score na siya sang 19 out 25 okun kisa maka score
siya sa iya performance task sang 41 out of 50.
Mahapos abi sundon ang mga activities nga ginhatag
kag ang instructions may translation pa.” -Sir Manny
Before, Mike’s score in the summative test was 4 out
of 25, now there is a notable increase. Sometimes he
can get a score of 19 out of 25 and there is a time that
he can get a score of 41 out of 50 on his performance
task. It is easier to follow the activities given since
instructions are translated in Mother Tongue.
The increase was brought by the scaffolding activities
in the mathematics learning kit which are
contextualized and based on the level of the learner's
intellectual mathematical abilities. It was also recorded
that some learners were not able to get a 75% passing
score in summative tests but there is a rise in their
scores compared to before without any intervention.
Involvement of parents is important to develop a
learner's mathematical skills. As supported by Van
Voorhis F. L., Maier, M. F., Epstein, J.L., & Lloyd,
C.M., (2013), parents from diverse backgrounds, when
given direction, can become more engaged with their
children. And when parents are more engaged,
children tend to do better. The mathematics learning
Mark John A. Belleza
kit as an intervention tool to increase the level of
numeracy skills of learners invited parents to be hands-
on and secure the numeracy skills of their children
when learning at home. This leads the school to
strengthen its relationship and collaborate with
parents.
“Nahaposan ako magtudlo sa akon bata kung paano
mag multiply kag mag divide kay gin paagi sa
hampang nga man-an ko parehas ka dominoe kag
hampang ka baraha parehas karang lucky nine kag
tong its.” -Nanay Lita
It is easy to teach my child how to multiply and divide
numbers because games are used like card games such
as dominoes and lucky nine and tong-its are familiar to
me.
According to Kus (2012), mathematics is a well-
established discipline whereas numeracy is necessarily
interdisciplinary. Thus, mathematics learning kits as an
intervention provide activities wherein learners could
collaborate and communicate through inquiring their
parents and friends in solving mathematical equations.
In addition, learners were able to relate and connect
their real-life experiences at home or during play while
solving the numerical equations (Belleza, 2018).
Lastly, learners were able to use manipulative tools
including technology-based manipulatives such as
calculators, laptops, and cellphones to accomplish the
task written in the mathematics learning kit.
“Ginapa-isip ako kung pira kabilog ang amon nga
pinggan kag kutsara sa balay. Nasadyahan gid ako sa
hampang nga gabutay. Ginapagabot ko si nanay ka
numero sa baraha halin sa alas asta king dayun gin
multiply ko ang gingabot na sa nagabot ko nga
baraha. Sadya magtuon pay!”-Angel
The activity required me to count the number of plates
and spoons we have at home. I enjoyed the card game
the most, wherein, I asked a family member to pick a
card from Ace to King and multiply the number picked
to the card I picked prior to it. I am happy to learn!
“Tungod ka mathematics learning kit, ginpahulam ako
ni nanay ka ana nga cellphone kag ginpa search sa
internet kung paano mag multiply kag mag divide.
Naga chat man ako kay sir kung daw nabudlayan ako
mag-intindi ka ana instructions.”-Josh
The Mathematics Learning Kit allowed me to borrow
my mother’s cell phone and search on the internet the
correct way of multiplying and dividing numbers. I
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Research Article
also chatted with our teacher if I cannot understand the
instructions written on the activity sheets.
Action Plan
The main objective of this study is to improve the
numeracy skills of learners through the enhanced
mathematics learning kit with parental involvement at
homes during the pandemic times. More so, the low
numeracy skills among identified non-numerates will
worsen if not given attention. Hence, the enhanced
mathematics learning kit with the help of parents at
homes is foreseen by the researcher to be one of the
solutions to address the problem. Without qualms, the
positive result of this study will be disseminated for
replication and utilization. Dissemination and
utilization of the research results include the
following: (a) research conferences/forums, (b)
Learning Action Cells (LAC) Sessions, (c) In-Service
Training, and (d) Enhanced School Improvement Plan
(e-SIP) of the school.
Research Conferences/Forums. It will be a good
avenue for researchers in the Schools Division of Iloilo
to share research findings, gather new inputs and be
able to create policies in the areas but not limited to
the teaching-learning in Mathematics. Furthermore,
after the conference, they can widely disseminate
information through publishing journals.
Learning Action Cells (LAC) Sessions. The result of
the study can be shared to the school heads, master
teachers, and teachers which serves as their basis for
their future teaching-learning strategies. This will
guide teachers to create instructional materials to
enhance numeracy skills suited to the context of their
learners.
In-Service Training. The discussion on the result of the
study and how it can be utilized as one of the topics
will be presented. This is one of the ways to empower
other teachers to make their own innovation in the
enhancement of teaching and learning processes
specifically in teaching numeracy among children.
Enhanced School Improvement Plan (eSIP). Research
results can be included and incorporated in the eSIP.
School planning activities may set forth possible
venues or repertoire for research topics. In the same
way, the researcher will promote the production and
utilization of instructional materials to enhance the
competence of learners and to address the common
dilemma of the lack of contextualized learning
resource materials amid pandemic times.
Mark John A. Belleza
Conclusions
Schools and teachers during these pandemic times are
determined on creating active working collaborations
with parents, to empower parents to contribute to their
child’s numeracy development in the absence of face-
to-face classes. In this study, this was done by creating
the opportunity for parents to engage in numeracy-
related activities through enhanced mathematics
learning kits with their children in the home
environment.
The objective of the study is to improve the numeracy
skills of the identified non-numerate learners through
the enhanced mathematics learning kit with parental
involvement at homes that serve as the medium of
addressing the absence of teachers during learning in
the pandemic times.
Based on the findings of the study, the following
conclusions were drawn: (1) The enhanced
mathematics learning kit containing a well-designed
exercise, arranged from simple to complex, easy to
comprehend and very interactive to the learners has
significantly improved the numeracy skills of the non-
numerate learners. (2) The content, skills, and
principles in each activity embedded in the enhanced
mathematics learning kit are adequate and complete
that makes it effective in improving the learners’
numeracy skills. (3) Guided parental involvement in
facilitating the enhanced mathematics learning kit has
aggregate effects in creating a significant improvement
in non-numerate learners’ numeracy skills to continue
learning numeracy at homes.
Furthermore, learning numeracy is a great challenge to
learners, parents, and teachers, but if we look at the
brighter side of it, numeracy can be something that we
want to embrace for it is a part of our daily lives.
Based on the analysis and positive results of the
findings of this study, the following recommendations
are advanced that identify for further investigations to
be undertaken for teaching and learning: (1) Teachers
as facilitators of learning will benefit from gaining self-
satisfaction if they are motivated to develop and to
utilize teaching exercises which eventually make their
lesson delivery easier and effective. As second
parents, teachers must continue giving quality
mathematics education since the subject can be very
beneficial for the learners in many ways. Teachers
must be innovative as they should be through their
initiatives. Continuing education in Mathematics,
specifically for teachers teaching numeracy, could be a
great help since as time goes by, new approaches and
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techniques in teaching the subject are formulated, and
it requires a modern and innovative teacher to do such
and to cater the needs of his or her learners.
Furthermore, teachers and schools should provide
additional insights to parents so that they can have a
grasp on their child’s numeracy development and to
have an updated information needed about existing
mathematical practices and its rationale. (2) School
heads, as stewards of the institution, may direct
teachers to develop instructional materials to be
utilized in their teaching even in times of pandemic to
ensure an enabling and effective learning to happen. In
this manner, they are encouraged to work hand in hand
with the teachers and other stakeholders to produce
quality and practical instructional materials to address
the problem in numeracy. (3) Parents, on the other
hand, should be the support systems. Both success and
failure in learning Mathematics are of the same value.
Success means keeping up the excellent work and
sharing, whereas failure means more exciting
discoveries and learnings. During these times, parents
should be there to support their children and expose
them to Mathematics’ realms slowly in an enjoyable
way since learning the subjects requires effort and
creativity. With the enhanced mathematics learning
kit, parents were given a great chance to partake a little
time to be with their children while learning numeracy
at home. They became active facilitators of learning
and accountable for learning numeracy during these
difficult times. It helped them to teach fundamental
values in learning mathematics. During the
intervention, parents were able to discover essential
potentials of their child. With these experiences,
parents are excited and motivated to send their
children to school with their support to acquire quality
learning which is vital in life.
Moreover, (4) learners as the ultimate recipients of the
study may find the utilization of the enhanced
mathematics learning kit meaningful in learning
numeracy. They should learn to love learning
mathematics at an early age since it can help them in
countless ways. They may embrace learning for the
rewards will truly amaze them in the end. With the
intervention, they became thirstier to learn
Mathematics. To learn certain subjects like
Mathematics, specifically numeracy is a laborious
progression that will gradually boost their self-
confidence and assertiveness in the learning process.
(5) On the other hand, the Department of Education
must look down to the roots of the problems existing
in schools and organize and develop projects and
programs to know their learners better and strengthen
the connection with its stakeholders to provide
necessary quality Mathematics Education among
Mark John A. Belleza
schools. (6) Curriculum designers might also consider
revisiting the mathematics programs in our schools to
provide a more amicable avenue and varied
instructional designs for learning math and fill in the
gaps and issues that may arise along the way. (7)
These recommendations might also inspire research
practitioners to be lifelong collaborators and find out
or formulate new solutions to the perennial problems
in Mathematics Education. They may come up with
developing instructional materials using other
strategies or methods and trying these materials
whether it is effective in improving the learner's
numeracy and parental involvement during learning at
homes. Other researchers may opt to conduct a study
integrating the use of technology and other
manipulatives to cater the needs of the lost, last, and
least learners in Mathematics.
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technology enhanced learning with manipulatives. Unpublished
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Department of Education. (2020). K to 12 Curriculum Guide
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