West Visayas State University

(Formerly Iloilo Normal School)

COLLEGE OF EDUCATION
Luna St., La Paz, Iloilo City 5000
Iloilo, Philippines

* Trunkline: (063) (033) 320-0870 loc 1811 * Telefax No.: (033) 320-0879
* Website: www.wvsu.edu.ph * Email Address: coe@wvsu.edu.ph

Dear Respondent:

Greetings!

CONSENT FORM
I am currently working on my master’s thesis for the degree of Master of Arts in
EducationI,with a focus on Mathematics, at Parent/
WestGuardian
Visayas/ State
Teacher Adviser agree
University. The to
main aim of my
participate in the research project titled Predictors of Learners’ Numeracy Skills authored
research is to identify various factors that contribute to numeracy difficulties among learners.
by Patricia Riza T. Torrato, Master of Arts in Education major in Elementary Mathematics
Your responses
student of the and
West feedback areUniversity’s
Visayas State crucial toCollege
this study as theyGraduate
of Education will serve as the foundation for
School.
designing an intervention program.
I have understood the general purposes, risks and methods of this research.
The insights gathered from this study will be instrumental in developing an
I consent to participate in the research project and the following are cleared to me
intervention
that… program aimed at addressing the challenges faced by learners in numeracy,
particularly within the context
 the research may notof be
the
of Department
direct benefit toofmeEducation (DepEd). Rest assured, all
information provided will be treated
 my participation withvoluntary
is completely utmost confidentiality and in compliance with RA
 my right to withdraw from the
10173, also known as the Data Privacy Act of 2012.study at any time without any implications
to me
 there may be risks including any possible inconvenience, discomfort or harm
Thank you for taking the time oftomycomplete
as a consequence this
participation in questionnaire.
the research Your contribution is highly
valued.  the steps that have been taken to minimize any possible risks
 what I am expected and required to do
 whom I should contact for any complaints with the research or the conduct
of the research
 I am able to receive feedbacks of the research findings and reports
 security and confidentiality of my personal information.
With much appreciation,

In addition, I consent to:

 visual recording of any part of or all research activities if warranted
(SGD) PATRICIA RIZA publication
 T. TORRATO of results from this study on Contact
the condition that my identity will
Information
Researcher not be revealed. Mobile Number:
Email:
Messenger:

Signature Over Printed Name

Noted:
Date

Contact Information
Research Adviser RESPONDENT’S
Email:INFORMATION SHEET

To get started, please provide me with the following information:

Name: (Optional) Sequential ID:

School:

Highest Educational Attainment: (Please do not abbreviate.)

1
Length of Service as Teacher/Adviser/:
2
 RESEARCH QUESTIONNAIRE
The following statements assess the readiness level of the learners, interest of the learners , parents
educational level and parental involvement. By completing this instrument you can discover what you need to
learn. Hence, an intervention plan may be applied suited to learners needs as a product of research can be
developed and suggested to the Department of Education. Please read carefully each item and check the box
that best describes yourself as a research mentor whether you Strongly Agree (SA), Agree (A), Disagree
(D), Strongly Disagree (SD) on the following statements.
 Strongly Agree (SA) - The research mentor completely agrees to the statement.
 Agree (A) - The research mentor mostly agrees to the statement.
 Disagree (D) - The research mentor a little bit agrees to the statement.
 Strongly Disagree (SD) - The research mentor not at all agrees to the statement.

Part I. Readiness Level of the Learners

As a teacher, I … SA A D SD
1. exhibit a strong foundation in the fundamental concepts relevant to the
subject matter.

2. demonstrate a moderate level of preparedness, showing familiarity with

basic concepts but requiring further reinforcement.

3. display an advanced readiness level, having already mastered the core

principles and eager for more challenging material.

4. required additional support and resources to grasp essential concepts

effectively.

5. applied varied strategies among the learners, with a spectrum ranging

from novice to proficient.

6. exhibit a keen interest in the subject matter, indicating a high level of

readiness for engaging with complex ideas.

7. reflects their prior exposure to related topics, with some showing deeper
understanding due to prior experiences.

8. monitor Individual readiness levels impact group dynamics, with more

prepared learners often taking on leadership roles during collaborative
activities.

9. conducted assessments help gauge the readiness level of learners,

allowing educators to tailor instruction to meet diverse needs effectively.

10. conducted feedback and formative assessments are essential for

tracking changes in readiness levels and adjusting teaching strategies
accordingly.

Part II. Learners’ Interest

As a teacher, I … SA A D SD
1. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.

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 2. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.

3. Incorporate real-world relevance: Connecting lesson content to real-life

applications can pique learners' interest by demonstrating the practical
value of what they're learning.

4. Incorporate real-world relevance: Connecting lesson content to real-life

applications can pique learners' interest by demonstrating the practical
value of what they're learning.
5. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
6. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
7. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
8. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
9. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
10. Incorporate real-world relevance: Connecting lesson content to real-life
applications can pique learners' interest by demonstrating the practical
value of what they're learning.
Part III. Parent’s Educational Level
As a parent , I … SA A D SD
1. significantly influences children's academic achievement and future
success.
2. significantly influences their children's academic achievement and future
success.
3. Encouraged to improved educational attainment and household income,
impacting the opportunities available to children.
4. Provide higher education levels are more likely to prioritize their
children's education and actively engage in their academic development.
5. Believed that higher education levels are more likely to prioritize
children's education and actively engage in their academic development.
6. Believed that higher education levels are more likely to prioritize
children's education and actively engage in their academic development.
7. Parental education can influence a child's attitudes towards learning,
with highly educated parents often fostering a positive academic
environment at home.
8. Parental education can influence a child's attitudes towards learning,
with highly educated parents often fostering a positive academic
environment at home.

4
9. can influence a child's attitudes towards learning, with highly educated
parents often fostering a positive academic environment at home.
10. influence child's attitudes towards learning, with highly educated
parents often fostering a positive academic environment at home.

5
 Part III. Parental Involvement
As a parent , I … SA A D SD
1. serve as the first and most influential teachers in a child's life.
2. Engaged parents in numeracy activities at home, such as counting
together, solving problems , and discussing solutions fosters a love for
numeracy and enhances children's numeracy development.
3. actively participate in children's numeracy education by providing
access to books, visiting libraries, and creating a print-rich environment
contribute significantly to their children's numeracy skills
4. Initiate collaborative efforts between parents and educators, such as
parent-teacher conferences and workshops on numeracy strategies,
create a supportive network for enhancing children's mathematical
abilities.
5. model behaviors and demonstrating a positive attitude towards
numeracy by inspire children to view mathematics as an enjoyable and
valuable activity.
6. Encourage parental involvement in numeracy -focused extracurricular
activities, such as math clubs or community numeracy events, expands
children's exposure to diverse activities and genres.
7. Involved parents to initiate -related decision-making processes, such
as selecting numeracy or implementing math routines at home,
empowers families to tailor numeracy experiences to their children's
interests and needs.
8. Provide resources and guidance on effective numeracy practices,
including math instruction, math comprehension strategies, and
numeracy development, equips them with the tools to support their
children's math proficiency.
9. recognizie and celebrating parental efforts in promoting numeracy
program and reinforces the importance of their role in their children's
educational journey towards success.
10. Cultivate culture of partnership and communication between schools
and families strengthens the collective effort towards increasing
numeracy levels, ensuring that children receive consistent support for
their numeracy development both at home and in school.

As you have come to the end part of this questionnaire, I once again sincerely thank you
Dear parents and teacher for taking time to complete this questionnaire with your utmost
honesty. With your inputs in this questionnaire, rest assured that I will be developing an
intervention program that aid your needs in mentoring learners in the subjects.

END