RESPONSIVE PRACTICES OF PRIMARY GRADE TEACHERS IN ADDRESSING NUMERACY SKILLS GAPS OF GRADES 1-3 LEARNERS IN THE SCHOOLS DIVISION OF ZAMBALES, PHILIPPINES

Abstract

The study determined the responsive practices of primary grade teachers in addressing the numeracy skills gaps of grades 1-3 learners in the Schools Division of Zambales and basis of crafting the responsive numeracy skills teaching model. The study used survey questionnaires as a research tool to collect data. The findings revealed that teacher-respondents assessed the numeracy skills of the learners as numerates and perceived that their responsive practices in addressing the numeracy skills gaps of the learners were practiced. There was a significant relationship between the numeracy skills of learners and responsive practices in addressing numeracy skills gaps of the learners as perceived by the teachers. The developed model aimed to address the numeracy skills gaps of primary grade learners in the School Division of Zambales.