Literacy and Numeracy Drive (LND): A Case Study of Basic English Skills Development among Grade 3 Students in Muzaffargarh, Punjab

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The purpose of this phenomenological study was to explore and understand the experiences of English teachers teaching in private schools of Tagum City, specifically the challenges they have encountered and what are the practices they have implemented, in dealing with the literacy and numeracy skills of students in senior high school. After the pandemic, the gap in literacy and numeracy skills among students has widened, becoming a significant challenge for teachers. This issue is particularly pressing for senior high school English teachers, who are tasked with teaching these foundational skills to students who often struggle with even the basics. The complexity of teaching under these circumstances has increased, creating significant challenges for educators. This study aims to explore the best practices, challenges, coping mechanisms, and insights of senior high school English teachers, with the goal of sharing valuable strategies with colleagues and the broader academic community in the context of the post-pandemic era. A qualitative research approach was employed to gain a deeper understanding of this phenomenon through natural observation and analysis rather than controlled measurement. The participants included 14 senior high school English teachers who taught literacy and numeracy skills during the 2023-2024 school year. These educators were from private schools in Tagum City, divided into two groups: seven participants for in-depth interviews (IDI) and seven for focus group discussions (FGD). The findings of the study reflect the significant challenges and effective practices of these teachers in teaching literacy and numeracy skills. A key challenge identified was the lack of adequate teaching materials, which complicates the already demanding task of addressing these skills in English classes. As the researcher and one of the senior high school English teachers involved in teaching literacy and numeracy skills, this study has greatly broadened my perspective on the phenomenon. I gained valuable insights from the participants on how they navigate and overcome the challenges they encounter. The lessons they shared are not only informative but also applicable, enabling me to reflect on and implement these strategies in real teaching scenarios. KEYWORDS: Literacy Skills, Numeracy Skills, Qualitative, Tagum City Davao del Norte

Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.

This study aims to look at the effectiveness of project-based learning on literacy skills and digital literacy of students in elementary schools. This study used a quantitative approach with the control group research method and the pretest-posttest research design. The students used in this study were grade II elementary school students with a selected population of 5 classes consisting of 120 students, randomly selected to meet the control class consisting of 20 students and 1 experimental class in each class who realized that the ability to understand numerical concepts and arithmetic operational skills in everyday life is not in accordance with numerical literacy indicators. The overall results described in the Manova test (Multivariate Analysis of Variance) show that the project-based learning model has proven effective in increasing students' digital literacy and numerical literacy skills. This can be seen from the results of the experimental class using the Project Based Learning model which is superior to the control class using the traditional learning model. Based on the results of the analysis and discussion, it can be concluded that the Project Based Learning model is effectively used to improve the numerical literacy skills and digital literacy of second grade elementary school students. So that through this research students can achieve the expected indicators in the application of numeracy and digital literacy.

English language skills are one of the gateways to knowing the world globally. This indicates that learning English should be studied massively by various groups. However, not everyone has the same access to this experience. One of them is the children of the Naungan Kasih-Ende Orphanage. This community service activity aims to provide access to Basic English knowledge and skills to orphanage children who are beginner English language learners. This mentoring activity begins with teaching basic English (English for beginners). This activity was carried out for 2 months with an accompanying team consisting of 3 lecturers and 1 student. The partners in this activity were 11 elementary school age children at the Naungan Kasih Orphanage. The learning methods used in this activity vary, including games and songs, role play, drilling, total physical response with the aid of the learning media. The result of this activity is enthusiasm for learning English in a learning atmosphere without boring feeling. This pleasant learning atmosphere has a positive impact on improving participants' Basic English skills as measured by the test scores obtained at the end of the activity.

Literacy and numeracy competencies are fundamental competencies in the industrial era 5.0. Numeracy skills are also needed in trade, health, education, etc. Literacy skills are required to face global challenges, solve problems, make appropriate decisions, and understand natural and social phenomena. Literacy and numeracy skills are essential abilities and are the basis of education. This study aims to analyze the implementation of STEAM learning based on local wisdom and how it affects numeracy and literacy skills in elementary school level. This mixed-methods research uses a Sequential Exploratory model/design and data collection using observation, interviews, and tests. The results showed that teachers in implemented STEAM learning based on local wisdom according to the indicators: observation, new ideas, innovation, creativity, and society. In the process, the teacher integrates local wisdom values into learning in the last step, namely culture. The pre-test results showed 40% of students' completeness with an average score, while the post-test showed 80% of students' totality with an average score, increasing student learning outcomes in class IV elementary school. The results of the paired samples t-test also show a significance value, which means that STEAM learning based on local wisdom affects students' numeracy and literacy skills in fourth grade. It is hoped that literacy and numeracy will become supporting materials for strengthening the literacy movement the school has carried out. This article's literacy and numeracy applications will continue to develop and vary according to the diverse context of needs and socio-cultural conditions of schools.

In Indonesia, there are still many 3T zones, it defined as marginal, border, and isolated areas that require special development. College students from 3T zones are more likely to struggle with literacy and numeracy skills. Literacy and numeracy skills are, in fact, one of the success variables for students when they graduate and begin their careers. Literacy and numeracy skills are essential to learning, even university students, to receive learning effectively. The objective of this research is to examine the effect of literacy and numeracy skills on the success of students in higher education based on their GPA, particularly students from the 3T zone. The sample in this study were 57 students of Teachers Training and Education Faculty, Sanata Dharma University. Data were analyzed using simple regression. The results showed that numeracy skills have a positive and significant effect on student GPA but in the weak category with R=0.278. The regression equation Y= 2.429 + 0.033X. Literacy skills have a positive and significant effect on GPA but in moderate category with R=0.488. The regression equation for this effect is Y = 1.911 + 0.076X. Further research should be conducted to investigate not only the mastery of literacy and numeracy skills and their influences on GPA, but also their effect on employability skills.

According to PISA data, Indonesian students' literacy and numeracy skills rank 73rd and 74th out of 79 countries, respectively. This indicates a low level of literacy and numeracy among students in Indonesia. Therefore, innovative approaches in education are needed to enhance these skills. One such approach is fostering a school culture of literacy and numeracy, as implemented at one of the senior high schools in Pandeglang. This study aims to analyze the literacy and numeracy skills of Pandeglang 10th High School students. The research employs an ex post facto method with a descriptive approach. Data collection was conducted through literacy and numeracy tests administered to 10th-grade students. The analysis reveals that students' literacy skills are relatively good, while their numeracy skills tend to be low. Nevertheless, there has been a significant improvement in both aspects, with steady monthly progress in literacy and numeracy skills. Thus, sustaining literacy and numeracy activities as a school culture is crucial to achieving better outcomes.

Little is known about which educational activities are most associated with incarcerated adults’ literacy and numeracy skills. The present study examines whether informal engagement in reading, writing, and numeracy activities (e.g., reading newspapers or using calculators) is associated with incarcerated adults’ literacy and numeracy skills. Using the 2014 Program for the International Assessment of Adult Competencies (PIAAC)—U.S. Prison Study, numeracy/literacy skills were predicted from engagement in reading, writing, and numeracy activities. Literacy skills were higher among incarcerated persons who engaged in an increasing amount of writing activities along with those who completed postsecondary coursework in prison. Literacy skills and numeracy skills were not significantly associated with engagement in reading activities and numeracy activities, respectively. Findings highlight promising strategies for restructuring prison education.

The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.

Early childhood is a critical period for holistic development, encompassing cognitive, social, emotional, and behavioral growth that shapes lifelong learning and well-being. Among various approaches to enhance learning during this stage, play-based learning (PBL) has emerged as a developmentally appropriate method that integrates academic skills with social and emotional development. Despite its recognized benefits, its consistent implementation in early childhood classrooms remains a challenge due to rigid curricula, resource limitations, and varying teacher preparedness. This study was conducted to determine the effects of play-based learning on the behavior and academic progress of kindergarten learners, with a particular focus on its extent of implementation in selected public schools in Baybay City, Leyte. Using a descriptive quantitative research design, data were collected through a validated researcher-made questionnaire distributed to kindergarten teachers. Variables included the frequency and type of play activities, integration with learning objectives, and availability of resources. The effects were measured in terms of learners’ behavior (social interaction, attention span, and self-regulation) and academic progress (literacy, numeracy, and cognitive skills). Findings revealed that play-based learning was consistently implemented and had a positive impact on learners. Teachers reported noticeable improvements in pupils’ behavior, especially in social interaction and self-regulation, while also observing substantial gains in literacy, numeracy, and cognitive skills. Statistical analysis confirmed a significant relationship between the level of PBL implementation and improvements in both behavioral and academic outcomes. The study concludes that play-based learning is an effective strategy for fostering holistic child development. It emphasizes the need for continuous teacher training, resource support, and the integration of structured play into the kindergarten curriculum. The proposed intervention program further aims to enhance teacher competencies, optimize classroom environments, and engage families in purposeful play to sustain both academic growth and positive behavior among young learners. Keywords: Academic Progress, Attention Span, Cognitive Skills, Learner’s Behavior, Literacy Skills, Numeracy Skills, Play-based Learning, Self-Regulation, Social Interaction

Early childhood literacy and numeracy skills remain a challenge in kindergarten learning due to the lack of application of innovative and engaging learning models. This study aims to investigate the impact of the Team Game Tournaments (TGT) cooperative learning model on enhancing early childhood literacy and numeracy skills. This type of research is a quasi-experimental study with a Nonequivalent Control Group Design. The subjects of the study consisted of 67 children from group B in two selected kindergartens, chosen through cluster random sampling techniques. Data were collected using observation and testing techniques to assess literacy and numeracy skills, utilizing validated instruments. Data analysis was conducted using the MANOVA test with the assistance of the SPSS application at a significance level of 0.05%. The results of the study showed that (1) there is a significant effect of the TGT model on literacy skills, (2) there is a significant effect of the TGT model on numeracy skills, and (3) there is a significant effect of the TGT model on literacy and numeracy skills simultaneously. These findings confirm that the game-based cooperative learning approach is efficacious in improving the basic cognitive abilities of early childhood. The implications of this research highlight the importance of integrating the TGT model in learning to support the development of holistic literacy and numeracy.

Rural students in lower- and middle-income countries dramatically underperform their urban peers. Through a cluster randomized controlled trial, we explore live, interactive instruction via satellite as a potential solution. The studied program equipped 70 randomly selected schools in two areas of Ghana with technology to connect to a studio in Ghana's capital Accra, where instructors provided math and English lessons simultaneously to 10-12 schools at a time, supported by in-class facilitators. An additional 77 schools served as control. We estimate substantial gains in rural students’ numeracy and literacy skills. After one year, we observe an immediate gain of 0.21 standard deviations in numeracy. After two years, we observe a gain of 0.26 standard deviations in numeracy and a gain of 0.33 standard deviations in literacy. These effects are remarkably consistent across different satellite instructors and geographic areas. Much larger gains in foundational literacy and numeracy skills and evidence from quantile regressions suggest that the program was effective in tailoring instruction at the appropriate level and in closing substantial pre-existing gaps in basic skills. The program demonstrates the feasibility of establishing a successful distance instruction model in remote and resource-constrained contexts; however, given large infrastructure and implementation expenses, the program is not (yet) cost-effective.

This study aims to evaluate the effectiveness of the AKM program of the Teaching Campus Class 7 in improving students' literacy and numeracy skills at SDN Bades 03. The research method used is literature research with a qualitative literature study approach. The data used are the results of the pretest and posttest of students' literacy and numeracy before and after participating in the program. The results of the analysis showed that there was a significant improvement in students' numeracy skills, from an average pretest score of 34.4% to 50.1% in the posttest. Meanwhile, the increase in literacy skills, although positive, was relatively small, from 50.1% to 54.6%. These findings show that this program is effective in improving students' basic skills, especially in the aspect of numeracy. Factors supporting the success of the program include interactive teaching methods and support from teachers as well as the use of relevant teaching materials. In conclusion, the AKM Teaching Campus Class 7 program has succeeded in making a positive contribution in improving students' basic competencies, but further evaluation of literacy teaching methods is needed to achieve more optimal results. The implications of this study emphasize the importance of an adaptive and student-centered learning approach to improve the effectiveness of education in primary schools.

The research was carried out to determine the influence of the Class V Teaching Campus program on Phase C literacy and numeracy skills in elementary schools throughout Sumenep Regency. The type of research used is causal-comparative research, or ex-post facto. The research was conducted in 13 elementary schools at Class V teaching campuses across the Sumenep district. The research instruments used were questionnaires and literacy and numeracy test questions. This research data analysis uses simple linear regression analysis. Based on the results of testing the first hypothesis using simple linear regression analysis, the results obtained on literacy were obtained at a significant level of α = 0.05, and a sig value of 0.02 α = 0.05 was obtained. The regression equation obtained is Y = 27.955 + 0.624X. Students' literacy skills were 5.4%, while other factors outside the implementation of the Class V Teaching Campus program influenced 94.6%. Nemuration skills at a significant level of α = 0.05 obtained a sig value of 0.03 α = 0.05. The regression equation obtained is Y = 30.055+ 0.575X. Students' numeracy skills were 4.7%. Other factors impacted 95.3% of the population outside the Class V Teaching Campus. This research showed that implementing the Class V Teaching Campus Program significantly influenced the numeracy skills of Phase C Elementary School students in the Sumenep district.