Status of Learners in Numeracy and Reading Literacy: Examining Their Performance and Challenges with Words and Numbers

The ability to read and count is a crucial skill that students today must develop. Failure to develop these skills results in poor functioning in the society in which they live. This study aimed to capture the reading and numeracy struggles and gaps of students in a public school in the Philippines. Specifically, it examines the gap between students’ reading and numeracy challenges and the expected proficiency levels as measured by the Philippine Informal Reading Inventory (PHIL-IRI). A mixed-methods design using a parallel-convergence approach was employed to collect and analyze the data. The quantitative data were obtained using the documentary method from the PHIL-IRI results. In contrast, the qualitative data were gathered through an in-depth interview with the purposefully selected eight (8) participants. These participants demonstrated difficulties in both reading and numeracy, as indicated by PHILI IRI results. The responses were coded and analyzed using thematic analysis. The analysis of the findings reveals that 30 students are at the frustration level in reading literacy, whereas the same number are at the intervention level in numeracy. The data shows that several students have poor reading and numeracy skills. The qualitative analysis also reveals students' weak foundations in reading and numeracy. This gap has also hindered their development of other micro-competencies, including comprehension, pronunciation, and basic arithmetic operations. Despite these difficulties, they demonstrate strong self-motivation and perseverance, supported by friends, teachers, and family members, particularly their parents. This situation may hinder their ability to function in the future, leading to unemployment. Strengthening early literacy and numeracy instruction, improving remedial programs, and promoting family involvement can help students build confidence and achieve better learning outcomes.