📄 Abstract
This study examined the effectiveness of the Developed Contextualized Numeracy Self-Instructed Module (CNSIM) as an intervention to enhance the numeracy skills of Alternative Learning System (ALS) Junior High School learners in Guimba West District, Division of Nueva Ecija. A quasi-experimental research design was used to determine changes in learners’ numeracy skills before and after the intervention, employing a one-group pretest-posttest approach. The respondents were 60 ALS learners selected through total enumeration sampling. The primary instrument for gathering data was a test questionnaire made by the researcher, while the CNSIM was used as the intervention. The instrument and the developed module were validated by the experts and piloted to ensure reliability, clarity, and appropriateness. Frequency and percentage distribution, mean, standard deviation, and paired-samples t-test were used to analyze the data. Results showed that most of the respondents were aged 16–21 years (50.0%), predominantly male (70.0%), and had a low level of education, with 50.0% having completed only Grade 7. Most of the learners were also from low-income households. Before the implementation of the CNSIM, learners obtained a mean score of 19.55 (SD = 5.90), indicating low to moderate numeracy skills in number sense, basic operations, problem-solving, and real-life application. After the intervention, the mean score increased to 25.08 (SD = 6.34), indicating improved numeracy performance. The paired-samples t-test revealed a mean difference of 5.53 with a computed t-value of 11.45 (df = 59, p < 0.001), indicating a statistically significant improvement in learners’ numeracy skills. These results confirm that the Developed Contextualized Numeracy Self-Instructed Module (CNSIM) is an effective instructional material in enhancing numeracy performance among ALS learners.
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📚 How to Cite:
Kenny D. Peria, I , EFFECTIVENESS OF A DEVELOPED CONTEXTUALIZED NUMERACY SELF-INSTRUCTED MODULE IN ENHANCING THE NUMERACY SKILLS OF ALTERNATIVE LEARNING SYSTEM (ALS) LEARNERS , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 167 - 173 ,