Literacy and Numeracy Needs of Students: A Teacher’s Perspectives

Abstract

The significance of literacy and numeracy skills cannot be discarded, but PISA results for the Philippines seems telling otherwise. Furthermore, school-based intervention programs have been implemented but low literacy and numeracy still confront the education system. Hence, this study explored teachers’ perspectives on students’ literacy and numeracy needs. This study utilized a qualitative research design, specifically a phenomenological research method with the use of semi-structured interview to gather the necessary data. Based on the informants’ interview responses, four (4) themes were generated which are Poor Literacy and Numeracy Status of Students; Perceived contributing issues; School-Based Intervention programs’ Encounters, and Sensible Measures in addressing Literacy and numeracy problems. Based on the themes generated, it can be concluded that literacy and numeracy skills are negatively affected by several pressing factors making them problematic which can be addressed collaboratively through sensible initiatives and intervention programs like reading literacy and numeracy programs which are deemed necessary to the improvement of these fundamental skills. This study recommends that stakeholders should do collaborative initiatives or intervention.