Teachers' Assessment of Reading Proficiency and Numeracy Skills among Learners in Multigrade Schools: Challenges and Intervention Needs
DOI:
https://doi.org/10.65339/ijsis.V1.I3.160Keywords:
Contextualized Instruction, Educational Sustainability, Instructional Challenges, Intervention Needs, Multigrade Education, Numeracy Skills, Reading ProficiencyAbstract
This study examined teachers' assessments of reading proficiency and numeracy skills among learners in multigrade schools, focusing on instructional challenges and intervention needs in the District of Atok, Schools Division Office of Benguet, Philippines. Anchored in Differentiated Instruction, Vygotsky's Zone of Proximal Development, and the Teaching at the Right Level approach, the study adopted a quantitative descriptive-survey design involving 48 multigrade teachers as the intended respondents. A structured questionnaire was developed to assess perceived foundational competencies, instructional difficulties, and intervention priorities, with descriptive statistics employed for analysis. Using questionnaire responses, the findings indicated high teacher-rated reading proficiency (M = 4.02) and numeracy skills (M = 3.95), with word recognition and number recognition emerging as relative strengths. Reading comprehension and mathematical problem-solving received comparatively lower ratings, indicating areas requiring additional instructional attention. Instructional challenges were rated high (M = 3.83), particularly limited teaching time, learner diversity, and insufficient differentiated learning materials. Intervention needs received a very high rating (M = 4.38), emphasizing contextualized instructional materials, structured remediation, teacher professional development, and collaborative learning support. The study proposes a contextualized reading and numeracy intervention framework to strengthen foundational learning in multigrade classrooms. It supports Sustainable Development Goal 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals) by promoting inclusive instruction, equitable learning opportunities, and stakeholder collaboration. Its potential sustainability contributions involve improving educational continuity, institutional responsiveness, and community participation.
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