This descriptive-comparative study aimed to determine the grade school pupil’s reading performance level in Filipino and numerical literacy in the pre-pandemic and during the pandemic with modular and face-to-face instructions. The participants were the 34 Grade six pupils, with 18 females and 16 males, enrolled in the School Year 2022-2023 in one of the public schools in the Division of Angeles City. Data on the pupils’ reading level in Filipino based on Phil-IRI test and numerical literacy based on Numeracy Assessment results during the School Years 2019-2020, 2021-2022, and 2022-2023 were compared to track improvements on these areas. Data were analyzed using frequencies, percentages, mean, standard deviation and ranks. Wilcoxon Signed rank test was utilized to compare the variables of the study. Results show that there is a significant difference in the reading profile of the pupils between the periods of SY 2019-2020 (pre-pandemic face-to-face) and SY 2021-2022 (pandemic-modular), between SY 2019-2020 and SY 2022-2023 (pandemic face-to-face), and between SY 2021-2022 and SY 2022-2023 with the computed p-values of less than .05 level of significance. Further, data reveal more negative ranks during the SY 2022-2023 wherein the majority of the pupils are within the frustration level. Considering the pupils’ numerical literacy level, results show a significant difference in this area between SY 2021-2022 (pandemic-modular) and SY 2022-2023 (pandemic-face to face) wherein majority of the pupils are classified as nearly numerates. The results of this study have implications for the enhancement of the intervention programs related to reading and numeracy of the elementary pupils.
Julie Ann T. Samia (2024), Pupils’ Reading and Numerical Literacy in the Pre-COVID-19 Pandemic and During the Pandemic with Modular and Face-to-Face Instructions. Multidisciplinary International Journal of Research and Development (MIJRD), Volume: 03 Issue: 03, Pages: 59-68. https://www.mijrd.com/papers/v3/i3/MIJRDV3I30005.pdf