Mathematical Literacy and Reasoning Skills of Grade 10 Learners in Selected Secondary Schools of Calauag East and West Districts, Division of Quezon: Inputs for the Development of Contextualized Remediation Learning Package
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 17, Issue 4
Abstract
This study was conducted to determined the level of mathematical literacy and reasoning skills of Grade 10 learners in selected secondary schools in Calauag East and West Districts, Division of Quezon, in the school year 2023–2024. This study employed a descriptive-evaluative research design. The researcher utilized validated researcher-made tests to describe the level of learners' mathematical literacy level and reasoning skills, as well as the causes of errors when solving mathematical literacy problems. This study further evaluates the relationship between mathematical literacy and reasoning skills. The results of the study were analyzed and interpreted using descriptive and inferential statistics such as frequency count, percentage, mean, standard deviation, and Pearson product moment correlation. Findings revealed that the level of mathematical literacy and reasoning skills of Grade 10 learners was at a low proficiency level and had very low reasoning abilities. It also disclosed that the least mastered competency was solving problems involving polynomial functions. The study also showed that common causes of errors in solving mathematical problems were errors in reading and understanding the questions that lead to error in writing the final answer correctly. Based on the results of the study, it shows that there is a significant relationship between the level of mathematical literacy and the level of reasoning skills of Grade 10 learners, with a positive moderate correlation. The study suggested addressing and enhancing the identified least-mastered competency through a contextualized remediation learning package.
Authors and Affiliations
Jermaine Noves, Noel Palomares
Keywords
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- EP ID EP755254
- DOI doi: 10.5281/zenodo.10691030
- Views 27
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