Reading Comprehension and Numeracy Skills Among Grade III Learners in One of The Towns in Iloilo

Abstract

This study examined the reading comprehension and numeracy skills of Grade III learners in the District of Dueñas, Iloilo, for the 2023-2024 school year, providing a basis for the development of instructional modules. Specifically, it aimed to assess learners' reading comprehension and numeracy performance overall and when categorised by parents’ educational attainment, socio-economic status, availability of educational materials, hours spent on problem-solving, and family environment. Employing a descriptive research design, the study involved randomly selected Grade III learners from the district. Data were collected using a 30-item Enhanced Regional Unified Numeracy Test (ERUNT) and the Comprehensive Rapid Literacy Assessment (CRLA) Tool. Statistical analyses included frequency, percentage, mean, standard deviation, the Kruskal-Wallis test, and the Mann-Whitney U test, with a significance level of 0.05. Findings revealed a significant relationship between the learners’ level of reading comprehension skills and their performance in numeracy. The results indicated that reading comprehension skills significantly influence numeracy performance, suggesting that efforts to improve learners' comprehension abilities are likely to enhance their numeracy skills as well, given the strong interrelationship between these two variables.