Abstract
This research work “Effectiveness of Remedial Classes on the Numeracy Skills of Grade 6 Non-Numerates in Eastern Samar Division” focuses on the effectiveness of remedial classes, as it is measured though the significant increase of pupils’ numeracy skills tested before and after its implementation using quasi-experimental research design, especially in investigating the research questions. The population is composed of 80 Grade 6 pupils, where 40 of whom were from Hilabaan Elementary School, and the half of the samples were selected from Dolores Central Elementary School, who were belong to non-proficient and low proficient numeracy level based on the third quarterly ERUNT result. This tool was utilized to gather information relative to the participants’ numeracy level conducted before and after the implementation of the intervention. Meanwhile, to analyze the pretest and post-test mean score, mean and standard deviations were used. However, Likert scale of Hake (1999) was utilized to categorize learning gains. On the contrary, paired t-test was employed to interpret the significant differences between the pretest and post-test result, including the learning gains. In terms of findings, it was revealed that the pretest mean score in numeracy of the Grade 6 pupils of Hilabaan Elementary School was low proficient; whereas the pretest mean score in numeracy of Grade 6 pupils of Dolores Central Elementary School was nearly proficient. In addition, the post-test mean score in numeracy of the control group was nearly proficient, while the experimental group had a proficient post-test mean score in numeracy. It can also be noted that here was no significant difference between the pretest mean score of both control and experimental groups; on one hand, the difference between the post-test mean score of the control and experimental groups was significant. However, it was found out that the learning gain of the control group was not effective, the learning gain of the experimental class was “effective”. Lastly, data showed that there was a significant difference between the learning gains of both control and experimental groups.
