Numeracy Level of Grade 4 Pupils: Basis for A Proposed Numeracy Intervention Module

Abstract

This study aimed to determine the numeracy level of Grade 4 pupils in Guadalupe Elementary School and develop a Numeracy Intervention Module using indigenized materials to address identified learning gaps. Anchored on the principle that contextualized instruction enhances meaningful learning, the study employed a descriptive action research design. The respondents consisted of 115 Grade 4 pupils, with 32 identified as non-numerate based on a validated teacher-made 30-item numeracy assessment test. Data were gathered through document review and analyzed using mean and percentage. Findings revealed that 27.83% of pupils were non-numerate, 53.91% were classified as low average, and 18.26% were average, with no pupils reaching the fast level. These results indicate that a significant proportion of learners struggle with foundational numeracy skills, particularly in basic operations and problem-solving. In response, a Numeracy Intervention Module was developed to provide structured and contextualized learning activities aimed at improving pupils’ mathematical competencies. The study concludes that targeted intervention using indigenized materials can help address numeracy gaps and enhance learning outcomes. It is recommended that the module be implemented, supported by teacher training and institutional resources, and further evaluated through future studies. This study aligns with SDG 4 (Quality Education) by strengthening foundational learning and SDG 8 (Decent Work and Economic Growth) by supporting skills development essential for future productivity. The study contributes to educational, socio-economic, cultural, and institutional sustainability by promoting inclusive learning, contextualized instruction, and scalable intervention strategies.