Numeracy Program Research Articles

Lifelong learning in Australian community contexts: Adult learning ‘capabilities’ for study, work, and life

In this paper we explore the Australian adult community education (ACE) landscape and discuss the important roles it plays in developing individual capabilities for study, work, and life. Despite the lack of cohesion of the ACE sector across the various states and territories of Australia, it is well documented that ACE is recognised as important for its capacity to cater for adult learners’ different needs and well-being in community-based contexts. In the last 2 years with a change in the federal government of Australia, ACE has gained more prominence for its capacity to connect hard-to-reach learners into literacy and numeracy programs and preparatory and pre-accredited programs to pathway these learners into further training or employment. The paper reports on research findings from a mixed methods research project examining the effectiveness of ACE outcomes for these first-step learners in Victoria and Tasmania, Australia. Nussbaum’s Capabilities Framework, provides a social justice lens to reconceptualise the outcomes for learners in ACE, moving beyond narrow neoliberal economistic measures of adult learners’ success. We claim including both vocational and non-vocational capabilities for learners provides a more nuanced account of learner transformation in ACE.

Implementation of Early Language, Literacy and Numeracy (ELLN) Program: Through the Lens of the Supervisors

The qualitative – case study aimed to unveil the supportive leadership practices of supervisors in the implementation of Early Language, Literacy, and Numeracy (ELLN) in terms of fostering learner-centered pedagogical practices; providing conducive learning environment; ensuring a balanced curriculum; capacity building; fostering multi-cultural awareness; and building connections, anchored on DepEd vision, mission and core values. There were five (5) supervisors who participated in the study. Of the five (5), three (3) were Education Program Supervisors and two (2) were Public Schools District Supervisors. As to the supportive leadership of supervisors in terms of fostering learner-centered pedagogical practices, four (4) themes emerged: advocating developmentally appropriate techniques; conducting trainings; doing monitoring and evaluation; and encouraging coaching and mentoring. As to providing conducive learning environment, two (2) themes emerged: providing instructional materials; and ensuring an enabling environment. In terms of ensuring a balanced curriculum, two (2) themes emerged: adhering to standards; and contextualizing the curriculum. As to capacity building, one (1) theme emerged, which was conducting professional development activities. In terms of fostering multi-cultural awareness, one (1) theme emerged, which was promoting inclusive education. In terms of building connections, one (1) theme emerged, which was advocating stakeholder engagement. The DepEd vision, mission and core values served as guide to the supervisors.

Analisis Pengaruh Literasi Membaca Terhadap Kemampuan Matematika Di Tinjau Dari Data PISA 2022

This research focuses on the relationship between reading and mathematics abilities using PISA 2022 data. The importance of literacy and numeracy as the main foundation for student development is the starting point for this research. In the midst of Indonesia's challenges in building a culture of literacy, especially at the elementary school level, this research explores the relationship between reading and mathematics abilities through analysis of PISA 2022 data. Secondary data from the PISA 2020 survey and regression analysis techniques are used to explore this relationship. The analysis results show a significant correlation between these two abilities, with a strong and positive correlation coefficient. These findings indicate that students with good reading skills tend to have better math skills. In conclusion, it is important to build literacy and numeracy from an early age at the elementary school level to prepare students to face more complex material. This research suggestion includes the development of integrated literacy and numeracy programs, updating the mathematics curriculum, teacher training, strengthening parental involvement, use of educational technology, as well as further research to understand the factors that influence the relationship between reading literacy and mathematics ability.

DEALING WITH THE LEARNING GAPS DURING THE IN-PERSON CLASSES: PERSPECTIVES OF PUBLIC ELEMENTARY SCHOOL HEADS

This phenomenological study aims to delve into the experiences, opinions, and perspectives of the school heads in the Banaybanay district of the Department of Education, Division of Davao Oriental. In addressing the learning gaps during in-person classes, this qualitative study used a phenomenological approach to collect and analyze data. In order to close learning gaps, particularly after two years of distance learning, school heads experiences and perspectives on the gaps in learning during in-person sessions are crucial. These viewpoints focused on closing the gaps, especially in reading and numeracy abilities. A sample of fourteen (14) participants was selected using a purposive sampling technique. Seven participants underwent focus group discussions, and the other seven underwent in-depth interviews, highlighting the experiences, coping mechanisms, and insights of the school heads in the research locale. As to the participants experiences, two major themes emerged: encountered problems with unpreparedness for the in-person classes; and b) observed students with reading difficulties. With regard to their responses to coping mechanisms, six major themes emerged: implemented reading intervention activities, established open communication, extended technical assistance to teachers, collaboration with stakeholders, provided additional learning and reading materials, and implemented a literacy and numeracy program. Lastly, their insights revealed five major themes: reduction of teacher workloads, provision of learning materials, strengthened programs in teaching fundamental skills, intensification of feedback mechanisms, and assignment of remediation teachers. The study revealed that the school heads in Banaybanay district collaborated with stakeholders, including teachers and parents to solve difficulties and prepare students for academic success during in-person classes. It emphasizes open communication, providing reading materials, technical assistance, and implementing numeracy and literacy programs, which were very significant to the participants. Public elementary school heads as well as the Department of Education implementers need to intensify feedbacking to assess the real situation of students in the field so that they can perform their duty as leaders in addressing gaps based on the situation in the field. KEYWORDS: education, school heads, learning gaps, in-person classes, and coping mechanisms and strategies, phenomenological research, thematic analysis, Division of Davao Oriental

Towards more robust evaluation of policies and programmes in education: identifying challenges in evaluating DEIS and Reading Recovery

ABSTRACT In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite well-articulated commitments to the latter activities. An example is the evaluation of the Delivering Equality of Opportunity in Schools (DEIS) programme where little is known about the causal impact of DEIS on student outcomes, despite considerable State investment over almost 20 years. There appears to have been comparatively little critical review of the literacy and numeracy programmes offered to DEIS schools, with those included at the outset largely still on offer. Here, we draw on the wider literature on the evaluation of complex interventions and consider what lessons may be learned for Ireland, illustrating challenges and opportunities by focusing on DEIS and Reading Recovery (a literacy support programme widely used in DEIS schools). We advocate for greater use of experimental designs where feasible and appropriate; further gathering of comparable measures of achievement at pupil level to facilitate monitoring; and detailed consideration of quasi-experimental methods that can support causal conclusions.

European Study investigating Adult Numeracy Education

Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.

Penggunaan Media Permainan Ular Tangga Numerasi Sebagai Peningkatan Pemahaman Konsep Bilangan Anak Usia 6 Tahun di SDN 065 Kota Jambi

This research was motivated by observational data that showed very low student numeracy results. To respond to this, researchers conducted classroom action research aimed at improving student learning outcomes. The location of this research was conducted at SDN 065 Jambi City. The purpose of this study is to describe: 1) develop a design of a 6-year-old number concept numeracy program, 2) implementation of a number concept numeracy program, 3) efforts to overcome Obstacles to the implementation of the numeracy program with numeracy snakes and ladders media. This study was conducted on grade 1 students with a total of 14 people. This study aims to measure numeracy ability in these students. The results of this study showed an increase in students' numeracy ability in the use of numeracy snakes and ladders learning media. With active media-based learning and educational games, students get a direct learning experience, so that learning is more interesting and can improve student learning outcomes. From the data obtained, it is recommended to teachers to use active learning media and educational games in numeracy development to improve student learning outcomes.

TRAINING AND MENTORING OF LITERACY AND NUMERACY ACTIVITIES THROUGH THE USE OF ICT-BASED BULLETIN INTEGRATED CHARACTER EDUCATION (BICE) MEDIA IN ELEMENTARY SCHOOL 9 MAMBORO

SDN 9 Mamboro is one of the schools in Palu City that has launched a literacy and numeracy program. Observations conducted by the service team showed that the literacy and numeracy practices at this school were not optimal. The implementation is still at the habituation stage, directing students to read for 15 minutes at the beginning of the lesson and the implementation is not routine. The book collection and the number of students visiting the library were also lacking, the reading corner was inadequate, the learning methods used were conventional and most teachers did not have the necessary skills to create ICT-based learning media. Based on these observations, the service team and the principal agreed to provide training and assistance in literacy and numeracy activities through the use of bulletin integrated character education (BICE) media. The expected goal of this activity is to improve students' literacy and numeracy skills. The average pretest score of literacy and numeracy skills was 38.29 and increased to 84.92 during the posttest.

Challenges for numeracy awareness in the 21st century: making visible the invisible

IntroductionThe contemporary scientific literature indicates that numeracy is a multifaceted concept. The ongoing societal and technological transformations underscore the imperative to re-evaluate the attributes characterizing a numerate individual and the strategic initiatives that policymakers should devise and implement to ensure that individuals are not marginalized from participation in public and private domains due to their lack of numeracy proficiency. Numerous empirical investigations on numeracy consistently affirm its pivotal role in enabling individuals to engage autonomously across diverse contexts within their daily lives. However, numeracy’s fundamental role has often been neglected in our societies. The present study scrutinizes the overarching challenges associated with numeracy, particularly emphasizing the challenges regarding healthcare, finance, and the critical utilization and interpretation of data awareness.MethodsA two-phase research framework was adopted to address this inquiry. A comprehensive literature review was conducted to discern the prevalent challenges regarding numeracy awareness. Subsequently, two illustrative case studies were undertaken in Slovenia and Spain to contrast and deliberate upon the insights derived from the literature review. Qualitative research methods were employed to engage in a nuanced exploration of the gathered data.ResultsThis empirical analysis deduced guidelines aimed at enhancing awareness and ameliorating some of these challenges.Discussion and ConclusionWe conclude that making visible the awareness that adults already have about numeracy in aspects of their lives, such as finance, health, or the use and critical interpretation of data, can give policymakers and curriculum developers clues to design effective numeracy programs to address the multifaceted challenges confronting contemporary society, both in the immediate and foreseeable future.

Assistance with Literacy and Numeracy Activities in the Teaching Campus 4 Program

The COVID-19 pandemic that hit Indonesia had an impact on teaching and learning activities which resulted in the uptake of students' understanding at school on matters related to literacy and numeracy to decrease and not be optimal. This is because learning during a pandemic is carried out online or online. Conditions post-pandemic COVID-19 need to be rearranged, one of which is with the Teaching Campus activities. SMP Sunan Giri I Banyuwangi is one of the schools selected for the Campus Teaching Literacy and Numeracy program. Teaching campus activities help improve the literacy and numeracy skills of students at SMP Sunan Giri I where it was found that some students do not understand simple calculations and there are still many students with very low literacy awareness. The results of the implementation of the Merdeka Campus community service at SMP Sunan Giri I Grogol can be seen from the enthusiasm of the students in receiving learning about literacy and numeracy creatively and interestingly and making students feel comfortable in participating in a series of activities.

Upaya Peningkatan Asesmen Kompetensi Minimum (AKM) melalui Progam Literasi dan Numerasi Kampus Mengajar 5 di UPT Satuan Pendidikan SDN Pusungmalang II Puspo

The teaching campus program is one of the government's programs in order to realize the Independent Learning-Free Campus (MBKM) activities. Campus teaching programs are generally intended to improve literacy, numeracy, technological adaptation, and school administration. The aim of this service is how to improve the minimum competency assessment (AKM) through the literacy and numeracy program at teaching campus 5 at the UPT Education Unit of SDN Pusungmalang II Puspo. This type of qualitative descriptive research involves conducting observations and interviews, AKM pretest, followed by literacy and numeracy activities, and AKM posttest. The results of the AKM pretest assessment, the average score that students got in literacy was 53.65 and the AKM posttest increased to 77.880, while the AKM pretest assessment in numeracy the average score that students got was 39.03 and the AKM posttest the average score that students got increased to 71.15.

“The most outstanding institution I am grateful for” (Indatwa ihora kw’isonga nshimira)

The following poem was composed by a learner enrolled in an adult literacy and numeracy program provided by an organization called Rwanda Children that offers a diverse array of educational programs to adults and children in the Ntarama sector, Bugesera district and country of Rwanda.

Implementation of Early Language, Literacy and Numeracy (ELLN) Program in Agdangan District, Schools Division of Quezon: Basis for Action Plan

Implementation of Early Language, Literacy and Numeracy (ELLN) Program in Agdangan District, Schools Division of Quezon: Basis for Action Plan

Design of The “Merdeka Belajar” Program for Students of High School Education

Merdeka Belajar Program is a policy that aims to encourage students to master various competencies and knowledge that are important and useful when entering the world of work. This article reveals the Design Of The “Freedom to Learn” Program For Students Of High School Of Education Miftahul Midad Lumajang. In this type of qualitative research with a case study approach, the data is obtained from interviews, observation, and documentation then analyzed with the condensation stage, data display, and conclusion. The research findings show that based on the results of the study, it can be concluded that several programs implemented at Madrasah Ibtidaiyah 01 Candipuro are active literacy and numeracy programs for low-grade students, active programs visiting the library, entering class programs, extracurricular programs, exam success programs, helping adaptation technology using laptops or Android, assisting in the preparation of e-reports, as well as other administration needed by the school. Some designed programs can be implemented correctly according to the targeted objectives.

Improving Literature and Numeration In Elementary School Learning Activities And Increasing Community Income That Comes From Oil Palm In Village Mata PAO

Community service activities aim to significantly improve literacy and numeracy in learning activities and increase community income. This community service is a mentoring activity carried out by students through literacy and numeracy schemes in elementary schools. This activity was carried out for 21 days, starting from August 11, 2022 – August 31, 2022. Community service has a goal, namely to provide experience for students to be directly involved in implementing the learning process at school. The method used in the implementation of this Independent Real Work Lecture is the method of observation, interviews and documentation. Activities carried out by students with assistance include: (1) introduction in the village; (2) introduction to the scope of the school; (3) support the class in the development of literacy and numeracy learning; (4) assisting the community to increase income derived from oil palm fronds. Service activities carried out by students through community service assistance with literacy and numeracy program schemes as well as helping the community have been running well, efficiently, effectively and maximally. The results of this study after doing research that the interest of students in literacy and numeracy factors is good with the implementation of learning outside the classroom while playing and the income function of the community has also increased from the use of palm oil sticks which are used in making various kinds of handicraft products that have functional values.

Parent‐mediated numeracy intervention for children with autism spectrum disorder in Arabic families living in the UK

Research on teaching mathematics to children with autism spectrum disorder using parents as mediators is limited. The purpose of the present study was to carry out an initial evaluation of an adapted numeracy programme with three children with autism spectrum disorder from Arabic families in the UK by training and supporting their parents to deliver the intervention over the course of an 8‐week period. The three children's mathematical ability (on a standardised assessment) improved over the course of the intervention. Parents also described positive experiences of their training and of using the curriculum, especially mentioning how much their children had progressed in their understanding of mathematics. The study data show promising results and provide initial evidence that the adapted numeracy programme can be adapted for a home context and for teaching in Arabic.

EARLY LANGUAGE, LITERACY, AND NUMERACY (ELLN) PROGRAM IN PROMOTING SALIENT TEACHING-LEARNING OUTCOMES IN A DISTANCE LEARNING REALM

The study aimed to determine the effect of the implementation of early language, literacy, and numeracy program in the teaching-learning outcomes. Furthermore, this attempted to determine if there is a significant relationship between the early language, literacy, and numeracy program in promoting salient teaching-learning outcomes in a distance learning realm. Using a descriptive correlational study method, it involved 140 public elementary school teachers from 11 schools in the San Francisco District, during the academic year 2021-2022. Self-made questionnaire was employed to measure the data about the pre-implementation, implementation, and post-implementation of early language, literacy, and numeracy program in San Francisco District in terms of teaching and learning outcomes which undergone internal and external validation through the help of the panel of examiners and group of teachers. Results revealed that there is significant relationship between the components of early language, literacy, and numeracy program to the teaching-learning outcomes in the public school in the District of San Francisco. Therefore, the null hypothesis stating that there is no significant relationship in the above-mentioned variables is not supported by evidence and therefore not sustained the findings of the study.

PENINGKATAN PEMBELAJARAN BERBASIS LITERASI DAN NUMERASI DI SEKOLAH DASAR NEGERI 3 UBUD MELALUI PENGABDIAN MASYARAKAT PROGRAM STUDI PENDIDIKAN EKONOMI FKIP UNIVERSITAS PGRI MAHADEWA INDONESIA

This service activity aims to be a real forum for increasing numeracy literacy in schools and helping improve learning after the covid 19 pandemic. This community service is a mentoring activity carried out by students through a numeracy literacy scheme at Public Elementary School 3 Ubud, Gianyar. This activity is carried out for 1 month, starting from March 16, 2022 – April 16, 2022. Activities carried out by students with assistance include: (1) introduction to the scope of the school; (2) support classroom teachers in the development of numeracy literacy learning; (3) assisting the adaptation of the introduction of technology in teaching and learning activities. Service activities are collaborations carried out by lecturers and students through community service assistance with literacy and numeracy program schemes that have been running well, efficiently, effectively and maximally.

Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a randomised controlled trial

IntroductionAttention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders and is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning. Children with ADHD are developmentally...

Estimating Causal Effects of Summer Programs on Early Numeracy: A Canadian, Multi-Site, Quasi-Experiment

Summer numeracy interventions have become standard educational practice across a range of jurisdictions, but there is a paucity of evaluations of those interventions across international settings. We employ a quasi-experimental evaluation of voluntary summer numeracy programs for 569 attendees and 2,193 comparison students in grades 1–3, conducted in 2012–13 in Ontario, Canada. Using multi-level logistic regression models, we find that students with prior academic challenges were most likely to attend the program. Estimating causal effects using entropy balancing to achieve balance, we find that attendees gained about 1.5 months more numeracy learning than did the comparison group (Cohen’s d = .19). These findings are comparable to US studies and add to an international stock of knowledge on summer interventions.