Related Studies

The following studies reviewed were relevant and will serve as a guide to

the researcher in formulating this paper. Numerous researches have been

conducted to understand and formulate remedies in terms of the numerical

literacy challenges after 2 years of distance learning.

The COVID-19 pandemic seriously impeded pupils' academic

performance and general learning opportunities. Since in the midst of pandemic,

all educational institutions throughout the country are closed and all educational

activities are halted and postponed, it made a serious impact not only on the

educational system and institution but especially on the academic learning and

literacy of the learners. Distance learning become the hope to the educational

sectors to continuously provide the educational and academic needs of the

learners amidst pandemic but though distance learning is considered as

innovative way of learning, the effectivity of this method is in question. A recent

study conducted by Tanghal and Tanghal (2022) shown that the numeracy level

of Grade 6 pupils in the Division of Cabanatuan, using the pre-test of Numeracy

Test, belongs to non-numerates. It indicates that numerous pupils are in need of

intervention or programs to develop their skills and as well as improve their

numeracy level.

Another study made by Alcantara (2019) have implied that the use

of Oral and Written Numeracy Assessment Tools is a must for teachers, as it is

an effective approach in teaching Mathematics. He also added that it is even

more effective with the usage of E-Games that are suited to the abilities and
needs of the students, accompanied by activities within their interests and

experiences in a comfortable and stress-free environment.

Effort is needed to be focused on the learners who have lower

performance in order to increase numeracy overall. On the other hand, those

pupils who have good performance are encouraged to extend the knowledge in

mathematics that they already possess that would lead to improved numeracy.

Therefore, great effort is a must on both low and high performers to be able to

increase numeracy overall (Lindell 2013).

One more study conducted by Alcantara (2022) revealed that the overall

efficacy of mathematics teachers in elementary greatly depends on their active

participation in research, further studies, gains in trainings, and experience. He

also further explained that reading comprehension, parental support, and study

habit are the most rampant issues faced by the elementary teachers who are

teaching mathematics.

The poor achievement of learners in the subject mathematics are mainly

caused by four factors: instructional (teacher), individual (student), evaluation

and classroom management (Andaya 2014). She also concluded that there is a

need for Mathematics teachers to revisit their instructional programs and suit

plans to the levels of the learners.

According to Suan (2014), student factors like attitudes, study

habits, and interests toward mathematics and as well as time management

directly affect the performance of pupils in the mentioned subject. This is due to
the fact that some students view mathematics as a difficult, boring subject and it

has no relevance to their life experiences. Thus, despite their actual capability

that can be shown in other subjects, they do still have a low performance

because of their attitude towards mathematics.

Jarrah et al. (2021) conducted a study concerning the Mathematics

Distance Learning amid the COVID-19 Pandemic in the UAE: High School

Students’ Perspectives. The researchers determined that the distance learning

employed in UAE schools includes synchronous and asynchronous learning,

which includes many positives and benefits. However, the most prominent result

of this research was that students missed the interaction with their colleagues, in

addition to spending a great deal of screen time on their digital devices.

The study of Lin et al. (2016) about the Effect of Blended Learning in

Mathematics Course focuses on the effect of blended learning pedagogy by

combing the Moodle online teaching platform with traditional instruction and

analyzing the outcomes of this new teaching approach for learning attitude and

performance of seventh grade students. According to the data gathered, the

following conclusions can be made: (a) the application of blended learning

showed a significant effect on academic achievement for seventh grade

students, and achievement was not different because of gender and ability; (b)

blended learning pedagogy showed a significantly positive effect on attitude

toward mathematics for seventh grade students. Most students in the

experimental group were in favor of blended learning. This method can help them

to learn mathematics at their own pace and express their opinions.

 Students’ attitude is the most influential factor in mathematics

achievement compared to students’ centered learning and classroom

environments. Therefore, the management of higher education should focus on

the empowerment of students’ attitude towards mathematics subject and improve

the quality of student-centered learning at the university (Yusof et al, 2019). The

findings based on the gathered data indicates that, students’ attitude most

significantly affected the achievement in mathematics, followed by students’

centered learning. Meanwhile, classroom environment is found as an insignificant

factor of the achievement in mathematics.

In a study by Žnidaršiˇc et al (2022), they examine the effects of COVID-

19-related measures on the mathematics achievement of university students in

social sciences in Slovenia. Our particular concern was to compare two student

populations (pre-pandemic and pandemic) in terms of factors affecting student

performance in mathematics courses. Analysis revealed that with proper

planning, mathematics lectures and tutorials can be successfully conducted

online. students’ responses to COVID-19-related stressors shows that students

during the pandemic felt more socially isolated, felt as if they were missing

something, and were more worried about their future career, family, and friends

compared to the pre-pandemic time. In order to expand the mathematics

achievement model with social, psychological, and emotional stressors, other

established psychological scales could be used in future research to more

accurately assess the impact of the pandemic on students’ mental health and its

correlation with mathematics achievement.

Reference:

 Tanghal, J. S. and Tanghal, A. B. (2022). Numeracy Level of

Elementary Students: Factors and Effects. Interdisciplinary Journal

of Applied and Basic Subjects (2022), 2(5), 01-11. ISSN- 2583-

052X. Retrieved October 31, 2022 from

https://visnav.in/ijabs/article/numeracy-level-of-elementary-

students-factors-and-effects/

 Alcantara, A. A. (2019). Oral and Written Numeracy Assessment

Tools and E-Games: It’s Effectiveness as an Approach in Teaching

Mathematics in the District of Sta. Teresita Division of Batangas,

Philippines. International Journal of Research in Engineering,

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https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11

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 Lindell, K. (2013). Improvements in numeracy on a micro level: A

field study in the Philippines. LUP Student Papers. LUND University

Libraries. Retrieved October 31, 2022 from

https://lup.lub.lu.se/student-papers/record/3809151

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Public Elementary Schools in the Division of Batangas Province.

International Journal of Research in Engineering, Science and

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https://journals.resaim.com/ijresm/article/view/1709

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from https://www.academia.edu/download/54103868/Paper_09.pdf

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http://conference.kuis.edu.my/icomm/5th/images/eproceeding2018/

IC-009.pdf

 Jarrah, A., Almarashdi H. (2021) Mathematics Distance Learning

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Perspectives. International Journal of Learning, Teaching and

Educational Research Vol. 20, No. 1, pp. 292-307. Retrieved

October 31, 2022 from

https://files.eric.ed.gov/fulltext/ED614525.pdf

 Lin, Y. W., Tseng, C. L. & Chiang P. J. (2017) The Effect of

Blended Learning in Mathematics Course. EURASIA Journal of

Mathematics Science and Technology Education. Retrieved

November 1, 2022 from https://www.ejmste.com/download/the-

effect-of-blended-learning-in-mathematics-course-4688.pdf
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cting_Students%27_Achievement_in_Mathematics

 : Žnidaršiˇc, A.; Brezavšˇcek, A.; Rus, G.; Jerebic, J. Has the

COVID-19 Pandemic Affected Mathematics Achievement? A Case

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