Factors of Numeracy Difficulties among Elementary Learners (in Panganak Elementary School)

The study will be on numeracy difficulties in elementary learners of the Panganak Elementary School, effective contributing factors, and effective interventions. This study is therefore meant to provide evidence-based policies that will enhance teacher capacity and eventually improve numeracy outcomes for vulnerable students, to promote educational equity and future opportunities for the learners. This mixed-methods study collected data from teachers, parents, and learners through surveys, standardized numeracy assessments, in-depth interviews, and focus groups. The findings indicate that difficulties with numeracy are widespread among learners, and the skills of algebra, geometry, and word problems as particularly problematic. Those factors most predictive of numeracy difficulties include socio-economic status, parental literacy level, and availability of resources. The study will emphasize adaptive teaching strategies, parental involvement, and school administrative support as the keyways through which numeracy performance can be improved. It includes evidence-based interventions, teacher professional development, and additional resources for parents and schools to improve numeracy instruction and student achievement, particularly among the diverse struggling learners. One of the most important summaries presented in this manuscript demonstrated that the prevalence of difficulties in numeracy among elementary learners is high, with important factors including socioeconomic status, parental literacy level, and resource availability. The findings bear substantial implications toward the formulation of evidence-based policies for improving teachers' capacity in ensuring educational equity and future opportunities for vulnerable learners.