PERCEIVED LEVEL OF TEACHERS’ APPLICATION

OF MATHEMATICS WITHIN AND ACROSS

CURRICULUM TEACHING AREAS AND
STUDENTS’ NUMERACY SKILLS

A Thesis Proposal
Presented to the Faculty of the
Polytechnic University of the Philippines
City of Santa Rosa, Laguna

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education major in Mathematics

by

Alce, Jaylo S.
Delos Santos, Yzaak F.
Oncepido, Patrick John S.
Oya, Excylefrey M.
Saflor, Jonalyn D.

July 2025
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Mathematics has a significant impact on the environment, ranging from

fundamental counting to complicated predictions. It identifies trends, promotes

innovation, and propels critical tasks in daily life, like banking, infrastructure, and

healthcare. Subsequently, mathematics is viewed as the key to unlocking limitless

possibilities (Acio, 2023). On a global basis, there are huge differences in students'

mathematical skills and numeracy levels. Variations in numeracy competency are

influenced by factors such as financial circumstances, access to excellent education,

and cultural attitudes toward mathematics. Students in several industrialized countries

frequently have good numeracy levels, owing to well-established educational institutions

and effective teacher training programs. In contrast, poor resources and infrastructure in

developing countries might impede students' access to quality numeracy education,

resulting in lower competence levels. The value of numeracy instruction is enhanced

when educators are able to connect abstract ideas to practical applications effectively. In

order to demonstrate how numeracy abilities are essential in a variety of vocations and

everyday situations, teachers, who act as learning facilitators, are essential in drawing

these links clear. When they are knowledgeable in the subject, they can confidently

respond to inquiries, walk students through difficult challenges, and give clear

explanations. They are aware that there is no one-size-fits-all approach to numerical

fluency and can use a variety of tactics, including practical exercises, visual aids, and

1
real-world applications, to make sure that all students are able to comprehend and apply

mathematical concepts.

There are difficulties in reaching appropriate numeracy levels among students in

the Philippines. The results of standardized tests and educational assessments

frequently reveal disparities in mathematical proficiency, with some students needing

help to grasp fundamental concepts. The Philippine education system has experienced

numerous modifications throughout the years, with initiatives to improve the country's

literacy and numerical skills. The expertise of educators is intimately related to the

overall level of education. Continuous attempts are being made to strengthen teacher

training programs, ensuring that educators are adequately prepared to teach numeracy.

On the other hand, the adoption of the Philippine Professional Standards for Teachers

(PPST) demonstrates the government's dedication to quality education. These standards

are more than just recommendations; they demonstrate the nation's commitment to

providing children with a comprehensive and successful educational experience. The

PPST acts as a guidepost for teachers on their career trajectories to improve students'

numeracy skills. The standards emphasize the significance of subject area knowledge,

instructional abilities, and professional principles. Teachers who adhere to these

principles become competent at crafting classes that interest students while catering to a

variety of approaches to learning and capabilities. Furthermore, the PPST pushes

instructors to constantly improve their teaching tactics, maintaining current on new ideas

and technologies to render mathematics more easily accessible and interesting.

Moreover, the teachers' application of content knowledge refers to the extent to

which teachers use their subject expertise within the given curriculum. It entails

2
determining how successfully teachers can incorporate and utilize the content within the

defined educational framework. It indicates instructors' abilities to connect and apply

subject material across multiple courses or disciplines within the curriculum. On the other

hand, the researchers are interested in understanding or predicting the outcome

variable. The capacity to understand and deal with numbers is referred to as numeracy.

In the context of this study, it entails analyzing students' numeracy skills and determining

how they are influenced by the amount of content knowledge used by teachers.

Thus, the major objective of this study is to thoroughly assess the perceived level

at which teachers utilize their subject matter knowledge within the defined curriculum.

This entails a thorough evaluation of how teachers incorporate subject matter expertise

into their educational approaches. This study intends to investigate the extent to which

teachers apply their knowledge across diverse disciplines, in addition to analyzing

teachers' application of content knowledge within their defined curriculum. Ultimately,

considering that the goal of education is to provide students with the knowledge and

abilities they need to succeed in all aspects of life, the purpose of this study is to assess

the influence of teachers' application of topic knowledge on students' numeracy skills.

This goal tries to establish a link between successful material application by teachers

and improved student numeracy competency. It can highlight the potential for

instructional innovation and the spread of best practices, both of which can improve the

overall quality of mathematics education.

3
Theoretical Framework

This study is anchored to the following theories.

National Competency-Based Teacher Standards

The NCBTS is defined by the Philippine School Overseas Organization (PSO)

as “An integrated theoretical framework that defines the different dimensions of effective

teaching”. It is the cornerstone for the basis and development of the PPST, which has

developed the only officiated Classroom Observation Tool (COT) for assessing teachers’

levels of competencies. The Philippine National Research Center for Teacher Quality

(RCTQ) COT is a rigorously validated assessment tool in order to provide formal

observers with a framework and uniform basis for assessing instructors’ competency in

every strand of each domain as defined by the DepEd Order No.42 2017, better known

as the Philippine Professional Standard for Teachers (PPST). The first strand of the first

domain ‘Content Knowledge and Pedagogy’, is aptly assigned as the ‘Content

knowledge and its application within and across curriculum areas’, and it aims to realize

the importance of teachers’ mastery of content and its interconnectedness within and

across curriculum areas among with other components. According to the contents of the

COT, a teacher who displays expertise in the first domain along with its strands exhibits

the following characteristics: First, the teacher demonstrates accurate and in-depth

knowledge of all concepts in presenting the lesson. Second, the teacher responds to

learners’ questions in a manner that attempts to be responsive to student developmental

learning needs. Then, the lesson content displays simple coherence, and; lastly, the

teacher makes meaningful connections across curriculum teaching areas. On the other

hand, the RCTQ also clarifies the components of measurement for numeracy as it

defines it to be inclusive of the following: Fundamental Arithmetic Skills, Data

Interpretation, Problem Solving and Decision Making based on Logical Thinking and

4
Reasoning. The RCTQ COT will be the foundational background for identifying the

components of how the independent variable (Teacher’s Level of Application of Content

Within and Across Curriculum) and the dependent variable (Numeracy Skills) can be

formally quantified and measured. It would also form the theoretical basis for defining

most of the key concepts in this study.

Authentic Learning Theory

Authentic learning is about relating what teachers teach to challenges and

problems that arise in the actual world. Conversely, students must actively think about

what they are learning and participate in meaningful activities in order for learning to be

real. It is the antithesis of the passive, teacher-led classroom, when pupils repeat back

what they have heard and seen after memorization. This kind of instruction pushes

students to produce a concrete, valuable, high-quality product or result that they can

share with the world. Its significance is in so much need to be highly appreciated for its

authenticity and sincerity when it comes to connection and communication of teaching

and learning. For instance, ALT on numeracy content will deliver a massive impact on

the learning environment and the classroom, for it promotes true-to-life situation contexts

that will transform instructions about numeracy, connect mathematical concepts in the

students’ real-world experience and make an impression on their learning process,

applying their numeracy skills on-hand. Authenticity includes the personal experiences

and interests in the content, which will reflect the student’s grasp of more meaningful

learning, and deeper understanding; enhancing numeracy skills. ALT shows students

how to think outside the box to maximize their skills in confronting hands-on problems.

ALT’s contribution to students' numeracy through this learning strategy will gradually

increase their interest, as the teacher provides active learning where anyone in the class

has the authority to speak up about their opinions, have active engagement and

5
collaboration, ownership, and choice that make them part of a movement that will boost

up the confidence they have. This theory will be of great use in magnifying students’

level of numeracy throughout the research for setting up an environment where teachers

and learners are in harmony to produce an authentic relationship of teaching-learning in

the classroom.

Components of Numeracy Framework

The components of the numeracy framework is a conceptual model that

silhouettes the vital abilities and skills needed to be able to enumerate. In this

framework, three general main components are identified. First is the Context, which

refers to the situations and purposes in which numeracy is used in components and

categories of numeracy for; Practical purposes, Interpreting Society, Personal

Organization, and knowledge. Second is the Content, which refers to the specific

mathematical knowledge and skills that are needed to be enumerated, containing four

mathematical strands; (1.) Number and operation sense, (2.) Patterns, Functions and

Algebra, (3.) Measurement and shape and (4.) Data, Statistics, and Probability. Lastly,

cognitive and affective refers to the mental processes and attitudes that are needed to

be numerate, showing five processes that identify as Conceptual Understanding,

Adaptive Reasoning, Strategic Competence, Procedural Fluency, and Productive

Disposition. The use of this framework will be a great tool for the researchers to help

further amplify and supplement the necessities of this study. Additionally, the three main

components and each strand and category it possesses will also be put to use to

support the future activities of this study and play a huge part in its entirety.

6
Number Sense Theory

Number sense theory insinuates that learners have an innate, pre-verbal ability

to understand and work with numbers, the basis of all further complex skills in

mathematics. NST suggests that certain cognitive processes related to numbers are

present in early childhood, and are not solely dependent on formal education. The innate

capacity to understand numbers is a real and measurable ability important for

mathematics learning, as number sense forms the foundational role in developing

numeracy. NST outlines the fact that this is developed progressively, but may also be

influenced and addressed through proper active education. More importantly, NST

suggests that the development of number sense, or numeracy in this context, has a

tangible link to academic success. There exists evidence that strong number sense in

early childhood is correlated with success in mathematics, as learners with a solid

foundation found it easier to grasp more complex concepts. This theory is related to this

research as it establishes the grounds for the dependent variable; which directly

evaluates a possible important factor that it interplays with during the process of

instruction. More so, this theory will also be utilized as an assumed background for the

development of the arguments to be made in the study.

7
Conceptual Framework

Figure 1. Conceptual Framework of Independent and Dependent Variables and Output.

In the Figure 1 above, it illustrates the independent and dependent variables with

the output. The researchers foresee a high-level approach and instructions for boosting

students’ numeracy as the desired outcome. Moreover, the Perceived Level of Teachers’

application of Mathematics within and across the curriculum is a major key independent

variable that has a direct impact on the students’ numeracy, the dependent variable, and

thus affects the teachers and students accomplishment of a high-level approach,

instructions and a better learning for numeracy. Furthermore, the independent variable is

under the direct control of the teacher and is also responsible for the alterations and

changes that will happen in the dependent variable. Finally, the High-level Approach and

8
Instructions for Boosting Students’ Numeracy”, the study’s output which is intended for

fortifying the instructional materials, setting a guidance for building numeracy, targeting

the parts most of the students fail in.

Statement of the Problem

Applied applications often receive less emphasis due to ambiguities

surrounding their integration throughout the curriculum. This study investigates the

impact of emphasizing applied applications on numeracy development, aiming to

measure its influence and identify:

1. What is the teacher’s perceived level of content application within and across the

curriculum teaching areas in terms of;

1.1. Response to student inquiry;

1.2. Mastery of curriculum content;

1.3. Instructional alignment to curriculum standards; and

1.4. Cross-curricular integration?

2. What is the numeracy performance of the learners in terms of;

2.1. Fundamental arithmetics;

2.2. Data analysis;

2.3. Problem solving; and

2.4. Logic and reasoning?

3. How significant is the relationship between the perceived level of teachers’

application of Mathematics within and across curriculum teaching areas and the

learners’ numeracy skills?

4. What insights or strategies may be proposed according to the results?

9
Hypothesis

The following null hypothesis will be tested in this study:

There is no significant relationship between the perceived level of teachers’

application of Mathematics within and across curriculum teaching areas and the learners’

numeracy skills.

Scope and Limitations of the Study

This study focuses on the relationship between the level of student numeracy

skills of Grade Eight students from public secondary schools, specifically in Aplaya

National High School Annex, Balibago Integrated High School, and Southville IV

National High School, and the teacher's knowledge and application of content within and

across the curriculum teaching areas. Respondents use a 4-point Likert scale to assess

students' inquiry responses, their mastery of curriculum content, their instructional

alignment to curriculum mastery, and their cross-curricular integration. The results of the

post-test for fundamental arithmetic, data analysis, problem-solving, and logic reasoning

also define the respondents' numerical performance, which is in line with the teacher's

perceived level of content application within and across the curriculum.This study

examines the relationship between students' performance in numeracy skills and

teachers' perceptions of content application within and across the curriculum. The data

will be gathered using survey questionnaires and quiz-type assessment.

The researchers chose to focus only on Grade 8 because of that student's

consistent numeracy proficiency and readiness for international assessments at that

10
age. However, this study will not cover other grade levels in the junior high school as it

aims to determine teacher knowledge within and across the curriculum and students'

numeracy skills in Grade 8 teachers and students of the School Year 2023-2024.

Significance of the Study

Mathematics is frequently regarded as the foundation of scientific and

technological advancement, influencing our world considerably. Examining students'

numeracy levels promptly helps educators discover learning gaps and conduct targeted

interventions, promoting an inclusive learning environment that caters to individual

needs. Furthermore, the study could be of importance to the following:

Teachers

The result of this study will help them come up with or develop their own new

teaching methods and new ways of applying their content knowledge within and across

the curriculum. Teachers who are knowledgeable about numerous strategies might

encourage students to approach challenges in unique manners. The capacity to employ

several tactics enables students to build a toolkit of problem-solving techniques, allowing

them to face obstacles with confidence and flexibility. Teachers can create an inclusive

learning environment that meets the different needs of their students by expanding their

instructional approaches.

11
Student

This study is important to the youth and students who are having difficulties with

Mathematics. Knowing the components that determine students' numeracy levels is

critical for personal and academic growth. Understanding their numeracy strengths and

weaknesses enables students to customize their learning approaches, seek relevant

resources, and concentrate on areas that need work. This self-awareness serves as the

basis for effective learning practices, which contribute to academic success. Early

detection of numeracy issues allows for prompt interventions, preventing students from

falling behind and maintaining a good learning environment.

Future Researchers

The ideas presented might be utilized as baseline information for brand-new

studies or to verify the accuracy of already published research. It can help them make

informed decisions regarding the most effective ways to study their chosen topic.

Understanding the advantages and disadvantages of previous methodologies assists in

the refinement and optimization of research strategies, contributing to the overall

robustness of the current study. This recurrent procedure adds to the cumulative growth

of the understanding of mathematics.

Future Educators

The outcomes of this study have the potential to improve their theoretical

understanding by providing insights on how to depict numerical concepts in ways that

are appealing to students, resulting in a more profound knowledge of mathematical

content. It may also add to the ongoing discussions about numeracy.

12
School

The results may serve as an affiliated literature for improvement that the schools

want to accomplish. In this way, they will have a chance to critically evaluate the current

mathematics curriculum and, if feasible, revise or amend the instructional strategies,

methods, principles, and activities in order to raise and improve students' mathematics

performance. Furthermore, by studying the variables that influence numeracy levels,

schools and educational institutions can distribute resources more effectively. This

entails making investments in specialized teacher training, adding support staff, and

developing tailored programs for students who struggle with numeracy.

School Administrators

The study will assist school administrators in refining curriculum development,

customizing teacher professional development initiatives, and allocating resources

efficiently. By understanding how teachers apply content within and across various

subjects, administrators can enhance assessment methodologies, promote

interdisciplinary cooperation, and ultimately improve student learning outcomes. The

findings of the study offer administrators the opportunity to make informed decisions

aimed at enhancing curriculum coherence, teacher efficacy, and overall student

achievement.

DepEd Santa Rosa

The study’s findings will provide insights as to what and where the quality of

education could improve at a division level. By taking respondents directly from school

13
within Santa Rosa, the Department of Education in this division might get valuable

insights as to further improving teachers’ teaching capabilities and their knowledge

application with the aim to improve students’ mathematical performance in the city of

Santa Rosa.

Policy Makers

This study can provide valuable insights for policymakers in DepEd to make

informed decisions that strengthen the integration of mathematics within and across the

curriculum, enhance teacher practices, and ultimately improve student numeracy skills.

The findings of this research could assist the policymakers in creating methods and

strategies that will focus on increasing the quality of education in the Philippines and

consequently increase our country’s ranking in terms of students’ mathematical

performance.

Definition of Terms

For an improved understanding of the study, the following words are conceptually and/or

operationally defined:

Competency. These are the knowledge, skills, abilities, and behaviors that

contribute to individual and organizational performance. Knowledge is information

developed or learned through experience, study or investigation. (Office of Human

Resources 2017).

14
 Content knowledge. It refers to the body of knowledge—facts, theories, principles,

ideas, and vocabulary—that teachers must master to be effective. Teachers should have

a deep understanding of the subject they teach and the corresponding curriculum. (IIEP

Policy Toolbox, 2022).

Cross-curricular Integration. It is measured by analyzing lesson plans, classroom

observations, and student work samples to identify instances where teachers

intentionally incorporate concepts or skills from multiple subject areas to foster

interdisciplinary connections and deepen students' understanding.

Curriculum Mastery. It is assessed through various measures such as performance

on standardized tests, teacher evaluations, and student self-assessments, focusing on

the depth and breadth of students' understanding and application of the curriculum

content.

Curriculum Teaching Areas. The research aims to explore the degree to which

teachers successfully incorporate curriculum content within their specific subject

domains and across diverse disciplines. It also examines how teachers integrate

Indigenous knowledge systems and practices (IKSPs) with national curriculum

standards, particularly concerning the development of students' numeracy abilities.

Instructional alignment. It refers to the extent to which teachers' lesson plans,

assessments, and instructional strategies correspond to the learning objectives specified

in the curriculum documents and standards.

15
 Knowledge Application Across the Curriculum. It is the extent of how a

teacher is capable of relaying information towards their students in a method not

indicated in the curriculum or the incorporation of knowledge into subjects and/or events

of daily life.

Knowledge Application Within the Curriculum. It pertains to the curriculum

guide for a specific learning area and grade level and includes appropriate

intra-disciplinary topics and learning competencies. Teachers actively apply

subject-specific knowledge in instructional activities, creating important learning

experiences and helping students understand complex concepts while staying within

their subject matter knowledge limits.

Pedagogy Approaches. It is the method and practices of a teacher. It’s how

they approach their teaching style and relates to the different theories they use, how they

give feedback, and the assessments they set. (Learning Journals, 2021).

Real-life applications. It refers to the practical use and relevance of academic

content in everyday situations or in the real world. In the context of your title, it likely

pertains to how teachers apply their knowledge of content within and across the

curriculum in ways that connect to and enhance students' numeracy skills in real-life

scenarios.

Students’ Numeracy Skills. It is evaluated through standardized tests, student

performance assessments, and classroom exercises designed to measure mathematical

understanding, problem-solving abilities, and the application of numerical concepts

within and beyond the curriculum.

16
 Chapter 2

REVIEW OF LITERATURE AND STUDIES

In this key chapter, the researchers go into the deep landscape of mathematical

foundations, studying the rich artwork created by past research, expert insights, and

scholarly discourse. This chapter methodically reveals the interrelated links of knowledge

that support mathematical comprehension as it navigates between the domains of

numerical abstraction and problem-solving paradigms.

Inquiry-based Teaching

The inquiry-based teaching not only enhances student outcomes but also

enriches teachers' perspectives on learning processes (Tal et al., 2019). Additionally,

inquiry-based teaching fosters curiosity and questioning in students, equipping them with

lifelong learning skills (Grand Canyon University, 2022). Furthermore, Saunders-Stewart

et al. (2015) found a significant link between inquiry level and student outcomes in their

study of inquiry-based teaching in Grades 9 to 12. The most inquiry-focused classes

scored highest on learning competencies, personal motivation, and student role,

highlighting the numerous benefits of inquiry-based education. These findings support

the idea that such strategies foster both academic abilities and personal growth in

students, as suggested by social-constructivist theory. Overall, the similarities between

these studies highlight the efficacy of inquiry-based techniques in promoting

comprehensive learning experiences.

17
Mastery of Curriculum Content

Mastery of the content is crucial for effectively sharing knowledge and creating

an engaging learning atmosphere. With a strong command of the subject, teachers can

confidently lead students, respond to their questions, and correct any misunderstandings

that may occur during lessons (Grace College, 2023). In addition, the International

Institute for Educational Planning (IIEP) Policy Toolbox (2022) stated that for teachers to

be effective, they need to grasp content knowledge encompassing facts, theories,

principles, concepts, and terminology, ensuring a comprehensive understanding of both

the subject matter and curriculum. Moreover, teachers will require a thorough

understanding of the subject matter, the teaching approach, and the ability to adapt to

student needs and learning contexts. Thus, education is about more than just teaching

materials; it is also about time management, creating student excitement and motivation,

and modifying teaching methods. To ensure that all students learn and master the topic,

teachers must properly and consistently prepare (Prayitno, H., Rahmad, I. N., Chusna,

C. A., Saryanto, S., and Wiliyanti, V., 2024).

Alignment to Curriculum Standards

The teachers in the Philippines need to strictly adhere to the Department of

Education (DepEd) curriculum for the reason of implementation of Most Essential

Learning Competencies (MELCs) which aims to ensure that students acquire the

necessary competencies and skills for future success, leading to outstanding cognitive,

affective, and psychomotor development among students (Zalun, 2023). Moreover,

alignment between curriculum standards and teachers’ classroom instructional practices

is critical in assessing curriculum implementation effectiveness and students’ learning

(Yang, Y., 2022). In addition, standards are statements that define what all students need

18
to know, understand, and be able to do. Examining the national standards, including

those that relate to gifted education, curriculum alignment models, and ways that schools

can align their curriculum to these standards and differentiate them for gifted and

talented students. Curriculum integrates standards within themes, concepts, or topics in

an orderly progression and uses instructional methods that provide students with

opportunities to show they have learned the content and skills (Johnsen, S. K., 2021).

Cross-curricular Integration

A well-rounded education that equips students for real-world challenges is

crucial, and cross-curricular integration can help achieve this objective. This method

merges previously distinct subjects, such as math and science, making learning more

engaging and helping students discover connections between different fields

(Engineering in Elementary (EiE) Team, 2023). It also saves teachers time by enabling

them to combine lesson plans and benefits students by demonstrating the real-world

relevance of their studies. Additionally, it is vital for teachers to support students in

learning both content knowledge and language in ways that align with their efforts to

integrate various subject areas. Emphasizing language awareness and collaborative

processes enhances teaching effectiveness (Lo and Liang, 2024). Incorporating

knowledge from multiple disciplines reflects teachers' commitment to comprehensive

mastery and cross-curricular integration. This approach highlights the importance of

integrating diverse content to improve student learning, as shown by high efficacy ratings

from teachers (Tai, K.W.H., 2023).

19
Relationship between Fundamental of Mathematics and Problem Solving Skills

The study of Siniguian, M. (2017) stated that the main challenge faced by the

students is the inability to translate problems into mathematical equations and to use

correct mathematics. The study found that many errors occurred during the final step of

verifying the solution, indicating poor mathematical problem-solving skills. Students

struggle with recalling basic math facts, maintaining precision, and handling multi-step

problems. In addition, prior to learning subsequent concepts, students need to grasp a

particular one. A student can easily advance in class if they have a firm grasp of the

fundamentals of mathematics (Top Class Edge Learning, 2022). Moreover, it's crucial to

identify the precise areas in which a student performs well or poorly when assessing

their academic achievement. This enables the teacher to continue promoting growth in

the strong areas while adjusting instruction and providing extra support in the weak

areas (Quick Campus, 2024).

Fundamental Arithmetic in Mathematics Learning

The students struggle with fundamental arithmetic because it requires abstract

reasoning and logical thinking, which some people find difficult. Mathematically

challenged students may struggle to grasp more complicated concepts because they

lack the necessary previous knowledge or have difficulties memorizing vast amounts of

material (Abeysekera, 2024). Along with that, mathematics relies on cumulative learning.

When students don't fully grasp concepts from earlier lessons, they often face

challenges when new concepts build upon those foundations. Understanding each

concept thoroughly is essential as it forms the basis for comprehending and applying

more advanced mathematical ideas in subsequent lessons (Bright Pink Agency, 2019).

Nevertheless, some students may feel like they’ve already understood a topic by

watching the teacher solve and explain the problem, only to find themselves struggling

20
once it’s time to do it on their own. However, if a student gets enough practice, knowing

that they can solve problems and equations even without the teacher showing every

step is a huge boost to their confidence and motivation (Coburn, 2022).

Relationship between Visual Learning and Data Analysis

Visual mathematics facilitates higher-level thinking, enables communication and

helps people see the creativity in mathematics (Visual Math Improves Math Performance

- YouCubed, 2023). Our brains excel at processing visuals, making them a powerful tool

for learning. By creating vivid mental images or using visual aids like analogies,

instructors can connect with students' prior knowledge. This visualization strategy

strengthens understanding and fosters deeper learning (MGH Institute of Health

Professions, 2022). Moreover, mathematics teaching has changed and it's not just

memorizing formulas anymore. Now, students solve problems by thinking logically and

using different strategies. They also need to explain their solutions using words

(Herrmann, 2016).

Relationship between Language and Problem-Solving Skills

Many students encounter challenges in problem-solving due to difficulties in

applying advanced strategies despite grasping basic concepts (Wu et al., 2018).

Furthermore, identifying the root cause of a problem is often the most daunting aspect of

problem-solving (Problem Solving Definition and Methodology | LucidChart Blog, 2019).

Moreover, mathematics and problem-solving go hand in hand, especially since many

mathematical problems are presented in verbal form. To tackle these challenges

effectively, students need strong language skills alongside their mathematical abilities to

solve intricate equations (Academy, 2024). Additionally, an interpretive aspect

investigates whether mathematical writings are monosemic or polysemic, as well as how

21
they are used. These dimensions overlap, emphasizing the intricacy of numerical skill.

Both reading and numeracy have educational ramifications, which should be examined

further (Scott , 2021).

Logical Reasoning in Education

Being able to think logically is a critical skill for junior high school students. Just

like reading and writing, it's a fundamental part of math. Logical reasoning helps reach

conclusions, build mathematical structures, and ensure the math is accurate (Li et al.,

2022). On the other hand, planning and implementing differentiated instruction ensures

that every student learns according to their individual readiness level, while also

requiring teachers to deliver tailored instruction that meets the needs of all students,

thereby ensuring comprehensive learning across the board (Matera and Traver, 2021).

Grafwallner (2022) also stated in her blog that as educators, we recognize and value the

significance of that battle. We have frequently found it difficult to pick up new skills. But

we persisted until we reached our objective since we valued the new knowledge and had

backup in case we didn't succeed. Meanwhile, math majors who study logic find it

enhances their mathematical thinking by providing clarity and reducing confusion. Logic

aids in constructing clear, convincing proofs, thereby improving overall understanding

and proficiency in mathematics (Robert L. Causey: Why Logic Is Important for Computer

Science and Mathematics, 2017).

22
Relationship between Teachers’ Response to Student Inquiry and Students’

Numeracy Skills

The inquiry skills before and after experimental instruction, clearly demonstrate

that the planned approach of Cooperative Inquiry-Based Science Education is effective

in developing these skills. Additionally, a positive correlation coefficient suggests that as

teachers incorporate basic arithmetic skills into their responses to students' inquiries

during lessons in various subjects, students' numeracy skills also tend to

improve.(Ješková et al., 2016). On the other hand, a study by Pedersen & Haavold

(2023) demonstrates that while the majority of these students think that hard work

produces mathematical skills, their opinions about mathematics as a subject only slightly

mirror other important aspects of IBL. However, these findings also show that students

who frequently participate in inquiry-based learning activities in the classroom consider

mathematics as a stimulating and imaginative topic that will prove beneficial to them

down the road. Meanwhile, the findings of a previous study done by Hala and Xhomara

(2022) wherein the use of ANOVA is employed to find the correlation between the use of

IBL pedagogical techniques to problem solving skills. The study supports theoretical and

practical understanding as inquiry based learning is an important variable that supports

the improvement of problem-solving, and conceptual knowledge building.

Furthermore, the study done by Sen, Sonay and Guler (2021) reveals that the

analysis of several student inputs in differing levels of reasoning portrayed improvements

through the integration of IBL-M strategies. IBL-M, as defined by the researchers,

involved an instructional process in which semi structured questions involving real-life

problems are asked to encourage learning. Moreover, numeracy, quantitative literacy,

and quantitative reasoning aren’t much distinct from algebra. This perspective allows for

the development of a quantitative reasoning approach to teaching algebra; an approach

23
that is practical and can be readily implemented in the classroom. Quantitative reasoning

with the students make for a powerful framework for learning algebraic manipulations

(Piercey, n.d.). Meanwhile, in coordinates with the findings of Bhoke (2024) who has also

measured a positive reading. Their study showed that Inquiry-Based Student

Worksheets (IBSW) significantly improve numeracy skills in fifth graders; students using

IBSW (Inquiry-based Student Worksheet) scored much higher (80%) than those using

conventional methods (50%). IBSW worked by encouraging students to actively ask

questions, explore, and discover concepts on their own. With the participation and

leading role of the students, the teachers are given ample opportunity to transfer

knowledge in a manner that best fits the students' cognitive intricacies.

Relationship between Teachers’ Mastery of Curriculum Content and Students’

Numeracy Skills

The teachers' content knowledge in statistics was linked to their students'

learning outcomes in various educational environments. The difference lies in the

specialized knowledge that teachers possess about their subject, a complex combination

of subject matter knowledge, comprehension of student learning, and school context

known as pedagogical content knowledge—as well as in their consistent focus on, in this

case, specialized professional learning. Mastery of content knowledge is not just to know

the subject-matter alone, it has to cover many aspects of what it takes to become an

excellent educator and truly be an expert in the field academically, then truly it would be

a huge aid for students to have a professional teacher (Callingham et al., 2015).

Moreover, the likelihood of arithmetic errors varies for both students and teachers;

teachers need to possess mental knowledge of the material being covered in class in

order to prevent uncertainty. The teachers felt more at ease using an activity-based

24
strategy for instructing students in math. Instead of being passive, it engaged the

students as active players. learners who prioritized doing in order to learn. A positive

correlation aligns with effective pedagogical content knowledge, where teachers who

integrate arithmetic across subjects might be better equipped to strengthen foundational

numeracy skills (Mishra, 2021). In addition, high mathematical content knowledge, which

was measured through a similar test done by this study, has been reflected to benefit the

development of numeracy in a positive manner. Even though math content knowledge

(MCK) wasn't a primary focus of these classes, numeracy operation skills were

reinforced through math activities and problem-solving tasks (Reid M. and Reid S.,

2017).

Apart from that, Pedagogic Content Knowledge (PCK) develops progress/

strategies and how it influences student reasoning; to enhance students' reasoning,

lessons need to be thoughtfully designed. Reasoning skills are not merely a byproduct of

lessons; they are crucial and should be prioritized. However, it appears that teachers

often overlook the importance of fostering students' reasoning abilities (Widodo, 2017).

Moreover, research titled "Relationship between math teacher candidates’ Technological

Pedagogical And Content Knowledge (TPACK) and achievement levels" by Erdogan and

Sahin (2010) provides a positive correlation between content knowledge (CK) and

numeracy. Wijiyanti’s (2021) findings also contradict these readings as they establish a

positive and significant relationship between teacher content knowledge and student

competencies and numeracy. Their tests revealed that whilst content knowledge is

comparatively high, the lackluster performance by students can be accounted for by the

fact that teachers focused on teaching procedures for solving fraction problems rather

than conceptual understanding. Similar findings on the other hand are measured by

Institute of Education Sciences in finding a relationship between teacher content

knowledge and student’s preceding mathematics achievement and numeracy. As a

25
93-hour professional development program was initiated, the findings that arose

recorded a positive increase in the teacher’s mathematical pedagogical content or

content mastery, however there was a lack of increase in their students’ achievement

after the fact. Comparing the test group from the control group, the teacher content

mastery rose by 17 points while student achievement rose merely 6. This translated into

a 23% translation in pedagogical improvement over to student numeracy. While the

professional development program (PD) showed promise in improving certain aspects of

teachers' work and reducing a bit of the errors and imprecisions, it did not translate into

measurable gains in student achievement.

Relationship between Teachers’ Instructional Alignment to Curriculum Standards

and Students’ Numeracy Skills

A teacher's deep understanding of their subject area forms the bedrock, and is

appended by the latter to empower the students’ development of 21st century skills like

critical thinking (Baumert, 2020 and Mulford & Trejo, 2019). Additionally, there are hardly

many lessons in the published curriculum that provide significant possibilities for

students to solve their own difficulties; teachers are rarely given problem-posing-based

lessons that are aligned with their instructional objectives, despite appeals and

suggestions to include problem-posing in the mathematics curriculum (Cai & Hwang,

2022). While previous studies have consistently demonstrated that teachers' self-efficacy

beliefs promote significant teacher level outcomes, such as increased commitment and

job satisfaction, relatively less is known about the dual role that teachers' self-efficacy

beliefs play in their own well-being outcomes and students' achievement-related

outcomes, both directly and indirectly through the caliber of their interactions with kids

(Perera & John, 2020). On the other hand, the study by Crismundo (2023) and Team

(2023) where it is found that only a percent (1%) of adults were able to answer financial

26
literacy questions, of which was linked by the latter to be closely connected to problem

solving skills. Meanwhile, a flexible implementation of curriculum alignment does not

always require strict adherence to teaching objectives, instructional activities, and

classroom assessments. Allowing teachers to change their methods and materials to

better fit the requirements of their students makes educational practices more

responsive and effective (Zhao et al., 2023). Furthermore, many regulations and

programs have acknowledged this issue and developed innovative solutions that have

effectively enhanced learning at size. But the commonalities that characterize these

diverse approaches' success and underpin them are rarely stated clearly. (Hwa et al.,

2020). Moreover, aligning instructional approaches with established quality standards is

crucial for generating a consistent and rigorous learning environment. Teachers can

better support students in acquiring strong numeracy skills by constantly improving these

practices and maintaining high standards, resulting in more significant and long-term

increases in their arithmetic skill (Meng, 2023).

Relationship between Teachers’ Cross-Curricular Integration and Students’

Numeracy Skills

Integration offers a more thorough and realistic approach to teaching and subject

matter. Along with strengthening the capacity to apply the knowledge learned in each

discipline, cross-curricular teaching and learning enhanced by experiential learning also

promotes advanced epistemological beliefs, enhances critical thinking and metacognitive

skills, and stimulates understanding of the relationships between perspectives arising

from different subject areas (Cotič et al., 2021). Moreover, in an age of technology and

information, being able to comprehend and evaluate mathematical data is highly prized.

It is much easier for students to meet the demands of the contemporary global world

when they have a strong foundation in mathematics. By including this ability in curricula

27
for primary education, teachers may make sure that their students are ready to use

data-driven decision-making to their advantage. In many different professional and

personal contexts, this skill set is becoming more and more important (Sitopu et al.,

2024). Furthermore, a study done by Masitoh & Bachri (2017) measures the efficacy of

building problem-solving through a model of integration. Their new model integrates

problem-solving with subjects such as Science and Islamic Values and their findings

suggest that the PBL-PIIS model is statistically significant for improving problem-solving

in mathematics.

On the other hand, there are results done by Dolapcioglu & Doğanay (2020)

where a well-established authentic learning model from 1980 was evaluated in terms of

its capabilities to influence critical thinking and reasoning skills. Authentic learning

focuses on real-world issues and encourages students to explore them actively. This

approach often necessitates cross-curricular integration, as real-world problems rarely fit

neatly into one subject area. In essence, authentic learning leverages connections

between disciplines to create a more meaningful educational experience. Moreover, the

capacity to comprehend and apply numbers in a proper and efficient manner is known as

numeration. Not only in math and science but in many other fields as well, numeracy is

crucial (What Is Numeracy Across the Curriculum, 2021). Nonetheless, there is growing

agreement that teaching numeracy as a fundamental component of all courses is

necessary, meaning numeracy should not be trivialized by this process by being

portrayed as fundamental, but rather as "numeracy across the curriculum", arithmetic or

basic computation abilities; rather, the numeracy skills that are actually required for

studying a student's curriculum subjects must be carefully chosen and developed (Goos

& O’Sullivan, 2022).

28
Synthesis

Inquiry-based teaching is a pedagogical strategy that involves the interaction

between the student and teacher, where the former is encouraged to present their

inquiries as a form of participation through distinct mediums to which the latter responds

with. Inquiry-based teaching is proven to enhance student outcomes through fostering

curiosity and questioning, where a positive correlation with achieving high learning

competencies, academic abilities and personal growth is to be expected. Inquiry-based

teaching is closely synonymous to the teachers' perceived level of response-to-inquiry,

provided a high response-to-inquiry classroom is one that utilizes inquiry-based

teaching. Mastery of curriculum content is the teachers' ability to effectively share

knowledge and create an engaging learning atmosphere; it is their grasp or

comprehension of the subject in the matters of understanding, knowing approaches,

adaptability, and factual and corrective knowledge. High mastery of curriculum content

requires teachers to have an excellent grasp of facts, theories, principles, concepts and

terminologies for the subject matter. Related terms include CK (Content Knowledge),

PCK (Pedagogical Content Knowledge) and MCK (Mathematical Content Knowledge).

Alignment to Curriculum Standards is the characteristic of an instructional T&L

process which measures how well it directs learners to the necessary competencies and

skills for future success (Curriculum standards); standards are integrated in an orderly

progression. Alignment between curriculum standards and classroom practices is critical

in assessing curriculum effectiveness to deliver relevant skills. A well-aligned curriculum

is one that is most concise, efficient and effective. Cross-curricular Integration is yet

another characteristic of the T&L process which measures how well it involves other

external curriculum/ subjects in its accomplishment. A well-rounded education equips

29
students for real-world challenges by merging previously distinct subjects and helping

students discover the interconnectivity of the different fields. The importance of

integrating diverse content to improve student learning has been shown to produce high

efficacy ratings. Related terms include Authentic learning.

The relationship between teachers' response to student inquiry and students'

preceding numeracy skills is a well enough researched phenomena; various approaches

like IBL, IBL-M, IBSW and those from Cooperative Inquiry-based Science Education

have been produced to take advantage of its benefits. IBL has been shown to support

and improve problem-solving and conceptual knowledge building, whilst IBL-M strategies

portrayed improvements in differing levels of reasoning. IBSW or Inquiry-based student

worksheets significantly improved numeracy in fifth graders by a considerable margin of

30%. The relationship between teachers' mastery of curriculum content and students'

numeracy skills is no less researched. It has been recorded for effective pedagogical

content knowledge (PCK) involving arithmetic across subjects to strengthen reasoning

and foundational numeracy skills. On the other hand, there is also evidence that points

towards CK not having much influence over student achievement.

The relationship between teachers' instructional alignment to curriculum

standards and students' numeracy skills has a history with previous research. The

mathematics curriculum rarely gave problem-posing-based lessons that aligned with

instructional objectives, giving further agency and freedom to teachers to change their

methods and materials to better fit requirements of the students made practices much

more responsive and effective in building skills. Teachers can better support students in

acquiring strong numeracy skills by continuously improving practices and maintaining

standards. The relationship between teachers' cross-curricular integration and students'

30
numeracy skills show similar results. Strengthening the capacity to apply the knowledge

learned in each different cross-curricular discipline promotes critical thinking and

metacognitive skills. Previous attempts at cross-integration have shown significant

improvement over students' problem-solving abilities.

Gaps Bridged by the Present Study

After thoroughly analyzing relevant literature and studies, it is clear that there are

significant gaps in understanding the relationship between teachers’ knowledge

application and students’ numeracy skills. There needs to be more study on the

individual impact of each domain within the Philippine Professional Standards for

Teachers (PPST). Recognizing this deficiency, the primary goal of this study is to

address and bridge these gaps using anecdotal and scientific data. This study intends to

contribute to a better understanding of the factors influencing educators' numeracy

proficiency by explaining the relevance of each PPST area. Finally, the findings of this

study have the potential to enlighten and improve educational practices, especially in

teacher training and professional development programs.

31
 Chapter 3

METHODOLOGY

This section of the study approaches the Methods of Research, Population,

Sample Size and Sampling Technique, Description of Respondents, Research

Instrument and the Data Gathering Procedure. There will be central focus on the

objective and empirical procedures on developing a conclusion. Additionally, the

following Statistical Treatment for the gathered data will be discussed, along with the

Potential Ethical Issues encumbering the research.

Methods of Research

This research utilizes a quantitative research approach using correlation design,

which as defined by Bhandari (2021), to investigate the relationships between variables

without the researcher controlling or manipulating any of them. A correlation, similarly,

reflects the strength and/or direction of the relationship between two (or more) variables.

The direction of a correlation can be either positive or negative. Fleetwood (2023),

correlation studies are segregated into three (3) categories, namely, positive

correlational research, negative correlational research, and zero correlational research.

This research conforms to the characteristics of a positive correlational research, defined

as a research method involving two (2) statistically corresponding variables where an

increase or decrease in 1 variable creates a similar change in the other.

This correlational research aims to identify variables that have some sort of

relationship to the extent that a change in one creates some change in the other, in the

case of this study, it is the perceived Level of Knowledge Application within and across

32
curriculums and student numeracy. This study is a positive correlational study because it

specifically aims to measure the relationship between the aforementioned two variables,

whereas the positive influence of the former is measured based on the latter. There will

be a pronounced focus on observing a pattern for how one variable behaves as the

other moves on a lower or higher rating. The terms to be followed in succession of an

accurate measure for the former variable will be the PPST standards, while the latter

variable conforms to the PPST standards and the Components of Numeracy Framework.

Population, Sample Size and Sampling Technique

This study aims to assess the relationship between the level of teacher

understanding and application of knowledge within and across the curriculum and

students' numeracy skills of Grade Eight Mathematics teachers and learners of Aplaya

National High School Annex, Balibago Integrated High School and Southville IV National

High School of the Academic Year 2023-2024. The three schools were chosen because

they are the most populated in the City of Santa Rosa, and their performance has a

significant impact on the division's overall success. The December 2023 enrollment

report for the school showed that there are four (4) math teachers for grade 8 and 965

students in Aplaya National High School Annex, seven (7) math teachers for grade 8

and 1,300 students in Balibago Integrated High School, and four (4) math teachers for

grade 8 and 736 students in Southville IV National High School. The respondents of the

study were selected through a multi-stage sampling process that combines stratified

sampling and simple random sampling techniques. Initially, the population was classified

into distinct subgroups or strata depending on relevant characteristics. Within each

stratum, simple random sampling, as defined by Thomas (2020), is used to select a

random sample of units. This assures that every individual or element in the population

33
has an equal chance of being chosen, lowering selection bias. Furthermore,

randomization within each stratum aids in correcting for unobserved variables that could

affect the outcomes by capturing variability within each categorization. However, before

using the sampling technique, the researchers calculated the sample size using the

following formula:

where:

n = total number of samples

N = total population of enrolled Grade 8 students in Aplaya National High School

Annex, Southville IV National High School, and Balibago Integrated High School

e = margin of error

Applying the Slovin’s formula with 5% margin of error, a sample of 28 teachers

and 334 learners should be obtained from the combined population of 30 Grade 8

Mathematics teachers and 2,015 Grade 8 learners from three schools. Furthermore, to

properly allocate this sample, the researchers used the formula:

where:

n2 = number of respondents per school

Nh = total number of Grade 8 learners or Grade 8 Mathematics teachers per

school

N = combined population of Grade 8 learners or Grade 8 Mathematics teachers

from the three schools

34
 n = sample size

Table 1

Distribution of Respondents per School

School Name Total Number of Total Number of

Number of Respondents Number of Respondents
Teachers Students

Aplaya National High 4 4 965 115

School Annex 1 (APEX)

Balibago Integrated High 7 7 1,300 154

School

Southville IV National 4 4 736 87

High School

Total 15 15 3,001 356

Description of Respondents

This study would like to investigate how teachers apply knowledge of content

within and across the curriculum and assess students' numeracy skills. The respondents

in this study consisted of eighth-grade students, chosen for their consistent numeracy

proficiency and readiness for international assessments at this grade level. Numeracy is

recognized as the responsibility of all teachers in the mathematics education community

(Gorman, n.d.).

Furthermore, the respondents are officially enrolled in the general quarter of the

academic year 2023-2024 at Aplaya National High School Annex (APEX), Balibago

Integrated High School and Southville IV National High School in Santa Rosa Laguna.

35
They are the primary data source for this study, focusing on teachers' application of

content knowledge and students' numeracy skills. The respondents utilized a 4-point

Likert scale to evaluate students' inquiry responses, mastery of curriculum content,

instructional alignment to curriculum mastery, and cross-curricular integration.

Research Instrument

The researchers made a combination of both 4-point Likert Scale surveys for the

Perceived Level of Teachers’ Knowledge Application Within and Across Curriculum and

a series of quizzes for the components of Students’ Numeracy. Pearson R Correlation

Coefficient will be utilized as a statistical tool for measuring the relationship between the

results of these two variables. This process is developed by the researchers and is

subjected to content validation from the research advisers, educators in the field of

Education and Mathematics, and a Grammarian.

The 4-point Likert Scale surveys comprise four sub-components, namely:

Response to student inquiry, Mastery of curriculum content, Instructional alignment to

curriculum standards, Cross-curricular integration. The respondent instructors are tasked

to assess their perceived performance on each respective component in order to

accurately and formally evaluate their knowledge application according to the standards

of the RCTQ Classroom Observation Tool as validated by PPST. The quizzes used to

assess Students’ Numeracy are evaluated through four components highlighted by the

PPST. Respondents students are assigned to comply with 5-items for each component

totalling to 20-item quiz. Lastly, the statistical treatment of Pearson R Correlation

36
Coefficient will be used in order to precisely measure the corresponding relationship

using the results for the aforementioned tests.

The following verbal descriptions and interpretations are provided for its respective

score/rating to determine the level of content application:

Table 2

Level of Teachers Application of Knowledge on the Likert Scale

Rating Range Categorical Verbal Verbal

Response Interpretation Description

High Level of
1 [3.26 - 4.00] Strongly Agree Very High Efficacy

Average Level
2 [2.51 - 3.25] Agree Good of
Efficacy

Low Level of
3 [1.76 - 2.50] Disagree Poor Efficacy

Substandard
4 [1.00 - 1.75] Strongly Very Low Level of
Disagree Efficacy

Note: The numerical ratings assigned to each of the options in every item has an

equivalent value directly tied to it. The more the answer leans towards Strongly Agree,

the better numerical rating it represents, the higher it will be interpreted. These values

will be treated statistically in order to roughly translate professional performance into the

levels as cited by the RCTQ COT, ranging from the lowest to highest (1 to 9).

37
 Furthermore, the following verbal descriptions and interpretations are provided

for its respective score/rating to determine the students’ numeracy

Table 3

Students’ Numeracy’s Performance on the Assessment Exams Per Numeracy

Component

Examination Scores Verbal Interpretation

[4 - 5] Excellent

[2 - 3] Average

[0 - 1] Poor

Note: The examination scores of the students refer to their numeracy as the

examination specifically targets components of numeracy. This is measured with

reference to the highest attainable score in the exam per component , which is 5, and is

represented according to the verbal interpretation indicated. This will be utilized in

representing the dependent variable for the third SOP.

38
Data Gathering Procedure

The researchers executed four stages in gathering the data needed to prove the

relationship of the research paper’s variables:

Upon the approval of the research instrument, the researchers will begin the first

stage of the data gathering procedure, which involves formally writing a letter of consent

for the School Heads of the following schools: Aplaya National High School Annex,

Balibago Integrated High School and Southville IV National High School. This letter aims

to request permission to conduct surveys with the teachers and distribute questionnaires

for the students to answer.

In the second stage, the researchers distributed the survey questionnaires to

each Grade Eight math teacher and their students. The only hindrance that the

researchers perceive in gathering data is the availability of said teachers and students

without disrupting their study as much as possible. This can be solved through proper

communication with the school head, the math teachers and the student’s

representatives. From there on, the students will receive a series of quizzes to measure

their numeracy skills, and the math teachers will answer a 4-point Likert Scale survey.

The third stage involved the retrieval of all the data gathered. Responses from

the math teachers will be retrieved immediately as soon as the survey finishes while the

retrieval of the students’ responses will be gathered after answering the given quizzes

within the permitted time requested. Moreover, all retrieved data are transferred to

Microsoft Excel and Jamovi for statistical treatment.

39
 At last, the tabulated data was statistically treated, arriving with precise and

correct interpretations. These results will be interpreted with clear rubrics in order to

derive proper conclusions for each relevant SOPs. Results from the treated data are also

used to identify areas of weakness and implement focused interventions to overcome

these knowledge gaps for future grade 8 students and math teachers.

Statistical Treatment

The collected data will be tabulated, processed and treated through a series of

formulas in accordance to the succession of the correlational study. Several statistical

tools will be utilized in accomplishment of this task. The tools are as follows;

Frequency refers to how many times a given value or category appears in a set

of data. It is beneficial for data presentation because it offers a clear visual

representation of value distribution, making it easier to recognize patterns, trends, and

anomalies.

Weighted Mean is the statistical process of taking an arithmetic mean with a

special regard to other variables. Each factor is given their individual weight, where

those with more weight contribute more towards the resulting mean compared to others.

This is done in order to extract a mean that more accurately represents its raw data after

consideration of various other factors. This will be utilized in representing the level of

perceived content knowledge application and numeracy according to their respective

results.

40
 The Pearson R Correlation Coefficient, denoted as r, measures the strength

and direction of a linear relationship between two continuous variables. It ranges from -1

to 1, with 1 indicating a perfect positive linear relationship, -1 indicating a perfect

negative linear relationship, and 0 indicating no linear relationship. This will be utilized in

order to assess the relationship between the independent and dependent variable, in

accomplishment of the SOP 3.

Potential Ethical Issues

Consents and agreements for gathering data

The study will ensure that participants are not forced to partake in the given

survey. All data accumulated from them will be acquired through their own choices and

voluntary participation in the activity. Furthermore, participants will be informed

beforehand of the research study's contents and methods, which will be clearly

explained for their understanding before they provide consent. A consent form will

present information about the researchers, contacts, purpose, benefits, risks, a concise

description of the study, and the participants' right to withdraw at any time without

consequences or penalty. This form will confirm the subject's willingness to engage in

the study.

High regard for confidentiality and anonymity

The information section of the informed consent form will explicitly state that

anonymity is guaranteed. Researchers will respect the identities of participants by not

collecting any information that could reveal them, including names, addresses, email

addresses, or any other identifying details. Research data will be anonymized, making it

impossible to track back to any individual participant, thereby minimizing potential harm.

41
Additionally, confidentiality measures will be implemented to further protect participants'

privacy. Data will be secured, and only authorized personnel will have access to it,

mitigating the risk of unauthorized disclosure. While absolute confidentiality cannot be

guaranteed in all situations, potential harm will be reduced to the absolute minimum.

Fair treatment towards participants and avoiding bias and discrimination

The principle of fair treatment in research ethics will continue to emphasize the

need to eliminate biases and discrimination throughout the research process.

Researchers will strive to ensure that all participants are treated equitably, regardless of

demographic characteristics. Selection criteria and assessment procedures will be

designed and implemented with transparency and a focus on eliminating bias. This

commitment to fair treatment will extend to the analysis and reporting of results, where

researchers will avoid favoring specific groups or presenting information in a way that

could perpetuate stereotypes or inequities. By maintaining fairness, the study's integrity

will be protected, trust among participants will be fostered, and the ethical responsibility

to conduct research that respects the dignity and rights of all individuals involved will be

upheld.

Transparency and ensuring the participants understood the purpose of the

research

It is crucial to make sure that participants in a study fully understand the purpose

and importance of each multidisciplinary questionnaire before adding them to the study.

Openness is essential for communicating the wide range of the study and explaining the

reasoning behind collecting various types of data. This means encouraging participant

understanding and participation by clearly outlining each questionnaire's contribution to

the overall goals of the study. Through transparency in the use of interdisciplinary

42
questionnaires, researchers protect ethical norms and improve the quality of the data

collected by providing participants with informed consent and opportunities to participate

in the study's many facets.

43
 Chapter 4

Results and Discussion

This chapter presents an in-depth analysis of the statistical data relevant to the study's

goals, including a full examination of the developments and patterns discovered through

systematic gathering of data. It includes a thorough analysis and interpretation of the

findings, with the goal of explaining the data's implications and importance in relation to the

study's goals.

1. The Teacher’s Perceived Level of Content Application Within and Across the

Curriculum Teaching Areas in terms of Response to Student Inquiry, Mastery of

Curriculum Content, Instructional Alignment to Curriculum Standards, and

Cross Curricular Integration.

The researchers calculated the mean scores for each individual indicator to assess

the perceived level of content application of teachers within and across curriculum teaching

areas. These results were then carefully analyzed using a 4-point Likert scale, resulting in a

more comprehensive picture of teachers' performance and integration of content.

Table 1 shows the teachers’ perceived level of content application within and across

the curriculum teaching areas in terms of response to student inquiry.

44
 Table 1
The Teachers’ Perceived Level of Content Application Within and Across the
Curriculum Teaching Areas in terms of Response to Student Inquiry

Statement Mean Standard Verbal Verbal

Deviation Interpretation Description

1. I am very spontaneous when answering High Level of

students' inquiries. 3.73 0.44 Very High Efficacy

2. The answers I provide are consistent with High Level of

the complex synthesis of the basic ideas 3.73 0.44 Very High Efficacy
presented.

3. I am consistent with providing my High Level of

students feedback for their engagement 3.73 0.44 Very High Efficacy
and outputs.

4. My inquiry responses are both sufficient, 3.67 0.47 High Level of

brief, and concise. Very High Efficacy

5. My inquiry response includes both 3.53 0.50 High Level of

student-sourced ideas and concept Very High Efficacy
building.

High Level of
Overall Weighted Mean 3.68 0.46 Very High Efficacy

The teachers’ perceived level of content application within and across the curriculum

teaching areas in terms of response to student inquiry have the weighted mean of 3.68 with

a standard deviation of 0.46 indicates a very high level of perceived efficacy in responding to

student inquiries, showing their commitment to effective teaching practices. They rate their

spontaneity very highly, with a mean score of 3.73 and a standard deviation of 0.44, showing

45
confidence and adaptability in real-time responses. Similarly, they believe they are effective

at synthesizing basic ideas into complex answers while maintaining the same mean and

standard deviation. Teachers also emphasize the importance of regular feedback on student

engagement and outputs that match previous scores. In terms of response sufficiency and

conciseness, they maintain a strong mean of 3.67 with a slightly higher standard deviation of

0.47, reflecting effective communication skills. They also include student-generated ideas

into their solutions, with a mean of 3.53 and a standard deviation of 0.50, demonstrating a

collaborative approach.

The highest mean score of 3.73 through many statements indicates that teachers

believe they are highly effective in several key areas, especially spontaneity, complex idea

synthesis, and providing consistent feedback. This implies a high level of confidence in their

ability to interact with students in a dynamic and helpful manner, ensuring that their

responses are both immediate and comprehensive. This high level of efficacy demonstrates

a significant commitment to establishing an engaged and responsive classroom environment

that makes teachers feel capable of addressing student needs promptly and efficiently.

Moreover, the teachers participating in collaborative, inquiry-based learning

experiences develop a deeper understanding of inquiry, recognizing the importance of

collaboration and diverse learning environments. This supports the idea that inquiry-based

teaching not only enhances student outcomes but also enriches teachers' perspectives on

learning processes (Tal et al., 2019). Additionally, inquiry-based teaching fosters curiosity

and questioning in students, equipping them with lifelong learning skills (Grand Canyon

University, 2022). Furthermore, Saunders-Stewart et al. (2015) found a significant link

between inquiry level and student outcomes in their study of inquiry-based teaching in

Grades 9 to 12. The most inquiry-focused classes scored highest on learning competencies,

personal motivation, and student role, highlighting the numerous benefits of inquiry-based

46
 education. These findings support the idea that such strategies foster both academic abilities

and personal growth in students, as suggested by social-constructivist theory. Overall, the

similarities between these studies highlight the efficacy of inquiry-based techniques in

promoting comprehensive learning experiences.

For Table 2, it displays the teachers’ perceived level of content application within and

across the curriculum teaching areas in terms of mastery of curriculum content.

Table 2
The Teachers’ Perceived Level of Content Application Within and Across the
Curriculum Teaching Areas in terms of Mastery of Curriculum Content

Statement Mean Standard Verbal Verbal Description

Deviation Interpretation

1. I offer a variety of alternative

perspectives in interpreting complex 3.73 0.44 Very High High Level of
content. Efficacy

2. I have sufficient prior knowledge in

teaching the curriculum content. 3.73 0.44 Very High High Level of
Efficacy

3. My discussions include deeper

applications of the same content for Very High High Level of
3.47 0.50
deeper learning. Efficacy

4. My discussions consist of deep,

engaging and clear articulation of 3.53 0.50 Very High High Level of
content. Efficacy

5. I have complete mastery over the Very High High Level of

subject matter in the curriculum 3.73 0.44 Efficacy
content I am in charge of.

High Level of
Overall Weighted Mean 3.64 0.46 Very High Efficacy

47
 The teachers' perceived level of content application within and across the

curriculum teaching areas in terms of mastery of curriculum content have total weighted

mean of 3.64 reflects this strong sense of proficiency, with all areas demonstrating a high

degree of efficacy, reinforcing their commitment to deepening the learning of students within

and across the curriculum. The highest mean score of 3.73, as shown in Table 2, indicates

that teachers are highly effective in several areas, such as a variety of alternative

perspectives in interpreting complex content, sufficient prior knowledge in teaching the

curriculum content, and complete mastery of the subject matter in the curriculum content.

This level of competence enables teachers to develop more applicable and complete

learning experiences for their students. Teachers may provide content in ways that

encourage critical thinking and deeper knowledge, resulting in a better educational

environment in which students are able to understand complicated concepts effectively.

As researchers, we interpret this as indicating that teachers are confident in their

mastery of the curriculum content and their capability to effectively explain this information to

their students. This confidence is demonstrated by their valuable prior knowledge and ability

to engage in in-depth discussions that apply curriculum content in meaningful and elaborate

manners. Moreover, exceptional teachers need to have a thorough understanding of the

subjects they teach. Mastery of the content is crucial for effectively sharing knowledge and

creating an engaging learning atmosphere. With a strong command of the subject, teachers

can confidently lead students, respond to their questions, and correct any

misunderstandings that may occur during lessons (Grace College, 2023). In addition, the

International Institute for Educational Planning (IIEP) Policy Toolbox (2022) stated that for

teachers to be effective, they need to grasp content knowledge encompassing facts,

theories, principles, concepts, and terminology, ensuring a comprehensive understanding of

both the subject matter and curriculum. Furthermore, a balance between academic

48
standards and the diversity of students' intellectuality needs to be considered in order to

create holistic and contextual learning. Teachers will require a thorough understanding of the

subject matter, the teaching approach, and the ability to adapt to student needs and learning

contexts. Thus, education is about more than just teaching materials; it is also about time

management, creating student excitement and motivation, and modifying teaching methods.

To ensure that all students learn and master the topic, teachers must properly and

consistently prepare (Prayitno, H., Rahmad, I. N., Chusna, C. A., Saryanto, S., and Wiliyanti,

V., 2024).

Following it is Table 3 which exhibits the teacher’s perceived level of content

application within and across the curriculum teaching areas in terms of alignment to
curriculum standards.

49
 Table 3
The Teachers’ Perceived Level of Content Application Within and Across the
Curriculum Teaching Areas in terms of Alignment to Curriculum Standards

Statement Mean Standard Verbal Verbal

Deviation Interpretation Description

1. My assessments specifically target the

competencies of the curriculum. 3.73 0.44 Very High High Level of
Efficacy

2. I have absolute commitment to 3.67 0.47 Very High High Level of

developing skills relevant to the Efficacy
curriculum.

3. My discussions include hands-on 3.53 0.50 High Level of

activities directly reflecting the course Very High Efficacy
objectives.

4. My guidance and mentorship adheres to

the objectives included in the content Very High High Level of
standards. 3.73 0.44 Efficacy

5. The goals of my discussion perfectly 3.93 0.25 Very High High Level of
align with the curriculum standards. Efficacy

Overall Weighted Mean 3.72 0.42 Very High High Level of

Efficacy

The teachers’ perceived level of content application within and across the

curriculum teaching areas in terms of alignment to curriculum standards have a weighted

mean of 3.72 and a standard deviation of 0.42, teachers perceive their content application as

very highly aligned with curriculum standards, demonstrating high efficacy in their teaching

50
practices. Teachers believe that their assessments effectively target curriculum

competencies, with a mean score of 3.73 and a standard deviation of 0.44, suggesting a

very high level of efficacy. They also demonstrate an important commitment to skill

development relevant to the curriculum with a mean score of 3.67 and standard deviation of

0.47. Teachers also use hands-on activities that reflect course objectives, with a mean score

of 3.53 and a standard deviation of 0.50. The instruction they provide aligns with content

standards, it is evident in mean of 3.73 and standard deviation of 0.44. Furthermore, they

believe their discussion aims are aligned with curricular standards, as indicated by a mean

score of 3.93 and a standard deviation of 0.25.

The highest score in the list is 3.93, which corresponds to the statement about the

alignment of discussion goals with curriculum standards. This shows that teachers believe

their talks are highly effective in achieving the curriculum's objectives, indicating a high level

of alignment and commitment to ensuring that their methods for teaching directly support the

desired educational outcomes. The low standard deviation of 0.25 suggests that teachers

agree on the importance and effectiveness of aligning discussions with curriculum

standards. It indicates that the teachers align their lessons and activities to the curriculum

standard, the researchers noticed how confident the teachers were in terms of their lesson

plans, objectives, activities and assessments align to the given curriculum standards and led

to the interpretation that the teachers must be following a protocol that encourage them to

stay within the curriculum guide. Also, the teachers in the Philippines need to strictly adhere

to the Department of Education (DepEd) curriculum for the reason of implementation of Most

Essential Learning Competencies (MELCs) which aims to ensure that students acquire the

necessary competencies and skills for future success, leading to outstanding cognitive,

affective, and psychomotor development among students (Zalun, 2023).

51
 Moreover, alignment between curriculum standards and teachers’ classroom

instructional practices is critical in assessing curriculum implementation effectiveness and

students’ learning (Yang, Y., 2022). In addition, standards are statements that define what all

students need to know, understand, and be able to do. Examining the national standards,

including those that relate to gifted education, curriculum alignment models, and ways that

schools can align their curriculum to these standards and differentiate them for gifted and

talented students. Curriculum integrates standards within themes, concepts, or topics in an

orderly progression and uses instructional methods that provide students with opportunities

to show they have learned the content and skills (Johnsen, S. K., 2021).

Moving forward, Table 4 indicates the teachers’ perceived level of content application

within and across the curriculum teaching areas in terms of cross-curriculum integrations.

52
 Table 4
The Teachers’ Perceived Level of Content Application Within and Across the
Curriculum Teaching Areas in terms of Cross Curricular Integrations

Statement Mean Standard Verbal Verbal Description

Deviation Interpretation

1. I always ensure that my daily lessons

prioritize real-world application to Very High High Level of
3.53 0.50
distinct domains. Efficacy

2. In any ways, I make an effort to 3.47 0.50

integrate content from other domains Very High High Level of
and curriculums into each lesson. Efficacy

3. I give importance in making lessons

with contents from various domains for High Level of
holistic mastery among students. 3.33 0.47 Very High Efficacy

4. I balance integrating external content

with the core curriculum skills in my High Level of
daily teaching approach. 3.53 0.50 Very High Efficacy

5. My ultimate goal behind my strategy is

to develop holistic mastery for students Very High High Level of
3.80 0.40
through diverse lesson integration. Efficacy

Overall Weighted Mean 3.53 0.47 Very High High Level of

Efficacy

As displayed in Table 4, The teachers’ perceived level of content application

within and across the curriculum teaching areas in terms of cross-curricular integrations

have weighted mean of 3.53 and a standard deviation of 0.47, teachers believe they are very

effective at integrating cross-curricular content into their teaching methods. Furthermore,

53
teachers consistently prioritize real-world applications in their everyday lessons, scoring 3.53

with a standard deviation of 0.50, indicating a high level of efficacy. They also make an effort

to integrate knowledge from other domains and curriculums, as seen by a mean score of

3.47 and a standard deviation of 0.50. Teachers score 3.33 with a standard deviation of 0.47,

emphasizing holistic mastery by incorporating knowledge from various domains. Balancing

external content integration and core curriculum skills is also an important concern, with a

mean of 3.53 and a standard deviation of 0.50. Their ultimate goal is to promote holistic

mastery through various lesson integrations, as shown by a mean score of 3.80 and a

standard deviation of 0.40. Overall, with a weighted mean of 3.53 and a standard deviation

of 0.47, teachers believe they are very effective at integrating cross-curricular content into

their teaching methods.

The highest score on the list is 3.80, which represents cross-curricular integration. It

implies that teachers think that their strategies are very effective in this area. The ultimate

purpose of their technique is to help students achieve holistic mastery through different

lesson integrations. The low standard deviation of 0.40 indicates that teachers agree on the

effectiveness of their strategies. This consistency demonstrates a shared commitment to

employing a variety of topics and ways to foster a thorough understanding, which benefits

students by providing them with a well-rounded education.

These indicate that teachers not only support a holistic approach to teaching,

incorporating knowledge from various domains into their lessons, but they also prioritize

incorporating cross-curricular content, balancing external information with core skills, and

using various lesson integration techniques to provide students with a well-rounded

educational experience. As researchers, we interpret this as teachers being motivated to

apply their skills to teach mathematics real-life scenarios and integrate it into other topics

that their students also study because of the multiple advantages that cross-curricular

54
integration teaching provides. Moreover, a well-rounded education that prepares students for

the real world is key, and cross-curricular integration may help in achieving that goal. It

integrates previously separate disciplines, such as math and science, making learning more

exciting and allowing students to find the connections between different fields (Engineering

in Elementary (EiE) Team, 2023). This approach saves teachers time by allowing them to

integrate lesson ideas, and it benefits students by showing them the real-world application of

what they are learning.

In addition, it is crucial for teachers to help students learn both content knowledge

and language in a way that aligns with their efforts to integrate content from various

domains. Emphasizing language awareness and collaborative processes is essential for

enhancing pedagogical effectiveness (Lo and Liang, 2024). Likewise, breaking down

disciplinary boundaries by incorporating knowledge from multiple subjects reflects teachers'

dedication to comprehensive mastery and cross-curricular integration. This approach

underscores the importance of diverse content integration for improving student learning, as

evidenced by the teachers' high efficacy ratings (Tai, K.W.H., 2023).

2. The Numeracy Performance of the Learners in terms of Fundamental

Arithmetic, Data Analysis, Problem Solving, and Logic and Reasoning.

The researchers used the questionnaire quiz-type in order to determine the frequency

and percentage of scores for each numeracy domain and evaluate the students’

performance. Following that, they calculated the mean scores for each individual criterion to

assess students' numeracy ability. These findings were thoroughly investigated across

various numeracy components, allowing for a detailed and thorough evaluation of each

aspect. This method gave an in-depth analysis of the students' overall level of numeracy,

55
 revealing strengths and areas for improvement across multiple areas of mathematical

competence.

Table 5 presents the item analysis of the student respondents numeracy test and the

corresponding percentage for each item.

Table 5
Item Analysis of the Student Respondents Numeracy Test

No. of Student
Respondents 356

Item Number Correct Response Percentage Wrong Response Percentage

1 166 47% 190 53%

2 172 48% 184 52%

3 118 33% 238 67%

4 105 29% 251 71%

5 98 28% 258 72%

6 242 68% 114 32%

7 197 55% 159 45%

8 305 86% 51 14%

9 179 50% 177 50%

10 179 50% 177 50%

11 68 19% 288 81%

12 95 27% 261 73%

13 57 16% 299 84%

14 100 28% 256 72%

15 185 52% 171 48%

16 155 44% 201 56%

17 138 39% 218 61%

18 72 20% 284 80%

19 43 12% 313 88%

20 97 27% 259 73%

56
 Table 5 provides a detailed breakdown of the number of correct and incorrect

responses for each test item from the student respondents. Additionally, it presents these

numbers as percentages relative to the entire population of 356 students, offering a clear

view of overall performance and item-level analysis. The test was divided into four parts with

5 items designated for each part, namely items 1 to 5 for Fundamental Arithmetic, items 6 to

10 for Data Analysis, items 11 to 15 for Problem Solving and items 16 to 20 for Logic and

Reasoning. Three items of the highest percentage of correct responses were item 8 (86%),

item 6 (68%), and item 7 (55%), in which these items can all be found on the Data Analysis

part of the test.. On the other hand, the three items with the lowest percentage of correct

responses were item 19 (12%), item 13 (16%) and item 11 (19%), in which these items can

be found in the Logic and Reasoning and Problem-Solving part of the test.

By analyzing the given questionnaires, the students were able to obtain mixed

remarks across the test due to the noticeable difference in percentage. After comparing the

data from Table 5 and the test given to the students, the researchers found out that students

performed poorly on Fundamental Arithmetic and Logic and Reasoning while performed

remarkably well on Data Analysis while gave a mixed of poor and decent performance for

Problem-Solving questions that led to the assumption that students were having a hard time

solving math questions on the spot, especially if said questions requires initial knowledge of

the areas that were being tested and are questions that require them to write equations

hands-on. Siniguian, M. (2017) further supports this as he stated in his paper that the main

challenge faced by the students is the inability to translate problems into mathematical

equations and to use correct mathematics. The study found that many errors occurred

during the final step of verifying the solution, indicating poor mathematical problem-solving

skills. Students struggle with recalling basic math facts, maintaining precision, and handling

57
multi-step problems. The most prevalent issue is a lack of comprehension of the

fundamental ideas. Learning mathematics requires phased instruction and sequential

learning. Prior to learning subsequent concepts, students need to grasp a particular one. A

student can easily advance in class if they have a firm grasp of the fundamentals of

mathematics (Top Class Edge Learning, 2022).

Additionally, the researchers also observed that items with the lowest correct

responses involved the use of basic mathematical principles and a bit of creativity while

items with the highest responses were those that involved large visuals and a selection of

statements to which they decide which best describe the given visuals. This led to the idea

that even though students mostly lack creativity and comprehension of the math questions

given to them, they are still good visual observers and have a great sense of vocabulary

towards what they have observed. This is important since a teacher needs to have the

capacity to match their students’ learning style and strength in the hopes of properly

imparting knowledge to the students. When evaluating academic performance, it’s important

to identify the specific subjects where the student excels or struggles. This allows the

teacher to tailor instruction and offer additional support in the weak areas while continuing to

foster growth in the strong areas. It's critical to identify the precise areas in which a student

performs well or poorly when assessing their academic achievement. This enables the

teacher to continue promoting growth in the strong areas while adjusting instruction and

providing extra support in the weak areas (Quick Campus, 2024).

As per table 6, it contains the numeracy performance of the learners in terms of

fundamental arithmetic.

58
 Table 6
The Numeracy Performance of the Learners in terms of Fundamental Arithmetic

FUNDAMENTAL ARITHMETIC

Score Frequency Percentage

0 51 14%

1 112 31%

2 94 26%

3 50 14%

4 42 12%

5 7 2%

Mean 1.83

SD 1.28

Table 6 indicates the numeracy performance of the learners in terms of fundamental

arithmetic. The table is divided into multiple parts containing the possible scores of the given

test regarding students’ numeracy in terms of fundamental arithmetic, the frequency or the

amount of students who obtained said scores, and the percentage of the frequency in

relation to 356, the total number of student respondents. Table 6 suggest that the score with

the highest frequency is score 1 with the percentage of 0.31 or 31%, followed by score 2

with the percentage of 0.26 or 26%, scores 0 and 3 with 0.14 or 14% each, score 4 with 0.12

or 12% and score 5 or perfect score with 0.02 or 2%. This indicates that 28% of the student

respondents or 99 out of 356 students manage to achieve a score with more than half of the

given fundamental arithmetic questions. Conversely, 71% of the student respondents or 257

out of 356 students achieve a score with less than half of the given fundamental arithmetic

questions.

59
 This table shows that more than half of the students performed poorly for the

fundamental arithmetic tests, together with the further inspection of the given questions

which consist of mostly PEMDAS, Basic Algebra, and addition of fractions. The researchers

interpret this as a sign of lack of knowledge of fundamental mathematics thought at the

elementary level and previous grade level which greatly affects the ability of the students to

effectively comprehend and solve fundamental arithmetic math problems. The students

struggle with fundamental arithmetic because it requires abstract reasoning and logical

thinking, which some people find difficult (Abeysekera, 2024). Mathematically challenged

students may struggle to grasp more complicated concepts because they lack the necessary

previous knowledge or have difficulties memorizing vast amounts of material. Some students

may fail to understand the concepts, while others may lack the mathematical skills required

to perform the calculations. Another online article supports this claim in which Bright Pink

Agency (2019) believes that mathematics relies on cumulative learning. When students don't

fully grasp concepts from earlier lessons, they often face challenges when new concepts

build upon those foundations. Understanding each concept thoroughly is essential as it

forms the basis for comprehending and applying more advanced mathematical ideas in

subsequent lessons.

Lastly, another way to explain the low percentage of correct responses for the

Fundamental Arithmetic part of the test is that students could have the knowledge of

fundamental operation but the lack of practice which affects their capability to effectively

answer math questions given to them on the spot. The more practice the student has, the

more confidence they will have when answering any math question. As Coburn (2022)

stated, some students may feel like they’ve already understood a topic by watching the

teacher solve and explain the problem, only to find themselves struggling once it’s time to do

60
 it on their own. However, if a student gets enough practice, knowing that they can solve

problems and equations even without the teacher showing every step is a huge boost to

their confidence and motivation.

On the other hand, table 7 presents the numeracy performance of the learners in

terms of data analysis.

Table 7
The Numeracy Performance of the Learners in terms of Data Analysis

DATA ANALYSIS

Score Frequency Percentage

0 11 3%

1 42 12%

2 75 21%

3 81 23%

4 78 22%

5 69 19%

Mean 3.07

SD 1.39

Table 7 indicates The Numeracy Performance of the Learners in terms of Data

Analysis. The table is divided into multiple parts containing the possible scores of the given

test regarding students’ numeracy in terms of data analysis, the frequency or the amount of

students who obtained said scores, and the percentage of the frequency in relation to 356,

the total number of student respondents. Table 7 suggests that the score with the highest

frequency is score 3 with the percentage of 0.23 or 23%, followed by score 4 with the

percentage of 0.22 or 22%, scores 2 with 0.21 or 21%, score 5 or perfect score with 0.19 or

19%, and score 0 with 0.03 or 3%. This indicates that 64% of the student respondents or

61
228 out of 356 students manage to achieve a score with more than half of the given data

analysis questions. On the other hand, 36% of the student respondents or 128 out of 356

students achieve a score with less than half of the given data analysis questions.

This table shows the promising performance of the students in the aspect of data

analysis with more than half of the students performing decently. Comparing the given

questions of the data analysis test to the previous questions of fundamental arithmetic, the

researchers noticed that students appear to perform better at mathematical problems that

include visual images, something that is commonly present at data analysis questions. This

observation has been supported by an online study which states that pictures help students

see mathematical ideas, which aids understanding. Visual mathematics also facilitates

higher-level thinking, enables communication and helps people see the creativity in

mathematics (Visual Math Improves Math Performance - YouCubed, 2023). Our brains excel

at processing visuals, making them a powerful tool for learning. By creating vivid mental

images or using visual aids like analogies, instructors can connect with students' prior

knowledge. This visualization strategy strengthens understanding and fosters deeper

learning (MGH Institute of Health Professions, 2022). In reference to the previous table, the

data analysis part of the given test contains the three highest correct response percentages.

The data analysis part of the test can be said to be mostly reading comprehension mixed

with graph interpretation. The researchers came up with the idea that students can learn

more in math if reading comprehension was also improved. An online article was written by

Herrmann (2016) in which he states that Math teaching has changed and it's not just

memorizing formulas anymore. Now, students solve problems by thinking logically and using

different strategies. They also need to explain their solutions using words.

62
 Moving forward, table 8 displays the numeracy performance of the learners in

terms of problem solving.

Table 8
The Numeracy Performance of the Learners in terms of Problem Solving

PROBLEM SOLVING

Score Frequency Percentage

0 64 18%

1 139 39%

2 98 28%

3 43 12%

4 10 3%

5 2 1%

Mean 1.44

SD 1.04

Table 8 revealed the frequency and percentage of the learners numeracy

performance through problem solving. The table shows the distribution of scores on a

problem-solving assessment for a group of 356 learners. The scores range from 0 to 5, with

0 being the lowest score and 5 being the highest score. The most common score was 1, with

139 learners (0.39 or 39%) achieving this score. This is followed by scores of 2, with 98

learners; (0.28 or 28%) and 0 for the 64 learners; (0.18 or 18%). Scores of 3, 4, and 5 were

less frequent. Only 43 learners (0.12 or 12%) scored a 3, while 10 learners (0.03 or 3%) and

2 learners (0.01 or 1%) scored a 4 and 5, respectively. The average score on the

63
assessment was 1.44. This suggests that, on average, learners performed slightly below

level on the assessment.

Many students encounter challenges in problem-solving due to difficulties in

applying advanced strategies despite grasping basic concepts (Wu et al., 2018). Having a

strong foundation in mathematics is crucial as it enables students to effectively apply

problem-solving techniques and arrive at solutions. However, students with weaker

foundational skills may struggle to comprehend or solve problems accurately. Furthermore,

identifying the root cause of a problem is often the most daunting aspect of problem-solving

(Problem Solving Definition and Methodology | LucidChart Blog, 2019). Students who

struggle to understand the entire problem may overlook essential variables necessary for

solving it, hindering their ability to approach problems systematically and find effective

solutions. Strengthening foundational mathematical knowledge and fostering systematic

problem-solving skills are essential to help students overcome these challenges and

enhance their proficiency in problem-solving. Moreover, mathematics and problem-solving

go hand in hand, especially since many mathematical problems are presented in verbal

form. To tackle these challenges effectively, students need strong language skills alongside

their mathematical abilities to solve intricate equations (Academy, 2024). Additionally, an

interpretive aspect investigates whether mathematical writings are monosemic or polysemic,

as well as how they are used. These dimensions overlap, emphasizing the intricacy of

numerical skill. Both reading and numeracy have educational ramifications, which should be

examined further (Scott , 2021).

And lastly, table 9 exhibits the numeracy performance of the learners in terms of

logic and reasoning.

64
 Table 9
The Numeracy Performance of the Learners in terms of Logic and Reasoning

LOGIC AND REASONING

Score Frequency Percentage

0 70 20%

1 139 39%

2 96 27%

3 39 11%

4 11 3%

5 1 0.28%

Mean 1.40

SD 1.03

As per table 9, it illustrates the numeracy performance of 356 learners in terms of

logic and reasoning. The scores range from 0 to 5, with 0 being the lowest score and 5 being

the highest score. The most common score was 1, with 139 learners (0.39 or 39%)

achieving this score. This is followed by scores of 2 of 96 learners; (0.27 or 27%) and 0 with

70 learners; (0.20 or 20%). Scores of 3, 4, and 5 were less frequent. Only 39 learners (0.11

or 11%) scored a 3, while 11 learners (0.03 or 3%) and 1 learner (0.00 or 0.28%) scored a 4

and 5, respectively. The average score on the assessment was 1.40. This suggests that, on

average, learners performed slightly below level 2 on the assessment.

This table represents the deficiency of learners' score results whilst taking logic

and reasoning assessment. Being able to think logically is a critical skill for junior high school

students. Just like reading and writing, it's a fundamental part of math. Logical reasoning

helps reach conclusions, build mathematical structures, and ensure the math is accurate (Li

et al., 2022). It's also a way of thinking that's important for clear communication in any

65
situation that involves math. However, it seems that critical thinking is not fully developed,

illustrated by the previous table so far, most of the learners has slight grasp of the core

concepts of logic and reasoning but struggle to apply them in practice, opening opportunities

for powerful synergy and environment for a continuous improvement cycle must take part to

achieve academic success. Drawn from the result as shown in table 9, only 1 out of the 356

participants obtained a perfect score when it comes to the mentioned field, the rest is poorly

rated as scores 3 and 4 at most had 11 and 39 achievers leading to a conclusion that the

status of the students’ logic and reasoning is dire, the exact reason of how crucial a faction

of numeracy component can be, in this case of logic and reasoning. Learners’ must muster

the strength to be conditioned with the present inadequacy for the areas of improvement that

can be pinpointed accurately to start organizing instructions for countermeasures. On the

other hand, planning and implementing differentiated instruction ensures that every student

learns according to their individual readiness level, while also requiring teachers to deliver

tailored instruction that meets the needs of all students, thereby ensuring comprehensive

learning across the board (Matera and Traver, 2021). Grafwallner (2022) also stated in her

blog that as educators, we recognize and value the significance of that battle. We have

frequently found it difficult to pick up new skills. But we persisted until we reached our

objective since we valued the new knowledge and had backup in case we didn't succeed.

Meanwhile, math majors who study logic find it enhances their mathematical thinking by

providing clarity and reducing confusion. Logic aids in constructing clear, convincing proofs,

thereby improving overall understanding and proficiency in mathematics (Robert L. Causey:

Why Logic Is Important for Computer Science and Mathematics, 2017).

66
 3. Evaluation on the Significant Relationship Between the Perceived Level of

Teachers’ Application of Mathematics Within and Across Curriculum Teaching

Areas and the Learners’ Numeracy Skills

This part of the study investigates the relationship between how teachers perceive their

application of mathematics within and across different curriculum teaching areas and their

students' numeracy skills. To measure this relationship, the analysis uses the Pearson R

Correlation Coefficient.

Table 10 shows the correlation between the perceived level of teachers’ application of

mathematics within and across the curriculum teaching areas in terms of response to

student inquiry and students’ fundamental arithmetic skills.

Table 10
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Response to Student Inquiry and the Students’ Fundamental Arithmetic Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic 0.343 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

This highlights a correlation coefficient Pearson's r, which indicates the strength of

the relationship between these two variables. The results of the study based on the

assessment of inquiry skills both before and after experimental instruction makes it

abundantly evident that the planned paradigm of cooperative Inquiry-Based Science

67
 Education implementation is effective for the chosen development of inquiry skills, a positive

correlation coefficient would suggest that as teachers integrate basic arithmetic skills into

their responses to student inquiry during lessons within and across subjects, students'

numeracy skills tend to improve as well (Ješková et al., 2016). It also includes a p-value,

which reflects the statistical significance of the correlation. A p-value lower than 0.05

suggests the results are unlikely due to chance. If the p-value is statistically significant, the

researchers might have rejected the null hypothesis (no correlation), implying a positive

connection between teacher practices and student outcomes. As shown in the table (low +),

there's a potential positive correlation. This suggests that teachers who actively use

fundamental arithmetic in response to student inquiry during inquiry-based learning might be

fostering stronger numeracy skills in their students.

Table 11 shows the correlation between the perceived level of teachers’ application of

mathematics within and across the curriculum teaching areas in terms of response to

student inquiry and students’ data analysis skills.

Table 11
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Response to Student Inquiry and the Students’ Data Analysis Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Low Positive Highly Significant

Data Analysis 0.230 <.001 Reject Ho Correlation Relationship

Exists

A Pearson R value reading of 0.230 indicates a small but positive correlation

between the teachers’ perceived ability to respond to student inquiry and the students’

68
 preceding data analysis skills. A P-value reading significantly lower than 0.001 is lower than

the standard 0.05 which stipulates that the null hypothesis (Ho) will be rejected for this

particular relationship. These facts insinuate that across numerous pairs of instructor and

student data, a consistent pattern emerged such that as the teacher becomes more

confident and efficient with their response to student inquiry, a small but positive increase in

the students’ data analysis skills were and is, recorded and to be expected. On the other

hand, a study by Pedersen & Haavold (2023) demonstrates that while the majority of these

students think that hard work produces mathematical skills, their opinions about

mathematics as a subject only slightly mirror other important aspects of IBL. However, these

findings also show that students who frequently participate in inquiry-based learning

activities in the classroom consider mathematics as a stimulating and imaginative topic that

will prove beneficial to them down the road. Directly supported the interpreted data as the

teacher implements more use of IBL, students’ numeracy skills; mathematics that

encompasses arithmetic, data analysis, problem-solving, proving makes change.

Table 12 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

student inquiry and students’ problem solving skills.

Table 12
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Response to Student Inquiry and the Students’ Problem Solving Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Negligible Significant

Problem Solving 0.140 0.008 Reject Ho Correlation Relationship

Exists

69
 A Pearson R value reading of 0.140 indicates a very small but positive correlation

between the teachers’ perceived ability to respond to student inquiry and the students’

preceding problem solving skills. A P-value reading of 0.008 is lower than the standard 0.05

which stipulates that the null hypothesis (Ho) will be rejected for this particular relationship.

These facts insinuate that across numerous pairs of instructor and student data, a pattern

emerged such that as the teacher becomes more confident and efficient with their response

to student inquiry, a positive but relatively negligible increase in the students’ problem

solving skills were and is, recorded and to be expected. This parallels the findings of a

previous study done by Hala and Xhomara (2022) wherein the use of ANOVA is employed to

find the correlation between the use of IBL pedagogical techniques to problem solving skills.

The study supports theoretical and practical understanding as inquiry based learning is an

important variable that supports the improvement of problem-solving, and conceptual

knowledge building. With roughly 88% of the variance being explained with the difference in

applied inquiry based techniques, the correlation between the two is proven and reinforced

to be definite. Although the relationship may be weaker than what is desired and stipulated,

the lower correlation reflects PISA’s measurement of the country’s substandard numeracy.

Table 13 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

student inquiry and students’ logic and reasoning skills.

70
 Table 13
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Response to Student Inquiry and the Students’ Logic and Reasoning Skills

Variables Pearson’s p-value Decision Interpretation Conclusion

r value

Negligible Significant

Logic and Reasoning 0.134 0.011 Reject Ho Correlation Relationship

Exists

A Pearson R value reading of 0.134 indicates a very small but positive correlation

between the teachers’ perceived ability to respond to student inquiry and the students’

preceding logic and reasoning skills. A P-value reading of 0.011 is lower than the standard

0.05 which stipulates that the null hypothesis (Ho) will be rejected as well for this particular

relationship. These facts insinuate that across numerous pairs of instructor and student data,

a pattern emerged such that as the teacher becomes more confident and efficient with their

response to student inquiry, a positive but relatively negligible increase in the students’ logic

and reasoning skills were and is, recorded and to be expected. The decision parallels a

similar study done by Sen, Sonay and Guler (2021) where the analysis of several student

inputs in differing levels of reasoning portrayed improvements through the integration of

IBL-M strategies. IBL-M, as defined by the researchers, involved an instructional process in

which semi structured questions involving real-life problems are asked to encourage

learning. The study showed that by using the IBL-M, the students showed improvement in

their reasoning skill, the inferences they made based on reasoning, and in developing and

generalizing operational strategies using mathematical expressions. Though the study itself

did not present the correlation in a similarly rigorous quantitative manner, the

71
 aforementioned study cooperates with confirming a relationship between response to inquiry

and reasoning.

Table 14 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

student inquiry and students’ numeracy skills.

Table 14
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Response to Student Inquiry and the Students’ Numeracy Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic 0.343 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Data Analysis 0.230 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Problem Solving 0.140 0.008 Reject Ho Negligible Significant

Correlation Relationship
Exists

Logic and Reasoning 0.134 0.011 Reject Ho Negligible Significant

Correlation Relationship
Exists
Legend: Highly Significant Correlation if p-value <0.001; Significant Correlation p-value <0.05

Pearson R values for all of the numeracy components in relation to Response to

Student Inquiry ranges from 0.134 to 0.134. P-values on the other hand range from

significantly lower than necessary to 0.011, the latter of which still results with the rejection of

the null hypothesis. That encapsulates an interpretation ranging from Negligible Significance

72
to Low Positive Significance. This is reflective of the fact that most of the qualifying teachers

responding to the research have a tendency to perceive their ability to provide meaningful

responses along the realms of positive confidence extremes. On the contrary, a majority of

the students participating in the study can only perform willingfully along the mid-low ranges

for all four components. Fundamental Arithmetic and Data Analysis displays low positive

significance, since these are the two components all students seem to perform the best on

due to its relative ease. On the other hand, Problem Solving and Logic displays negligible

significance, reflective of the fact that performance takes a considerable dip for the more

cognitively demanding components. These results suggest that a confident teacher in terms

of inquiry response is more likely to produce numerate students in terms of arithmetic and

analysis of data by a low margin. However, confidence in inquiry response seems to have

very little to do with building problem solving and reasoning.

The individual p-values net a positive gross correlation in between Response to

Inquiry and the four main components of numeracy. These results are in-line with the

findings of V. Piercey in their research "A Quantitative Reasoning Approach to Algebra Using

Inquiry a Using Inquiry-Based Learning ''. Numeracy, quantitative literacy, and quantitative

reasoning aren’t much distinct from algebra. This perspective allows for the development of

a quantitative reasoning approach to teaching algebra; an approach that is practical and can

be readily implemented in the classroom. By incorporating inquiry-based materials and

contextualized problems, students actively construct their understanding of algebra within

the framework of the "algebra diamond". In addition, Victor also claims that quantitative

reasoning with the students make for a powerful framework for learning algebraic

manipulations. This compliments the findings of response-to-inquiries influence over

arithmetic.

73
 Highly significant and non-negative correlations indicate Inquiry Response’s positive

influence over the development of the numeracy of the learner. According to

learningbyinquiry.com integrated inquiry to math instruction is a powerful way to reinforce the

skill of problem-solving, resilience and perseverance; first of which is a component of

numeracy whilst the rest are a form of characterization- the highest form of the affective

domain. Inquiry in math instruction focuses on exploration, critical thinking, problem-solving

through open-ended tasks, which assists in making mathematics more relevant and

applicable to real-world situations. Lastly, inquiry allows learners to engage in mathematics

more deeply through guided explorations, thus being a definite benefit to numeracy.

As the general interpretation of this section interprets a validated correlation

between inquiry and numeracy components, it coordinates with the findings of Bhoke (2024)

who has also measured a positive reading. Their study showed that Inquiry-Based Student

Worksheets (IBSW) significantly improve numeracy skills in fifth graders; students using

IBSW (Inquiry-based Student Worksheet) scored much higher (80%) than those using

conventional methods (50%). IBSW worked by encouraging students to actively ask

questions, explore, and discover concepts on their own. With the participation and leading

role of the students, the teachers are given ample opportunity to transfer knowledge in a

manner that best fits the students' cognitive intricacies. This leads to a deeper understanding

and higher motivation compared to traditional methods. The inquiry method also improves

critical thinking and analytical skills by requiring students to analyze information and solve

problems independently. A considerable rise in contrast to the control group meant that

inquiry played a positively significant role in building their numeracy.

74
 Table 15 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of mastery of

curriculum content and students’ fundamental arithmetic skills.

Table 15
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Mastery of Curriculum Content and the Students’ Fundamental Arithmetic Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

0.241 <.001 Reject Ho Low Positive Highly Significant

Fundamental Arithmetic Correlation Relationship
Exists

The data presents information on the variables being measured, mainly content

knowledge and fundamental arithmetic that resides in students’ numeracy and statistical

measures. Pearson's r coefficient, which indicates the strength and direction of the

relationship, shows a positive r-value and suggests; students with teachers who use

arithmetic broadly tend to have stronger numeracy skills. Moreover, the likelihood of

arithmetic errors varies for both students and teachers; teachers need to possess mental

knowledge of the material being covered in class in order to prevent uncertainty (Mishra,

2021). According to the study's findings, teachers felt more at ease using an activity-based

strategy for instructing students in math. Instead of being passive, it engaged the students

as active players. learners who prioritized doing in order to learn. A positive correlation

aligns with effective pedagogical content knowledge, where teachers who integrate

arithmetic across subjects might be better equipped to strengthen foundational numeracy

skills. The strength of this correlation is typically interpreted based on a range. The p-value

75
 stands for the observed correlation, which is due to chance. A low p-value suggests a strong

connection, rejecting the null hypothesis.

Table 16 shows the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

mastery of curriculum content and students’ data analysis skills.

Table 16
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Mastery of Curriculum Content and the Students’ Data Analysis Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Low Positive Highly Significant

Data Analysis 0.284 <.001 Reject Ho Correlation Relationship

Exists

A Pearson R value reading of 0.284 indicates a small but positive correlation

between the teachers’ perceived ability to respond to student inquiry and the students’

preceding data analysis skills. A P-value reading significantly lower than 0.001 is lower than

the standard 0.05 which stipulates that the null hypothesis (Ho) will be rejected for this

particular relationship. These facts insinuate that across numerous pairs of instructor and

student data, a consistent pattern emerged such that as the teacher becomes more

confident and efficient with their mastery of curriculum content, a small but positive increase

in the students’ data analysis skills were and is, recorded and to be expected. The teachers'

content knowledge in statistics was linked to their students' learning outcomes in various

educational environments. The difference lies in the specialized knowledge that teachers

76
 possess about their subject, a complex combination of subject matter knowledge,

comprehension of student learning, and school context known as pedagogical content

knowledge—as well as in their consistent focus on, in this case, specialized professional

learning. Mastery of content knowledge is not just to know the subject-matter alone, it has to

cover many aspects of what it takes to become an excellent educator and truly be an expert

in the field academically, then truly it would be a huge aid for students to have a professional

teacher (Callingham et al., 2015).

Table 17 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

mastery of curriculum content and students’ problem solving skills.

Table 17
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Mastery of Curriculum Content and the Students’ Problem Solving Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Negligible Significant

Problem Solving 0.125 0.018 Reject Ho Correlation Relationship

Exists

A Pearson R value reading of 0.125 indicates a very small but positive correlation

between the teachers’ perceived ability to respond to student inquiry and the students’

preceding logic and reasoning skills. A P-value reading of 0.018 is lower than the standard

0.05 which stipulates that the null hypothesis (Ho) will be rejected as well for this particular

relationship. These facts insinuate that across numerous pairs of instructor and student data,

a pattern emerged such that as the teacher becomes more confident and efficient with their

curriculum content mastery, a positive but relatively negligible increase in the students’

77
 problem solving skills were and is, recorded and to be expected. These findings are

correspondent to the study done by Ried M. and Ried S. (2017), who amongst others helped

establish the correlation between MCK (mathematical content knowledge) and numeracy

skills. High mathematical content knowledge, which was measured through a similar test

done by this study, has been reflected to benefit the development of numeracy in a positive

manner. Even though math content knowledge (MCK) wasn't a primary focus of these

classes, numeracy operation skills were reinforced through math activities and

problem-solving tasks. Although the R-value leaves much to be desired, the item analysis

beforehand reveals its comparative difficulty relative to the other components.

Table 18 shows the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

response to mastery of curriculum content and students’ logic and reasoning skills.

Table 18
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Mastery of Curriculum Content and the Students’ Logic and Reasoning Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Negligible Significant

Logic and Reasoning 0.044 0.404 Accept Ho Correlation Relationship

Exists

A P-value reading of 0.404 is higher than the standard 0.05 which stipulates that the

null hypothesis (Ho) will be accepted for this particular relationship. As there is no existent

significant relationship between the two variables, the Pearson R value is irrelevant for this

correlation. These facts insinuate that across numerous pairs of instructor and student data,

no significant nor noticeable pattern emerged in the movement of either variables. This

78
establishes that the values of either variable are completely independent of each other for

means of observation in this particular measurement. This is a contrary testament to Widodo

(2017) in their study of Pedagogic Content Knowledge (PCK), its development progress/

strategies and how it influences student reasoning; to enhance students' reasoning, lessons

need to be thoughtfully designed. Reasoning skills are not merely a byproduct of lessons;

they are crucial and should be prioritized. However, it appears that teachers often overlook

the importance of fostering students' reasoning abilities. Widodo, through their studies,

expressed the importance of having specialized and developed content knowledge in order

to affect the abilities of the students to reason and form arguments. This derives from their

insight that high PCK has an influence over reasoning, which challenges this study’s

quantitative assessment of the fact. The researchers hypothesize that a similar study

conducted over a larger scale and on a different locale may yield a more significant reading.

For table 19, it displays the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

mastery of curriculum content and students’ numeracy skills.

79
 Table 19
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Mastery of Curriculum Content and the Learners’ Numeracy Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic 0.241 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Data Analysis 0.284 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Problem Solving 0.125 0.018 Reject Ho Negligible Significant

Correlation Relationship
Exists

Logic and Reasoning 0.044 0.404 Accept Ho Negligible No Significant

Correlation Relationship
Legend: Highly Significant Correlation if p-value <0.001; Significant Correlation p-value <0.05

Pearson R values for all of the numeracy components in relation to Mastery of

Curriculum Content ranges from 0.044 to 0.241. The P-values on the other hand range from

significantly lower than necessary to 0.404, only the latter of which results with the

acceptance of the null hypothesis. That encapsulates an interpretation ranging from No

Significance to Negligible Significance. This is reflective of the fact that most of the qualifying

teachers responding to the research have a tendency to perceive their mastery of their

curriculum content to be along the realms of positive confidence extremes. On the contrary,

a majority of the students participating in the study can only perform willingfully along the

mid-low ranges for all four components. Fundamental Arithmetic, Data Analysis and Problem

Solving all display negligible significance, meaning there is an existent but terribly small

relationship in between. On the other hand, Logic and Reasoning displays no significance at

all, reflective of the fact that there is no trend in the latter as the former rose nor dipped.

These results suggest that a confident teacher in terms of content mastery is likely to

80
produce numerate students in terms of arithmetic, analysis of data and problem solving by a

negligible margin. However, confidence in content mastery seems to have nothing to do with

building reasoning.

These results do not reflect recent research surrounding TCK and PCK. For

instance, a research titled "Relationship between math teacher candidates’ Technological

Pedagogical And Content Knowledge (TPACK) and achievement levels" by Erdogan and

Sahin (2010) provides a positive correlation between content knowledge (CK) and

numeracy. In contrast to the net negligible correlation for this research's findings, the

aforementioned research indicates that "TPACK is a significant predictor of student

achievement" reflective of the fact that as cited by the former self-efficacy (Perceived

Mastery of Content) is significantly related to student success. In addition, it is also

concluded that through development of TPACK qualities, teachers are also more capable in

navigating modern classrooms. Whilst a net negligible correlation findings for numeracy

components do not necessarily contradict an existent relationship, it does fail to be

consistent with existent results.

Wijiyanti’s (2021) findings also contradict these readings as they establish a

positive and significant relationship between teacher content knowledge and student

competencies and numeracy. Their tests revealed that whilst content knowledge is

comparatively high, the lackluster performance by students can be accounted for by the fact

that teachers focused on teaching procedures for solving fraction problems rather than

conceptual understanding. This resulted in students memorizing steps without grasping the

underlying concepts, potentially leading to misconceptions. This phenomenon recurs over

the course of their academic years. One indicative evidence of the correlation were

similarities in patterns of mistakes between teachers and students' performances. The study

suggests that strong teacher content knowledge in fractions is essential for effective

teaching and student achievement.

81
 Similar findings on the other hand are measured by Institute of Education Sciences

in finding a relationship between teacher content knowledge and student’s preceding

mathematics achievement and numeracy. As a 93-hour professional development program

was initiated, the findings that arose recorded a positive increase in the teacher’s

mathematical pedagogical content or content mastery, however there was a lack of increase

in their students’ achievement after the fact. Comparing the test group from the control

group, the teacher content mastery rose by 17 points while student achievement rose merely

6. This translated into a 23% translation in pedagogical improvement over to student

numeracy. While the professional development program (PD) showed promise in improving

certain aspects of teachers' work and reducing a bit of the errors and imprecisions, it did not

translate into measurable gains in student achievement. This parallels the findings for the

latter two components of numeracy, as they both have very negligible correlations measured

with logic almost being insignificantly related. As these two studies are cross-cultural, the

insight that the researchers can infer from these findings is that in terms of problem-solving

and logic and reasoning, the lower register of correlations can be accounted to the difficulty

of the components itself.

Table 20 shows the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

response to instructional alignment and students’ fundamental arithmetic skills.

82
 Table 20
Evaluation on the Significant Relationship Between the Perceived Level of
Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Instructional
Alignment to Curriculum Standards and the
Students’ Fundamental Arithmetic Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic 0.293 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

A Pearson R value reading of 0.293 indicates a small but positive correlation

between the teachers’ perceived ability to respond to align instruction and the students’

preceding fundamental arithmetic skills. A P-value reading significantly lower than 0.001 is

lower than the standard 0.05 which stipulates that the null hypothesis (Ho) will be rejected

for this particular relationship. These facts insinuate that across numerous pairs of instructor

and student data, a consistent pattern emerged such that as the teacher becomes more

confident and efficient with their alignment of instruction, a small but positive increase in the

students’ fundamental arithmetic skills were and is, recorded and to be expected.

Additionally, there are hardly many lessons in the published curriculum that provide

significant possibilities for students to solve their own difficulties; teachers are rarely given

problem-posing-based lessons that are aligned with their instructional objectives, despite

appeals and suggestions to include problem-posing in the mathematics curriculum (Cai &

Hwang, 2022). In essence, aligned instructions and objectives in use with problem-posing

based learning is an effective strategy that can expand learning opportunities. opportunity for

students to hone their algebraic thinking skills as they are positioned to solve problems

rather than the instructor or textbook. From an educational standpoint, this change of relying

on both constructivist and sociocultural theories of learning roles is theoretically valid and

83
 can genuinely improve students' ability to make sense of and master mathematics. With that

said, a significant relationship between teachers’ alignment of instruction has an influence on

a students’ skill.

Table 21 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

instructional alignment and students’ data analysis skills.

Table 21

Evaluation on the Significant Relationship Between the Perceived Level of

Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Instructional
Alignment to Curriculum Standards and the
Students’ Data Analysis Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Data Analysis 0.279 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

A Pearson R value reading of 0.279 indicates a small but positive correlation

between the teachers’ perceived ability to respond to align instruction and the students’

preceding data analysis skills. A P-value reading significantly lower than 0.001 is lower than

the standard 0.05 which stipulates that the null hypothesis (Ho) will be rejected for this

particular relationship. These facts insinuate that across numerous pairs of instructor and

student data, a consistent pattern emerged such that as the teacher becomes more

confident and efficient with their alignment of instruction, a small but positive increase in the

students’ data analysis skills were and is, recorded and to be expected. While previous

studies have consistently demonstrated that teachers' self-efficacy beliefs promote

significant teacher level outcomes, such as increased commitment and job satisfaction,

84
 relatively less is known about the dual role that teachers' self-efficacy beliefs play in their

own well-being outcomes and students' achievement-related outcomes, both directly and

indirectly through the caliber of their interactions with kids (Perera & John, 2020). By the

study’s claim, teachers’ outcome that affects students’ learning outcome is coming from the

teachers’ belief and self-efficacy, the interpreted data results clarify this statement.

Learning-outcomes, namely instructional alignment are produced such as if a teacher is

well-aware that a generous amount of interaction can lead to achievement-related outcome,

fueling more the ignited belief that they are a good facilitator that constitutes a superb

instruction.

Table 22 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of response to

instructional alignment and students’ problem solving skills.

Table 22

Evaluation on the Significant Relationship Between the Perceived Level of

Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Instructional
Alignment to Curriculum Standards and the
Students’ Problem Solving Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Negligible Significant
Problem Solving 0.162 0.002 Reject Ho Correlation Relationship
Exists

A Pearson R value reading of 0.162 indicates a very small but positive correlation

between the teachers’ perceived ability to align instruction and the students’ preceding

problem solving skills. A P-value reading of 0.002 is lower than the standard 0.05 which

stipulates that the null hypothesis (Ho) will be rejected as well for this particular relationship.

85
These facts insinuate that across numerous pairs of instructor and student data, a pattern

emerged such that as the teacher becomes more confident and efficient with their

instructional alignment, a positive but relatively negligible increase in the students’ problem

solving skills were and is, recorded and to be expected. The negligible correlation can be

linked to the fact that most responses to perceived instructional alignment record high

extremes whilst the scores for problem solving have a very low mean. This mimics the study

by Crismundo (2023) and Team (2023) where it is found that only a percent (1%) of adults

were able to answer financial literacy questions, of which was linked by the latter to be

closely connected to problem solving skills. This research also approaches the

measurement in a one-off comparison unlike the popular pre-test post-test approach, as

such the contemporary abilities of the students have greater influence. Most of the target

demographic has barely entered adulthood, hence, even less of them were expected to be

able to problem solve. This fact is also reflected in the item analysis where most of the

problem-solving items hovered around 25% success, some even less. Since only a

negligible amount of the adults were able to problem solve, the researchers speculate that it

is connected to the negligible correlation reading measured.

Table 23 shows the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

response to instructional alignment and students’ logic and reasoning skills.

86
 Table 23

Evaluation on the Significant Relationship Between the Perceived Level of

Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Instructional
Alignment to Curriculum Standards and the
Students’ Logic and Reasoning Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Logic and Reasoning 0.067 0.205 Accept Ho Negligible No Significant

Correlation Relationship

A P-value reading of 0.205 is higher than the standard 0.05 which stipulates that the

null hypothesis (Ho) will be accepted for this particular relationship. As there is no existent

significant relationship between the two variables, the Pearson R value is irrelevant for this

correlation. These facts insinuate that across numerous pairs of instructor and student data,

no significant nor noticeable pattern emerged in the movement of either variables. This

establishes that the values of either variable are completely independent of each other for

means of observation in this particular measurement. These findings conflicts with the claims

done by Baumert (2020) and Mulford & Trejo (2019) in which alignment with the curriculum,

where a teacher's deep understanding of their subject area forms the bedrock, is appended

by the latter to empower the students’ development of 21st century skills like critical thinking.

Critical thinking is composed of the ability to test assumptions, examine, interpret, evaluate

and justify positions to form judgements, which requires the use of sound connection of

ideas eg. reasoning. Although a non-negative (insignificant) relation does not necessarily

contradict a positive relation, it does fail to reflect it.

87
 Following it is table 20 which exhibits the correlation between the perceived level

of teachers’ application of mathematics within and across the curriculum teaching areas in

terms of instructional alignment to curriculum standards and students’ numeracy skills.

Table 24

Evaluation on the Significant Relationship Between the Perceived Level of Teachers’

Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Instructional Alignment to Curriculum Standards and the Students’ Numeracy Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic 0.293 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Data Analysis 0.279 <.001 Reject Ho Low Positive Highly Significant

Correlation Relationship
Exists

Problem Solving 0.162 0.002 Reject Ho Negligible Significant

Correlation Relationship
Exists

Logic and Reasoning 0.067 0.205 Accept Ho Negligible No Significant

Correlation Relationship
Legend: Highly Significant Correlation if p-value <0.001; Significant Correlation p-value <0.05

The Pearson R values for all numeracy components in terms of instructional alignment

with curriculum standards range from 0.067 to 0.293. On the other hand, the P-values range

from extremely low to 0.205, with only this one agreeing with the null hypothesis. This

implies that the relationship between instructional alignment and numeracy skills ranges

from no significance to negligible significance.

The majority of teachers surveyed in the study believe their teaching is well-aligned

with curriculum standards, demonstrating a high level of confidence in their capability to

88
teach. However, the majority of students in the study perform in the middle to low range in all

four numeracy components. Specifically:

● Fundamental Arithmetic, Data Analysis, and Problem Solving show negligible

significance, indicating a very small relationship between teacher confidence and

student performance in these areas.

● Logic and Reasoning show no significance at all, suggesting no correlation between

teacher confidence and student performance in this component.

These findings indicate that, while confident teachers in terms of alignment to

curriculum standards may slightly enhance student performance in arithmetic, data analysis,

and problem solving, their confidence does not appear to influence students' reasoning

skills.

It shows that aligning instructional strategies with curriculum standards has a minimal

impact on students' arithmetic, data analysis, and problem-solving skills. The researchers

suggest that this limited impact may be due to teachers focusing heavily on content closely

aligned with curriculum standards, leading to targeted instruction in these specific skill areas.

This focused approach improves student performance in arithmetic, data analysis, and

problem-solving. However, the researchers also note that logic and reasoning skills do not

improve as much, possibly because they receive less instructional attention. Supporting this,

Zhao et al. (2023) state that a flexible implementation of curriculum alignment does not

always require strict adherence to teaching objectives, instructional activities, and classroom

assessments. Allowing teachers to change their methods and materials to better fit the

requirements of their students makes educational practices more responsive and effective.

This flexibility can help to create a more dynamic learning environment in which education is

adapted to each student's specific strengths and weaknesses. As a result, teachers can

89
concentrate on teaching a broader range of skills, such as critical thinking and reasoning,

which may be ignored when strictly adhering to a predetermined curriculum.

There are significant dissimilarities in what pupils can and cannot learn in the

educational systems of many developing nations. Both what they learn in school and what

they do. This reduces learning and exacerbates learning differences. Many regulations and

programs have acknowledged this issue and developed innovative solutions that have

effectively enhanced learning at size. But the commonalities that characterize these diverse

approaches' success and underpin them are rarely stated clearly. (Hwa et al., 2020).

On the other hand, while aligning instructional approaches with curricular standards

has just a slight impact on the majority of numeracy components, continual interventions

have the potential to significantly improve and enhance over time. This shows that, while the

initial impacts may be limited, a long-term, deliberate strategy can progressively develop and

strengthen numeracy skills. Moreover, aligning instructional approaches with established

quality standards is crucial for generating a consistent and rigorous learning environment.

Teachers can better support students in acquiring strong numeracy skills by constantly

improving these practices and maintaining high standards, resulting in more significant and

long-term increases in their arithmetic skill (Meng, 2023).

Table 25 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of cross-curricular

integration and students’ fundamental arithmetic skills.

90
 Table 25
Evaluation on the Significant Relationship Between the Perceived Level of
Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Cross-Curricular Integration and the
Students’ Fundamental Arithmetic Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic -0.060 0.263 Accept Ho Low Negative No Significant

Correlation Relationship

Fundamental arithmetic and cross-curricular integration’s data illustrate the two

variables are in opposite directions for having a score of -0.060. Whilst the p-value

possesses 0.263 and is not considered statistically significant, it shows that the null

hypothesis should not be rejected. The scores depict the teachers’ belief in their teaching in

implementing cross-curricular integration and are well-aware of its benefits. The student

experience becomes more engaging, less fragmented, and more relevant when the

curriculum is integrated. Integration offers a more thorough and realistic approach to

teaching and subject matter. Along with strengthening the capacity to apply the knowledge

learned in each discipline, cross-curricular teaching and learning enhanced by experiential

learning also promotes advanced epistemological beliefs, enhances critical thinking and

metacognitive skills, and stimulates understanding of the relationships between perspectives

arising from different subject areas (Cotič et al., 2021). However, the results presented of

students’ performance during the numeracy tests are not promising, producing such little

impact to students and performing cross-curricular integration clearly speaks that integration

methods are needed in teaching practice.

91
 Table 26 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of cross-curricular

integration and students’ data analysis skills.

Table 26
Evaluation on the Significant Relationship Between the Perceived Level of
Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Cross-Curricular Integration and the
Students’ Data Analysis Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Negligible Significant
Data Analysis 0.024 0.656 Accept Ho Correlation Relationship
Exists

A P-value reading of 0.656 is higher than the standard 0.05 which stipulates that

the null hypothesis (Ho) will be accepted for this particular relationship. As there is no

existent significant relationship between the two variables, the Pearson R value is irrelevant

for this correlation. These facts insinuate that across numerous pairs of instructor and

student data, no significant nor noticeable pattern emerged in the movement of either

variables. This establishes that the values of either variable are completely independent of

each other for means of observation in this particular measurement. In the perspective of

21st-century skills, mathematical literacy is extremely important. In an age of technology and

information, being able to comprehend and evaluate mathematical data is highly prized. It is

much easier for students to meet the demands of the contemporary global world when they

have a strong foundation in mathematics. By including this ability in curricula for primary

education, teachers may make sure that their students are ready to use data-driven

decision-making to their advantage. In many different professional and personal contexts,

92
 this skill set is becoming more and more important (Sitopu et al., 2024). Integration of

mathematics literacy, namely data analysis into other fields had a small amount of influence

on a students’ learning of the subject-matter, it might have the slightest effect of learning

mathematics as it is, however, it cannot be compared to the teachings on its own field itself.

Table 27 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of cross-curricular

integration and students’ problem solving skills.

Table 27
Evaluation on the Significant Relationship Between the Perceived Level of
Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Cross-Curricular Integration and the
Students’ Problem Solving Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Problem Solving 0.032 0.542 Accept Ho Negligible No Significant

Correlation Relationship

A P-value reading of 0.542 is higher than the standard 0.05 which stipulates that

the null hypothesis (Ho) will be accepted for this particular relationship. As there is no

existent significant relationship between the two variables, the Pearson R value is irrelevant

for this correlation. These facts insinuate that across numerous pairs of instructor and

student data, no significant nor noticeable pattern emerged in the movement of either

variables. This establishes that the values of either variable are completely independent of

each other for means of observation in this particular measurement. These findings fail to

reflect a positive relationship as proposed by a study done by Masitoh & Bachri (2017) in

which they measure the efficacy of building problem-solving through a model of integration.

Their new model integrates problem-solving with subjects such as Science and Islamic

93
 Values and their findings suggest that the PBL-PIIS model is statistically significant for

improving problem-solving in mathematics. With the average pretest score hovering around

67.33 and the average post-test score being 91.00, integration is proven to have significant

influence over building problem-solving. This is contrary to the interpretation of the measured

p-value, indicating that there is no significant relationship in between the two variables. The

researchers speculate that this can be chalked up to the differences in approach and

statistical tool as the prior research utilized t-tests.

Table 28 shows the correlation between the perceived level of teachers’ application

of mathematics within and across the curriculum teaching areas in terms of cross-curricular

integration and students’ logic and reasoning skills.

Table 28

Evaluation on the Significant Relationship Between the Perceived Level of

Teachers’ Application of Mathematics Within and Across
Curriculum Teaching Areas in terms of Cross-Curricular Integration and the
Students’ Logic and Reasoning Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Logic and Reasoning 0.051 0.337 Accept Ho Negligible No Significant

Correlation Relationship

A P-value reading of 0.337 is higher than the standard 0.05 which stipulates that

the null hypothesis (Ho) will be accepted for this particular relationship. As there is no

existent significant relationship between the two variables, the Pearson R value is irrelevant

for this correlation. These facts insinuate that across numerous pairs of instructor and

student data, no significant nor noticeable pattern emerged in the movement of either

variables. This establishes that the values of either variable are completely independent of

94
each other for means of observation in this particular measurement. These findings fail to

reflect the results done by Dolapcioglu & Doğanay (2020) where a well-established authentic

learning model from 1980 was evaluated in terms of its capabilities to influence critical

thinking and reasoning skills. Authentic learning focuses on real-world issues and

encourages students to explore them actively. This approach often necessitates

cross-curricular integration, as real-world problems rarely fit neatly into one subject area. In

essence, authentic learning leverages connections between disciplines to create a more

meaningful educational experience. It has been found that focusing on real-life scenarios

encourages students to be curious and question their surroundings. Authentic and integrated

approach fostered critical thinking sub-skills like understanding, evaluation, and suggesting

new solutions. This study concludes that the principles applied in the authentic model, in

which integration of other areas aside from mathematics are utilized, does play an important

and positive role in developing reasoning. The researchers hypothesize that the difference in

the findings can be found in the discrepancies in between the teachers’ perceived ability and

its actual application.

For table 29, it displays the correlation between the perceived level of teachers’

application of mathematics within and across the curriculum teaching areas in terms of

cross-curricular integration and students’ numeracy skills.

95
 Table 29
Evaluation on the Significant Relationship Between the Perceived Level of Teachers’
Application of Mathematics Within and Across Curriculum Teaching Areas in terms of
Cross-Curricular Integration and the Students’ Numeracy Skills

Variables Pearson’s r p-value Decision Interpretation Conclusion

value

Fundamental Arithmetic -0.060 0.263 Accept Ho Low Negative No Significant

Correlation Relationship

Data Analysis 0.024 0.656 Accept Ho Negligible No Significant

Correlation Relationship

Problem Solving 0.032 0.542 Accept Ho Negligible No Significant

Correlation Relationship

Logic and Reasoning 0.051 0.337 Accept Ho Negligible No Significant

Correlation Relationship
Legend: Highly Significant Correlation if p-value <0.001; Significant Correlation p-value <0.05

The Pearson R scores for all numeracy components and cross-curricular integration

range from -0.060 to 0.051. The P-values range from 0.263 to 0.656, indicating that the null

hypothesis should be accepted for each variable. This suggests that the majority of teachers

who participated in the study are quite confident in their cross-curricular integration.

However, the majority of kids in the study perform in the middle to low range in all four

numeracy components. Specifically:

● Fundamental arithmetic, data analysis, problem solving, and logic and reasoning all

have no significant correlation with cross-curricular integration, indicating that there is

no trend between the two.

These findings demonstrate that a teacher's confidence in integrating math across

multiple subject areas has little impact on students' arithmetic, data analysis,

problem-solving, or logical reasoning skills.

Integrating mathematical abilities into other disciplines across the curriculum is known

as numeracy across the curriculum. The capacity to comprehend and apply numbers in a

96
proper and efficient manner is known as numeration. Not only in math and science but in

many other fields as well, numeracy is crucial (What Is Numeracy Across the Curriculum,

2021). Additionally, it is necessary for everyday tasks like telling the time, recognizing

percentages, and performing simple math to ensure you have enough money to pay for

items. Children who learn numeracy develop confidence that they can carry into adulthood.

Developing fundamental skills outside of a math class is made possible by including

numeracy into the curriculum. This implies that education for kids can be more adaptable

and sophisticated. It may also be more entertaining for the kids and alleviate some of the

anxiety and tension associated with studying math.

Numerous numeracy expressions can be found along a continuum that differentiates

numeracy as a technical ability required to do daily chores and numeracy as a social activity

supporting critical thinking nationality. There are various approaches to addressing children's

numeracy development in the school curriculum. Nonetheless, there is growing agreement

that teaching numeracy as a fundamental component of all courses is necessary, meaning

numeracy should not be trivialized by this process by being portrayed as fundamental, but

rather as "numeracy across the curriculum", arithmetic or basic computation abilities; rather,

the numeracy skills that are actually required for studying a student's curriculum subjects

must be carefully chosen and developed (Goos & O’Sullivan, 2022). Numeracy in every field

and courses is a must in this 21st Century, studies have shown that basic computation skills

is a standard ability that is need to be within citizens, programs of mathematics is not the first

to hold on to educating numeracy, all can learn about numbers, measures and currency from

scratch, hence, numeracy integration across curriculum is beneficial for the society to

increase the numbers of people and students mathematically capable.

97
 Chapter 5

Summary of Findings, Conclusions, and Recommendations

This chapter summarizes the research executed, detailing the key findings and

conclusions obtained. It also describes potential future study areas indicated by the

researchers, based on the data analysis reported in the previous chapter.

Summary of Findings

Here are the noteworthy discoveries derived from the collected data:

1. This study investigated teachers' perceptions of their subject application within and

across curriculum areas. The findings suggest that teachers hold themselves in high

regard when it comes to responding to student inquiries. Teachers report exceptional

responsiveness, providing comprehensive answers and integrating student

interpretations. They indicate mastery of curriculum content, showing a wide range of

perspectives, extensive knowledge, and clear communication of complex content.

Furthermore, teachers report confidence in aligning lessons and activities to

curriculum standards and developing relevant skills. They also express a preference

for integrating knowledge from various domains and real-world applications into their

teaching. Overall, the findings indicate that teachers perceive themselves as highly

proficient in applying their subject knowledge within and across curriculum.

Additionally, the data suggests a focus on aligning instruction with curriculum

98
 standards and incorporating a holistic approach to learning through cross-curricular

integration.

2. This study also investigated the numeracy performance of 356 learners across

various domains. The findings reveal mixed results:

● In fundamental arithmetic, a significant portion of students scored poorly,

indicating a lack of foundational knowledge in areas like PEMDAS, basic

algebra, and addition of fractions.

● In data analysis, learner performance was more promising, with over half

achieving scores above the midpoint, suggesting a better understanding of

problems with visual elements.

● In problem-solving and logic & reasoning, results in both areas were similar,

with the majority scoring between 1 and 2 out of 5. This suggests a grasp of

basic concepts but a weakness in applying sophisticated techniques and

logical thinking.

Overall, the study highlights a need for improvement in fundamental arithmetic skills and

the development of higher-order numeracy skills like problem-solving and logical reasoning.

The findings can inform targeted interventions and curriculum development to enhance

learner numeracy.

3. Finally, the researchers examined the relationship between teacher confidence in

various instructional practices and student performance in numeracy components.

The findings suggest a limited impact of teacher confidence on student numeracy:

● In response to student inquiry, while teachers reported high confidence in

responding to inquiries, student performance remained low to moderate,

particularly in problem-solving and logic. This suggests teacher confidence

99
 may have a minimal positive effect on fundamental arithmetic and data

analysis skills, but not on higher-order thinking skills.

● Regarding mastery of curriculum content, similar to the previous finding,

teacher confidence in their curriculum knowledge did not translate to strong

student performance. A negligible relationship was observed for all numeracy

components except Logic & Reasoning, where there was no correlation at all.

● In terms of instructional alignment, teachers expressed confidence in aligning

instruction with curriculum standards. However, student performance

remained mid-range to low across all numeracy components. This indicates

that teacher confidence in instructional alignment has little to no impact on

student numeracy skills.

● Lastly, in cross-curricular integration, teacher confidence in integrating math

with other subjects yielded no significant correlation with student performance

in any of the numeracy domains (fundamental arithmetic, data analysis,

problem-solving, and logic & reasoning).

Overall, the study highlights a disconnect between teacher confidence in instructional

practices and actual student achievement in numeracy. While teacher confidence might have

a slight positive influence on basic numeracy skills, it seems to have minimal impact on the

development of higher-order numeracy skills like problem-solving and logical reasoning.

Conclusions

Based on the outcomes of this study, the following conclusions can be inferred:

1. The teachers had a high level of self-efficacy in responding to student inquiry and

exhibiting knowledge of curriculum content across several subject areas. They

routinely demonstrate remarkable responsiveness and effective integration of student

100
 interpretations. Furthermore, teachers are confident in matching their teaching

strategies with the standards of the curriculum, stressing the development of relevant

skills required for student learning. Their preference for incorporating knowledge from

various fields and real-world applications demonstrates their dedication to building a

thorough understanding among students. Overall, these results emphasize teachers'

perceptions of their high competence in integrating subject knowledge across the

curriculum, stressing a comprehensive strategy that combines multiple disciplines to

improve learning outcomes.

2. The numeracy performance of 356 learners from various areas demonstrates a

diverse set of strengths and weaknesses. Several students displayed competency in

data analysis, indicating a strong understanding of visual problems. On the other

hand, a large number of the group lacked fundamental arithmetic skills such as

PEMDAS, basic algebra, and fraction addition. Problem-solving and logical reasoning

results were also modest, indicating that there is room for development in the

application of advanced methodologies. Overall, our findings highlight the urgent

need of concentrated interventions and curricular improvements that strengthen both

underlying arithmetic competence and higher-order numeracy skills in order to

improve student learning and accomplishment across a variety of mathematical

contexts.

3. The relationship between perceived level of teachers’ application of mathematics

within and across curriculum teaching areas and student numeracy performance

provides varied results. Despite teachers' claims of high competence in responding to

student inquiries and integrating instruction with curriculum standards, student

numeracy performance remained moderate to low, particularly in problem solving and

101
 logical reasoning. This shows that, while teachers' proficiency in those domains may

help with fundamental arithmetic and data analysis skills, it appears to have little

effect on developing higher-order numeracy abilities. Mastery of curriculum content

and cross-curricular integration, areas in which teachers demonstrated competence,

did not substantially correlate with improved student performance across numeracy

components. Overall, the findings highlight the relationship between teacher

proficiency in instructional practices and measurable advances in student numeracy

skills, underscoring the importance of specific strategies to bridge this gap and

improve educational outcomes in mathematics.

Recommendations

Based on the findings, the following recommendations are hereby presented:

The previous testing showed satisfactory and reasonable results in line with the

findings of PISA. With the accomplishment of the data collection and treatment, the

researchers were able to accumulate numerous insights as to how the research can be

further developed or built upon. The first line of insights are related to the improvement of the

statistical instrument. As a start, the researchers suggest the construction or utilization of a

formal quantitative test for assessing application of knowledge. This will circumvent and

minimize the subjectivity of the data by eliminating its perceived nature. Next is the utilization

of increased quantity of items per component, this ensures that each component is

measured most accurately. Lastly, the researchers suggest making use of bigger population

and sample sizes encompassing multiple schools for precise and localized readings.

102
 There are distinct results for each different component of the content application

spectrum:

The researchers suggest that teachers make better use of inquiry-response when

building or teaching arithmetic and data analysis. That insinuates that teachers should be

spontaneous and concise with their response to student questions, of which should be

inclusive and constructive of the ideas provided by the class itself. On the other hand, when

instruction centralizes on problem solving or logic and reasoning, the researchers suggest

making use of other more efficient teaching strategies/ principles as inquiry-response seems

to have minimal influence on its progress.

The researchers recommend focusing on emphasizing other pedagogical domains and

avenues other than content-mastery, instructional-alignment and cross-curricular integration

when teaching or building arithmetic, data analysis, problem-solving and reasoning. This is

due to the fact that the results find all of the aforementioned components to have negligible

to non-existent relationship with all of the numeracy components.

Below average numeracy skills necessitate a thorough overhaul of education. Targeted

education can be developed by using the results of needs assessment to identify specific

shortcomings. In order to build a solid foundation for practical applications, this focused

training should clearly dissect difficult mathematical topics. Moreover, there is potential for

improving numeracy abilities through cross-curricular integration. By using curriculum

mapping and Professional Learning Communities to stimulate cross-disciplinary

collaboration, educators can find chances to naturally incorporate numeracy skills into a

variety of areas. As a result, students encounter and apply numeracy skills in a variety of

103
contexts, promoting a more holistic learning experience. Also essential is engaging

pedagogy. Formative evaluations, differentiated instruction, and the intelligent application of

technology can all improve student motivation and learning. A collaborative learning

environment that embraces obstacles and celebrates achievement is also stimulated when

educators and students share a growth attitude.

Through the application of this comprehensive strategy, teachers can turn subpar

numeracy abilities into a foundation for substantial growth. This strategy develops a deeper

comprehension and application of these essential skills across disciplines while

strengthening the fundamental numeracy skills. Subsequent studies can examine this

method's efficacy in different learning environments and how it affects students' development

of numeracy skills.

104
 Learning Intervention Plan for Mathematics 8

I. Objectives

● To provide Mathematics teachers with clear and structured guidelines on how

to successfully integrate Mathematics subjects across several curriculum
areas.

● To assist Mathematics teachers in improving the alignment of their teaching

methods and approaches with curriculum standards.

● To increase students' numeracy skills through more effective strategies for

instruction and content delivery.

II. Target Learners

The intended participants for this program are students in Grade 8. This includes
students from the following schools:
● Aplaya National High School Annex
● Balibago Integrated High School
● Southville IV National High School

III. Program Implementers

The program will be implemented by Grade 8 Mathematics teachers, who will

serve as the primary knowledge providers and facilitate their students' learning.
These teachers must possess adaptive skills to remain flexible and effectively
address any challenges they may face during the program.

IV. Procedures/ Mechanics

● At the beginning of each quarter, provide formative assessments to evaluate

and track students' progress and knowledge. Review and analyze the
formative assessment findings to identify areas for student development.

● Create and integrate targeted interventions into the lesson plans and daily
discussions based on the assessment results. If necessary, modify or
enhance the teaching methods to better address the identified needs.
Flexibility and adaptability are crucial.

● After each session or discussion, conduct a quick assessment or utilize other

measurement instruments to determine the day's teaching effectiveness.

● Utilize suggested success indicators provided by researchers or create your

own to measure teaching effectiveness.
 ● At the end of each quarter, conduct a comprehensive evaluation to see if
students' numeracy skills have improved. Based on the quarterly evaluation,
make any necessary changes to future lesson plans and interventions to
ensure that students' numeracy skills continue to improve.

Content Content Standards Learning Competency Integration Across Success

Curriculum Indicators &
MOVs

1st Quarter

Patterns The learner Science (Chemistry)

and Algebra demonstrates ● Balancing chemical
understanding of equations using
key concepts of Factors completely polynomial
factors of different types of expressions.
polynomials, polynomials. ● Understanding
rational algebraic reaction rates and
expressions, equilibrium through
linear equations and polynomial functions.
inequalities in two
variables, systems English (Writing Skills) Assessment
of linear equations ● Writing essays and prepared by
and inequalities in reports on the teachers.
two variables and process of solving
linear polynomial functions,
functions. emphasizing logical
structure and clarity.
Solves problems
involving factors of Values Education
polynomials. ● Discussing the
importance of
perseverance and
attention to detail in
solving complex
problems.

Science (Physics)
Illustrates rational ● Use rational
algebraic expressions. expressions to
model physical
relationships, such
as resistance in
Simplifies rational electrical circuits Assessment
algebraic expressions. (Ohm’s Law) prepared by
teachers.
Values Education
● Discuss the ethical
Performs operations on use of mathematical
rational algebraic models in
expressions. decision-making
processes.
 Solves problems Araling Panlipunan
involving rational (History)
algebraic expressions. ● Study the
contributions of
mathematicians and
scientists who
developed rational
expressions.

Science (Biology and

Chemistry)
● Plot population
growth and decline
on coordinate
planes.
● Graph reaction rates
and concentration
changes over time.
Illustrates the Assessment
rectangular coordinate Araling Panlipunan prepared by
system and its uses. (Geography) teachers.
● Represent
geographical
features and
important locations
in the Philippines
using the coordinate
system.

MAPEH (Arts)
● Use the coordinate
system to help
students understand
perspective in Art.

TLE (Agriculture)
● Plan farm layouts
and planting
strategies using the
coordinate system.

Science (Physics and

Biology)
● Represent the Assessment
Illustrates linear relationship between prepared by
equations in two force and mass in teachers.
variables. linear terms.
● Model population
changes over time
with linear equations.
Illustrates the slope of a Science (Physics and
line. Biology)
● Use the concept of
Finds the slope of a line slope to describe
given two points, velocity and
equation, and graph. acceleration. Graph
linear motion
Writes the linear equations.
equation ax by c in the ● Use slope to
form y mx b and vice represent growth
versa. rates in population
studies. Assessment
Graphs a linear equation prepared by
given (a) any two points; teachers.
(b) the x – and y – Integration Strategies
intercepts; (c) the slope
and a point on the line. Interdisciplinary Projects
Create projects that require
Describes the graph of a
students to apply linear
linear equation in terms
equations to address
of its intercepts and
real-life problems while
slope.
integrating knowledge from
Finds the equation of a multiple areas. For example,
line given (a) two points; a project on sustainable
(b) the slope and a agriculture could incorporate
point; (c) the slope and science, TLE, and
its intercepts. mathematics.

Solves problems Collaborative Teaching

involving linear Collaborate with teachers
equations in two from different subjects to
variables. develop lesson plans that
incorporate linear equations
Illustrates a system of into their teaching. Use
linear equations in two interactive lessons or
variables. activities to demonstrate the
connectivity of knowledge.
Graphs a system of
linear equations in two
variables.

Categorizes when a Science (Biology)

given system of linear ● Model predator-prey Assessment
equations in two relationships or and evaluation
variables has graphs competition between prepared by
that are parallel, species using teachers.
intersecting, and systems of
coinciding. equations.

Solves a system of MAPEH (Arts)

linear equations in two ● Plan and execute
variables by (a) design projects that
graphing; (b) require balancing
substitution; (c) multiple constraints
 elimination. using systems of
equations.
Solves problems
involving systems of Values Education (Critical
linear equations in two Thinking)
variables. ● Develop critical
thinking skills by
solving complex
real-life problems
using systems of
linear equations.

2nd Quarter

Patterns The learner Illustrates linear

and Algebra demonstrates key inequalities in two
concepts of linear variables.
inequalities in two Science (Chemistry)
variables, systems Differentiates linear ● Use linear
of linear inequalities in two inequalities to model Assessment
inequalities in two variables from linear the constraints on prepared by
variables and linear equations in two reactant quantities teachers.
functions. variables. and reaction
conditions.
Graphs linear
inequalities in two Araling Panlipunan
variables. (Cultural Studies)
● Model constraints
Solves problems and limitations faced
involving linear by communities or
inequalities in two groups in the
variables. Philippines using
linear inequalities.
Solves a system of
linear inequalities in two
variables.

Solves problems
involving systems
of linear inequalities in
two
variables.

Araling Panlipunan
Illustrates a relation and ● Illustrate and
a function. analyze historical
population trends
using functions. Assessment
Graph population prepared by
Verifies if a given data to show teachers.
relation is a function. changes over time.
● Use functions to
model historical
economic data, such
Determines dependent as GDP growth or
 and independent inflation rates.
variables.
Science (Physics,
Chemistry, and Biology)
● Use functions to
Finds the domain and describe linear
range of a function. motion, including
concepts like speed,
velocity, and
acceleration.
Illustrates a linear ● Illustrate the
function. relationship between
pH levels and
concentration of
hydrogen ions in
Graphs a linear solutions.
function’s (a) domain; (b) ● Model population
range; (c) table of growth and decline
values; (d) intercepts; using functions.
and (e)
Slope. Values Education
● Use functions to
model personal
growth and goal
Solves problems
setting, showing the
involving linear
relationship between
Functions.
effort and
achievement over
time.

Araling Panlipunan
Determines the ● Analyze historical
relationship events using if-then Assessment
between the hypothesis statements to prepared by
and the understand cause teachers.
conclusion of an if-then and effect
statement. relationships.
● Teach students to
formulate historical
theses and support
Transforms a statement them with evidence
into an using if-then logic.
equivalent if-then
statement. MAPEH (PE and Health)
● Use logical
statements to plan
and analyze sports
Determines the inverse, strategies.
converse, ● Analyze the
and contrapositive of an consequences of
if-then statement. health behaviors with
logical reasoning.
Illustrates the
 equivalences of: (a) Science
the statement and its
contrapositive; and (b) ● Teach students to
the converse and explain scientific
inverse of a statement. phenomena using
logical structures.

English
● Develop critical
thinking skills by
analyzing texts with
logical structures.

Values Education
● Analyze the
consequences of
personal behaviors
with logical
reasoning.
● Teach students to
make ethical
decisions using
logical reasoning.

Araling Panlipunan
● Develop and support
historical theses
Uses inductive or using inductive and .
deductive reasoning in deductive reasoning. Assessment
an argument. ● Prepare for historical and evaluation
debates by prepared by
constructing teachers.
arguments and
counterarguments
using logical
reasoning.

Science
Writes a proof (both ● Write proofs to justify
direct and indirect). experimental
designs and
procedures.

English (Literature
Analysis)
● Apply deductive
reasoning to
understand plot
structures and
themes.

Values Education
● Apply deductive
reasoning to
 understand the
consequences of
personal behaviors.

3rd Quarter

Geometry The learner MAPEH (Arts)

demonstrates ● Analyze artworks
understanding of Describes a using geometric
key concepts of mathematical system. concepts and
axiomatic structure axiomatic structures.
of geometry and
triangle congruence. Araling Panlipunan Assessment
● Explore how different prepared by
ancient civilizations teachers.
Illustrates the need for developed their own
an axiomatic mathematical
structure of a systems and
mathematical system in structures.
general, and in
Geometry in Science (Biology)
particular: (a) defined ● Discuss the patterns
terms; (b) and structures in
undefined terms; (c) ecosystems using
postulates; and geometric concepts.
(d) theorems. ● Explore the
geometric structures
within biological
systems, such as the
symmetry in cellular
structures.

Filipino (Poetry)
Illustrates triangle ● Analyze the
congruence. structural integrity of
Filipino poetry and
prose using
geometric principles.
Assessment
Illustrates the SAS, ASA Araling Panlipunan and evaluation
and SSS congruence ● Study how ancient prepared by
postulates. civilizations, such as teachers.
the Egyptians or
Greeks, used
triangle congruence
Solves corresponding principles in
parts of congruent architectural
triangles. designs.
● Discuss the
strategic use of
triangle congruence
Proves two triangles are in fortification
congruent. designs and military
tactics throughout
 history.
Proves statements on
triangle congruence. TLE
● Apply triangle
congruence to
interpret and create
technical drawings
and blueprints.

Applies triangle MAPEH (Arts and PE)

congruence to ● Apply triangle
construct perpendicular congruence to
lines and angle understand and
bisectors. create balanced
compositions in
visual arts.
● Discuss the
biomechanics of
movement and body
alignment using
triangle congruence
principles.

4th Quarter

Geometry The learner Values Education

demonstrates ● Analyze societal
understanding of Illustrates theorems on inequalities through
key triangle inequalities the lens of triangle
concepts of (Exterior Angle inequalities,
inequalities in a Inequality discussing how
triangle, and parallel Theorem, Triangle disparities can be
and Inequality Theorem, understood and
perpendicular lines. Hinge Theorem). addressed using Assessment
problems involving logical proofs. prepared by
triangle inequalities, teachers.
and parallelism and TLE
perpendicularity of ● Apply triangle
lines using inequality theorems
appropriate and Applies theorems on to interpret and verify
accurate triangle inequalities. technical drawings in
representations. construction and
engineering projects.

Araling Panlipunan
● Compare and
contrast cultural
Proves inequalities in a perspectives using
triangle. triangle inequalities
to frame discussions
on societal norms
and values.
 Science (Physics)
● Discuss how
understanding
parallel and
Proves properties of perpendicular lines
parallel lines cut can help explain
by a transversal. wave interference Assessment
patterns. prepared by
● Apply properties of teachers.
parallel lines to
understand light
reflection and
refraction, including
how lenses and
Determines the mirrors manipulate
conditions under light.
which lines and
segments are parallel or TLE
perpendicular. ● Apply principles of
parallelism and
perpendicularity to
create accurate
architectural drafts
and floor plans.

Araling Panlipunan
● Analyze
contemporary urban
development
projects to
understand how
principles of
parallelism and
perpendicularity
influence city layouts
and infrastructure
design.

Statistics The learner Science (Biology)

and demonstrates ● Use probability
Probability understanding of Illustrates an concepts to
key experiment,outcome, understand genetic
concepts of sample space and inheritance patterns Assessment
probability. event. and predict prepared by
outcomes of genetic teachers.
crosses.
● Analyze ecological
data using
probability to predict
Counts the number of population changes
occurrences of and environmental
an outcome in an impacts.
experiment: (a)
table; (b) tree diagram;
 (c) systematic listing; Values Education
and (d) fundamental ● Discuss ethical
counting principle. dilemmas using
probability to assess
the consequences of
different actions.

Araling Panlipunan
● Apply probability to
analyze the
likelihood of different
policy outcomes in
global issues such
as climate change or
international
relations.
● Discuss how
probability is used in
predicting economic
trends and making
investment
decisions.

Science (Biology and

Physics)
Finds the probability of a ● Calculate
simple event. probabilities of
genetic traits and Assessment
diseases, applying and evaluation
Punnett squares and prepared by
probability teachers.
calculations.
Illustrates an ● Analyze probabilities
experimental probability of particle
and a theoretical interactions and
probability. decays in particle
physics experiments.

TLE
● Use probability to
assess the reliability
of mechanical and
Solves problems electrical systems in
involving probabilities engineering designs.
of simple events.
Values Education
● Apply probability
concepts to
understand fairness
and equity in
decision-making
processes and social
policies.