Perceived Challenges, Interventions, and Numeracy Learning Gaps and Losses in Distance Learning in District III of Olongapo City, Philippines: A Basis for Intervention Programs

Abstract

COVID-19 pandemic had caused change in the way of learning and instruction as governments decided to shut schools down and adapt distance learning due to health and safety concerns. This study intended to identify the perceived challenges in teaching numeracy ensuing the implementation of distance learning to serve as bases for the development of future intervention programs. To test the hypothesis, the researcher surveyed the randomly selected elementary teachers and Mathematics coordinators in eight (8) schools in District III of the Schools Division of Olongapo City. Findings suggested that the teachers often meet challenges in addressing learning gaps on numeracy and they always meet challenges in the accessibility to learning resources. It also suggested that teachers share the same challenges in teaching numeracy and always apply interventions to establish health and safety protocols, mitigate the number of non-numerates, prepare teaching materials, and increase collaboration with the stakeholders. Based on the findings, the researcher recommended that teachers in District III of Olongapo City may further pursue their studies. Teachers may also continue monitoring learners’ progress and work in collaboration with parents and other stakeholders. Teachers may as well determine the best possible instructional strategy in terms of their present learning status such as remedial programs that provide learners with assistance necessary to meet academic needs. Other factors that influence teachers’ challenges may also be identified to lessen the number of non-numerates.