Learners’ Beliefs in Learning Mathematics and their Numeracy Skills: An Intervention Program

• Published in: Psychology and Education: A Multidisciplinary Journal Vol. 41; no. 6; pp. 772 - 778
• Main Author: Español, Stephanie Claire
• Format: Journal Article
• Language: English
• Published: 02.07.2025
• ISSN: 2822-4353; 2822-4353
• DOI: 10.70838/pemj.410609

The study sought to find out the Learners’ Beliefs in Learning Mathematics and Their Numeracy Skills. This study was conducted at Cluster 3 of Schools Division of Bais City in the School Year 2024-2025. The quantitative descriptive research method was used with the statistical tools of percentage, frequency, weighted mean, and chi-square in the statistical treatment of data. The data were gathered through a questionnaire accomplished by the identified Grade III learners as respondents. The results show that learners believe that math is a concept that everyone can learn and that it is something that can be used every day. Math is an exciting subject to many students, some even compare it to a puzzle or a game to play. Also, students recognize that math is essential in daily life, aiding in activities like cooking, shopping, and managing finances. Based on the findings, more than half of the Grade III learners are numerates, and their mathematics beliefs tend to be positive, indicating a strong level of confidence and engagement in learning math. It is also revealed that learners' beliefs about mathematics are not significantly influenced by their demographic profiles. To address students' lack of understanding of math's real-world applications, teachers should incorporate budgeting, cooking measurements, and time management into lessons. Since math isn't simple for everyone, guided instruction using visual aids and interactive tools can help break down complex ideas. Promoting a growth mindset through encouragement, rewards, and celebrating small successes will boost confidence. Gamified learning, like puzzles and scavenger hunts, can make problem-solving more enjoyable. With nearly half of Grade III learners being non-numerates but holding positive beliefs about math, interventions should enhance their foundational skills while sustaining motivation. Programs like the National Learning Camp, game-based learning, and hands-on activities can make math more engaging. Scaffolded instruction, peer mentoring, and real-life applications will reinforce skills and ensure students feel supported while learning.