THE EFFECT OF INDIVIDUALIZED INSTRUCTION ON STUDENTS’ NUMERACY SKILLS

Education

This study investigates the effectiveness of individualized instruction in improving the numeracy skills of Grade 7 students at Zillovia National High School. It is grounded in the observed difficulties of learners in basic mathematical operations, problem-solving, comprehension of word problems, and following mathematical instructions. Specifically, the study determines the students’ level of numeracy skills before and after the implementation of individualized instruction and examines whether a significant difference exists between their pretest and posttest scores. Using a quantitative approach, the study employs a quasi-experimental one-group pretest-posttest design. The respondents consist of 29 Grade 7 students selected through purposive sampling. Data are collected through an adopted standardized numeracy assessment tool, while the intervention is implemented through 10 lessons delivered over one month using individualized instruction strategies based on the learners’ needs, abilities, and pacing. Mean, class proficiency, and paired t-test are used to analyze the data. The results reveal that the students’ pretest performance is interpreted as Needs Major Support, while their posttest performance improves to the Anchoring level. The findings further show that individualized instruction brings a significant improvement in the numeracy skills of the students. Therefore, the study concludes that individualized instruction is an effective strategy for addressing learning gaps and enhancing the mathematics performance of Grade 7 learners.

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