Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda

Abstract

The article examined the relationships between children’s literacy comprehension and their competence/achievement in numeracy and Ethno-math at lower primary schools in Uganda using the UWEZO UGANDA (2021) secondary dataset collected by a cross-sectional survey design from a sample of 14,553 pupils. The quantitative data were analyzed using Pearson Product Moment of correlation coefficient and regression analyses to establish the relationship between children’s literacy comprehension and their competencies in numeracy/ethno-math. Findings showed that there was a statistically significant relationship (r = 0.539, p < 0.001) between letter recitation and number recognition, literacy level in English and numeracy level (r = 0.768, p < 0.001), numeracy level and ethno-math (r = −0.612). Although findings show a positive relationship between letter recitation and number recognition, literacy level in English, and numeracy level, there is a negative relationship between numeracy level and ethno-math. The study concluded that children’s ability to recite letters positively influences their ability to recognize numbers. Furthermore, children’s ability in literacy comprehension positively influences their abilities in carrying out numeracy. It was also concluded that children’s ability to work out ethno-math does not necessarily mean their ability to carry out numeracy.