Numeracy Skills of Grade Six Learners Across Mathematical Domains

Abstract

This study determined the numeracy skills of Grade Six learners across mathematical domains as basis for an intervention plan during the School Year 2026–2027. Specifically, it assessed learners’ numeracy skills in number and algebra, geometry and measurement, and data and probability and examined differences when grouped according to sex, number of siblings, and parents’ educational attainment. The study employed a descriptive research design involving 66 Grade Six learners in one school in a highly urbanized city in the Negros Island Region. Data were gathered using a researcher-constructed 30-item numeracy test that underwent expert validation and reliability testing. Frequency, percentage, mean, and independent-samples t-test were used to analyze the data. Findings revealed that the learners were Nearly Proficient in all three mathematical domains, with Data and Probability obtaining the highest performance and Geometry and Measurement the lowest. Descriptive variations in numeracy skills were observed across the respondents’ profile variables; however, no significant differences were found in any of the three domains when learners were grouped according to sex, number of siblings, and parents’ educational attainment. The findings indicate common numeracy competency gaps among Grade Six learners, highlighting the need to further strengthen their competencies in Number and Algebra, Geometry and Measurement, and Data and Probability through appropriate interventions.