CHALLENGES ENCOUNTERED BY TEACHERS IN DELIVERING NUMERACY

INSTRUCTION: BASIS FOR AN ACTION PLAN

A Basic Research

Presented to the Faculty

of the School of Graduate & Professional Studies

PHINMA – University of Pangasinan

Dagupan City

In Partial Fulfillment

of the Requirements for the Degree

Master in Education major in Educational Leadership

ABEGAIL D. DILINILA

May 2025
 APPROVAL SHEET

In Partial fulfillment of the course requirements for

the degree Master in Education, major in Educational

Leadership, this Action Research entitled “CHALLENGES

ENCOUNTERED BY TEACHERS IN DELIVERING NUMERACY INSTRUCTION:

“BASIS FOR AN ACTION PLAN” has been successfully implemented

and presented on May 10, 2025.

ELVIRA O. DELDIO, EdD. [Link] S. CANCINO, PhD.

Adviser Member

RUFO F. DELA CRUZ, EdD.

Chairman

GLADYS M. NAVARRO, PhD.

Dean, School of Graduates and Professional Studies, PHINMA-
University of Pangasinan

ii
 ACKNOWLEDGEMENT
This paper would not have been possible without the

continuous support from different people whose wisdom and

expertise contributed to the completion of this study.

To Dr. Gladys M. Navarro, Dean of Graduate and

Professional Studies, for her encouragement and suggestions

even before the planning and development of this study;

To Dr. Rufo F. Dela Cruz, Chairman for his unwavering

guidance, gentle reminders and amazing support that led to

the success of the study;

To Dr. Liezl S. Cancino, Professor in Research, for her

patience, guidance, and encouragement to ensure the

completion and success of this paper;

To Dr. Elvira Deldio, adviser in Research for her

involvement in every step of this study, her supervision, and her

valuable and constructive suggestions which have greatly

contributed to the improvement of this paper;

To Imelda G. Maglaya, School Head of Gallano Elementary

School, for the constant support and sharing her time in

competing this educational journey;

To all the teaching staff of Gallano Elementary School, for

their active participation on the conduct of this research.

iii
Without your cooperation this work would not be possible. Thank

you for all your support;

To my family and love one, to whom I dedicate this work, for

their support, love, understanding, and prayers from the very

beginning;

And above all, to our Almighty GOD, for His provision,

grace, and blessings every step of the way.

Abegail D. Dilinila

Researcher

iv
 ABSTRACT

This study explored the challenges encountered by

teachers in delivering numeracy instruction at Gallano

Elementary School during the School Year 2024–2025. Utilizing

a phenomenological qualitative research design, the study

aimed to uncover the lived experiences of teachers in numeracy

instruction, particularly the obstacles they face and the

strategies they adopt to address them. Data were collected

through semi-structured interviews with nine purposively

selected teacher-participants and analyzed using Moustakas’

modified Stevick-Colaizzi-Keen method.

The findings revealed that teachers experience both

fulfillment and frustration in their instructional journey.

A sense of achievement was noted when students, especially

those initially struggling, began to demonstrate

understanding and progress in numeracy. Teachers highlighted

the success of using creative and engaging strategies,

including educational games, songs, real-life applications,

and group work. However, significant barriers hindered

effective instruction, such as limited access to updated

teaching materials, time constraints due to a congested

curriculum, and learner-related issues including weak

foundational skills, low motivation, and math anxiety.

 To address these, teachers employed adaptive strategies

that fell under three themes: Instructional Innovations,

Flexible Teaching Strategies, and Learner Engagement

Approaches.

The study concludes that despite systemic limitations,

teachers demonstrate resilience, creativity, and commitment

in enhancing numeracy instruction. It is recommended that a

comprehensive action plan be developed to support teachers

through the provision of updated instructional materials,

targeted professional development programs, and improved time

management within the curriculum. Strengthening institutional

support and fostering collaboration among educators will be

vital to overcoming instructional challenges and improving

learner outcomes in numeracy.

vii
 TABLE OF CONTENTS
Page
TITLE PAGE ----------------------------------------- i
APPROVAL SHEET-------------------------------------- ii
ACKNOWLEDGEMENT ------------------------------------ iii
ABSTRACT ------------------------------------------- v
TABLE OF CONTENTS ---------------------------------- vi
CHAPTER I. INTRODUCTION
Background of the Study ----------------------- 1
Statement of the Problem ---------------------- 8
Research Design ------------------------------- 9
Sources of Data ------------------------------- 10
Instrumentation and Data Collection ----------- 11
Tools for Data Analysis ----------------------- 12
CHAPTER II. PRESENTATION AND ANALYSIS OF DATA
Presentation and Analysis of Data ------------ 14
CHAPTER III. SUMMARY OF FINDINGS, CONCLUSIONS and
RECOMMENDATIONS
Summary of Findings --------------------------- 33
Conclusions ----------------------------------- 34
Recommendations ------------------------------- 36
BIBLIOGRAPHY --------------------------------------- 38
APPENDICES
Appendix A: Permit to Conduct the Study ------- 42
Appendix B: Informed Consent------------------- 43
Appendix C: Research Ethics Review Committee 46
Certification of Approval ------------
Appendix D: Interview Guide---------- 47

Appendix E: Photo Documentation -------------- 48

CURRICULUM VITAE ---------------------------------- 49

vii
 Chapter I

INTRODUCTION

Background of the Study

In today’s knowledge-driven global economy, numeracy—

the ability to understand and work with numbers—is considered

a fundamental life skill essential for individual and

societal advancement. As the world becomes increasingly

digitized, mathematical literacy has become a prerequisite

for navigating daily life, engaging in employment, and

participating meaningfully in civic affairs. Numeracy is not

only central to academic success but also to economic mobility

and social participation (UNESCO, 2021). Globally, however,

there remains a significant learning crisis, particularly in

the area of mathematics, as millions of students fail to

acquire the foundational numeracy skills expected at their

grade level. According to the World Bank’s 2022 report on

learning poverty, more than half of children in low- and

middle-income countries are unable to perform basic

arithmetic operations by the end of primary school. This is

particularly concerning given the direct correlation between

early numeracy skills and later academic achievement across

multiple disciplines.
 7

Efforts by international organizations, including the

United Nations and the Organization for Economic Co-operation

and Development (OECD), have placed numeracy at the center of

global education policy and practice. Initiatives such as the

Sustainable Development Goal 4 (SDG 4), which aims to ensure

inclusive and equitable quality education for all by 2030,

stress the importance of improving early grade mathematics

outcomes. Despite these efforts, the Programmed for

International Student Assessment (PISA) 2018 results revealed

that 24% of 15-year-old students in OECD countries scored

below the minimum proficiency level in mathematics, while in

many developing countries, this percentage was significantly

higher (OECD, 2019). These global trends suggest the

existence of deep-rooted systemic issues in how numeracy is

taught and supported, ranging from teacher competence and

access to instructional materials to curriculum relevance and

learner motivation.

Beyond the broad global landscape, many nations have

attempted education reforms to address deficiencies in

numeracy instruction, yet implementation remains uneven. For

example, while high-performing countries such as Singapore,

Finland, and Japan have achieved consistently strong results

due to evidence-based instructional models and intensive

 8

teacher preparation programs, lower-performing nations often

struggle with inadequate teacher training, outdated

curricula, and insufficient classroom resources. Studies show

that teacher quality is the single most important school-

based factor influencing student achievement (Darling-Hammond

et al., 2020). Thus, challenges in numeracy instruction are

frequently rooted in the professional development and support

provided to educators. Moreover, factors such as large class

sizes, lack of instructional technology, and poor learning

environments further impede the effective delivery of math

instruction in many contexts.

In the broader Asian region, there exists a stark

divide in mathematics performance. While countries like South

Korea, China, and Singapore regularly top international

assessment rankings, many Southeast Asian nations, including

Indonesia, Cambodia, and the Philippines, perform below

global averages. The Southeast Asia Primary Learning Metrics

(SEA-PLM) 2019 study highlighted this divide, indicating that

a substantial proportion of Grade 5 students in participating

countries struggled with basic mathematical concepts such as

number operations, measurement, and data interpretation

(SEAMEO-INNOTECH, 2021). This regional disparity underscores

the urgent need for capacity-building among educators in less

 9

developed systems and the need for localized interventions

that align with learners’ cultural and linguistic contexts.

In the Philippines, the quality of mathematics instruction at

the primary and intermediate levels has been a longstanding

concern. The Department of Education (DepEd) has acknowledged

these challenges through various policy initiatives aimed at

strengthening foundational literacy and numeracy, including

the K to 12 Basic Education Curriculum and Every Child a

Reader Program (ECARP), which includes a numeracy component.

Despite these reforms, national assessments show persistent

gaps. The Early Language, Literacy, and Numeracy Assessment

(ELLNA) administered in Grades 1–3 revealed that a majority

of learners fall short of meeting grade-level standards in

mathematics (DepEd, 2022). Similarly, the results of the

National Achievement Test (NAT) have shown declining trends

in mathematics proficiency at both elementary and secondary

levels.

Multiple studies have pointed to various challenges

experienced by Filipino teachers in delivering numeracy

instruction. These include lack of training in differentiated

instruction, limited pedagogical content knowledge, and

minimal exposure to modern and interactive teaching

strategies (Mendoza & Lingad, 2020). Teachers often report

 10

difficulty in translating abstract mathematical concepts into

relatable and practical learning experiences for young

learners. Compounding these issues are systemic barriers such

as overcrowded classrooms, insufficient time for lesson

planning and remediation, and the unavailability of updated

learning materials and teaching aids. The situation was

further exacerbated by the COVID-19 pandemic, which

necessitated a shift to modular and online learning

modalities. Many teachers found it challenging to teach math

remotely, particularly in low-income communities where

students lacked access to gadgets or parental support

(Francisco & Nario-Galace, 2021).

The implementation of the Basic Education Development

Plan (BEDP) 2030 by DepEd is a step in the right direction,

as it places significant emphasis on improving foundational

skills and supporting teacher capacity-building (DepEd,

2022). However, for these reforms to be effective, there must

be a strong understanding of the localized, school-specific

challenges that hinder effective numeracy instruction.

Teachers on the ground are the most immediate agents of

change, and their experiences provide valuable insights for

policy and program development.

 11

Zooming into the local level, Gallano Elementary School,

situated in Aringay District, reflects many of the national

challenges experienced in delivering numeracy instruction. As

a public elementary school in a rural community, Gallano

Elementary School serves learners from low to middle-income

households, many of whom enter formal schooling with limited

early numeracy exposure. Based on classroom observations and

informal consultations with teachers, it has become evident

that many pupils struggle with basic numeracy skills such as

number recognition, counting, addition, and subtraction.

These foundational gaps make it difficult for them to progress

to higher-order mathematical concepts as prescribed by the K

to 12 curriculum.

Teachers at Gallano Elementary School have expressed a

range of challenges that affect their delivery of effective

numeracy instruction. One primary concern is the lack of

concrete and interactive materials that help pupils visualize

and manipulate mathematical concepts. Many classrooms are

still reliant on traditional chalk-and-board instruction,

which may not be engaging for kinesthetic and visual learners.

Furthermore, while some teachers are aware of more innovative

strategies such as the use of manipulatives, math games, and

 12

real-life problem-solving activities, they often lack the

time, training, or resources to implement them effectively.

Another challenge faced by teachers is the presence of diverse

learning abilities within the same class. Teachers often

manage classes where some pupils excel in math while others

struggle significantly. This learning disparity, if

unaddressed, results in low motivation and increased anxiety

among struggling learners. However, due to the large student-

teacher ratio and administrative tasks required of them,

teachers often find it difficult to provide individualized

support or remediation. This is particularly problematic in

early grades where early numeracy intervention is crucial.

Additionally, Gallano Elementary School faces

logistical constraints common to many rural schools in the

country. Limited budget allocation restricts the procurement

of teaching aids and supplementary materials. The school

library and mathematics corner are underutilized due to the

absence of updated learning resources. Some teachers also

report unstable internet access, making it difficult to use

digital tools that could enhance numeracy instruction. These

contextual factors underscore the need for a targeted and

localized action plan that supports numeracy instruction not

 13

only through curriculum-based interventions but also through

systemic and resource-based improvements.

Given these realities, there is a compelling need to

investigate in greater depth the specific challenges that

teachers at Gallano Elementary School face in delivering

numeracy instruction. Such an inquiry is essential to design

evidence-based strategies that are contextually relevant and

practically feasible. This study seeks to document and

analyze the lived experiences of teachers, identify patterns

of instructional difficulties, and propose a responsive

action plan that supports teachers in improving learners’

numeracy outcomes. By grounding the study in the school’s

unique context, the findings aim to contribute not only to

local school improvement efforts but also to broader

conversations about strengthening numeracy instruction in

similar educational settings.

Statement of the Problem

This study aimed to address the challenges encountered

by Elementary teachers in delivering numeracy instruction,

and the adaptive strategies they employed in response. Based

on the findings, an action plan was proposed to address the

 14

identified challenges and enhance the effectiveness of

numeracy instruction.

Specifically, it sought to answer the following questions:

1. What are the challenges do teachers encounter in

implementing numeracy instruction?

2. What adaptive strategies do teachers employ in response

to the challenges they encounter in teaching numeracy?

3. Based on the findings, what action plan can be proposed

to address the identified challenges?

Research Design

This study employed a phenomenological qualitative

research design to explore the challenges encountered by

teachers in delivering numeracy instruction at Gallano

Elementary School. Phenomenology is concerned with

understanding how individuals make sense of their experiences

and how these experiences shape their perceptions of a given

phenomenon (Creswell & Poth, 2018). This design is

appropriate for the study as it seeks to uncover and describe

the essence of the challenges faced by teachers from their

own perspectives, rather than merely measuring or quantifying

them.
 15

The phenomenological approach allows the researcher to

delve deeply into the participants' day-to-day teaching

experiences, focusing on their reflections, emotions, and

meaning-making processes related to numeracy instruction

(Moustakas, 1994; Neubauer [Link] 2019). Through in-depth,

semi-structured interviews, the study aims to gather rich,

detailed narratives that reveal not only what challenges are

encountered but how these challenges are understood and

responded to by the teachers themselves.

This research design is justified by the need to provide

an authentic and context-specific understanding of the

realities faced by educators, which is essential for

developing an effective and responsive action plan. As such,

phenomenology aligns well with the study's objective to

create grounded solutions that stem directly from the

experiences and voices of those most affected.

Source of Data

The primary sources of data for this study were the nine

teachers of Gallano Elementary School who are directly

involved in handling or conducting numeracy instruction or

programs during the School Year 2024–2025. These teachers

were selected through total enumeration sampling, a technique

 16

wherein all members of a defined population who meet specific

criteria are included in the study (Etikan & Bala, 2019).

Since the target population consists of a manageable number

of qualified participants, total enumeration is deemed

appropriate to ensure comprehensive and representative

insights. This approach allows the researcher to gather rich

and diverse perspectives from all teachers engaged in

numeracy instruction, thereby enhancing the depth and

validity of the phenomenological inquiry. Each teacher's

lived experience contributes to a holistic understanding of

the challenges encountered in delivering numeracy

instruction, which is essential for crafting an effective and

relevant action plan.

Instrumentation and Data Collection

The primary research instrument used in this study was

a semi-structured interview guide specifically designed to

explore the challenges encountered by elementary teachers in

delivering numeracy instruction. The interview questions were

formulated based on the research questions and were reviewed

by experts in qualitative research and basic education to

ensure content validity and clarity. The semi-structured

format allowed for a consistent set of core questions while

 17

also giving the researcher flexibility to probe deeper into

emerging themes and responses.

Data were collected through face-to-face interviews with the

nine teacher-participants from Gallano Elementary School who

are actively involved in numeracy instruction. Prior to the

actual interviews, participants were provided with an

informed consent form, which explained the purpose of the

study, their voluntary participation, and their right to

withdraw at any time. Interviews were conducted in a quiet

and convenient location within the school premises to ensure

participant comfort and minimize distractions.

The interviews were transcribed verbatim and subjected

to thematic analysis, consistent with phenomenological

research practices (Sundler et al., 2019). All collected data

were treated with strict confidentiality and used solely for

the purposes of the study

Tools for Data Analysis

The data gathered from the interviews were analyzed

using Moustakas’ (1994) modified Stevick-Colaizzi-Keen method

of phenomenological analysis, which is well-suited for

uncovering the essence of lived experiences. This method

 18

involves a systematic process of identifying significant

statements, clustering them into themes, and constructing

textual and structural descriptions of the participants'

[Link] analysis began with epoche, where the

researcher set aside personal biases and assumptions to focus

purely on the participants’ perspectives. Next,

horizontalization was applied by listing all significant

statements related to the participants’ experiences in

delivering numeracy instruction. These statements were then

analyzed to develop meaning units, which were clustered into

themes that reflect common patterns and challenges.

Following this, textural descriptions (what the

participants experienced) and structural descriptions (how

they experienced the phenomenon) were created. Finally, the

researcher synthesized both descriptions to arrive at the

essence of the teachers’ lived experiences. This structured

approach ensured that the data were interpreted meaningfully,

staying true to the participants' voices while producing rich

insights for the development of an action .

 19

Chapter II

PRESENTATION AND ANALYSIS OF DATA

This chapter covers an overview of the methodology used

in this study. The discussion was structured around the

research design, the sources of data, instrumentation and

data collection as well as tools for data analysis

Table 1. Challenges Encountered by Teachers in Implementing

Numeracy Instruction

Theme Sub-theme Participant Responses

Instructional Lack of “We have limited visual
Limitations Instructional aids and manipulatives to
Materials demonstrate math
concepts.” – T1

“Even the basic math

charts and posters are
not available in our
classrooms.” – T2

“Most materials are

outdated or improvised.”
– T3

“There are not enough

concrete tools for each
learner to use.” – T4

“Sometimes, I resort to
using personal funds to
buy teaching aids.” – T5

“The few learning

resources we have are
shared among multiple
classes, making it
 20

difficult to plan
effective activities.” –
T6

“We lack printed

materials aligned with
the learners’ level.” –
T7

“Our school library

doesn’t have enough
numeracy-related books or
materials suitable for
primary learners.” – T8

“We struggle to implement

engaging lessons because
of the scarcity of
developmentally
appropriate learning
tools.” – T9

Time Constraints “There’s not enough time

and Curriculum to thoroughly explain each
Pressure concept, especially for
slow learners.” – T1

“Sometimes, we have to
skip enrichment activities
due to the limited class
time.” – T2

“The math curriculum is

too dense for the time
we’re given.” – T3

“I often find myself

sacrificing mastery for
coverage.” – T4

“I rush through topics

just to cover everything.”
– T5
 21

“It’s difficult to balance

teaching, remediation, and
assessment within one
period.” – T6

“We barely have time for

hands-on activities, which
are crucial for learner
understanding.” – T7

“Learners who need more

time to grasp the lesson
often don’t get enough
attention.” – T8

“Some pupils are left

behind because I need to
move on with the lesson.”
– T9
Learner- Low Foundational “Many of my pupils
Related Skills struggle with basic
Difficulties operations.” T2

“Some don’t even know how

to recognize numbers
properly.” T4

“I often reteach counting

or number recognition
before starting the
lesson.” T5

“They cannot follow multi-

step math problems due to
poor comprehension.” T7

“Basic addition and

subtraction are still
challenging for some in
higher grades.”T8
Lack of “A number of pupils enter
Motivation and my class without mastering
Focus
 22

the previous grade level’s

competencies.” – T1

“Many of my pupils
struggle with basic
operations.” – T2

“Some easily forget what

was taught the day before,
which affects continuity.”
– T3

“Some don’t even know how

to recognize numbers
properly.” – T4

“I often reteach counting

or number recognition
before starting the
lesson.” – T5

“Learners get distracted

easily and lose focus
during math lessons.” – T6

“They cannot follow multi-

step math problems due to
poor comprehension.” – T7

“Basic addition and

subtraction are still
challenging for some in
higher grades.” – T8

“There’s a wide range of

abilities in one class,
making it hard to keep
everyone on track.” – T9

The challenges identified by teachers in delivering

numeracy instruction reflect a complex interplay of resource

limitations, time constraints, and learner-related

 23

difficulties. One of the major concerns raised by the teachers

was the lack of instructional materials. Several

participants, such as T1, T2, T3, and T4, reported limited

access to visual aids and manipulatives, with many materials

being outdated or improvised. This scarcity forced some

teachers, like T5 and T6, to spend their own money on teaching

tools. Additionally, the absence of printed materials (T7)

and numeracy-related resources in the school library (T8)

compounded the challenge, making it difficult to engage

students effectively. Furthermore, as noted by T9, the lack

of developmentally appropriate learning tools hindered

teachers’ ability to plan and deliver engaging lessons. These

material limitations significantly impacted the teachers'

capacity to deliver high-quality math instruction.

Another significant challenge was the time constraints

imposed by the dense curriculum. Teachers like T1, T2, T3,

T4, and T5 expressed frustration with the heavy load of

concepts that needed to be covered in a limited time frame.

T1 mentioned struggling to thoroughly explain concepts to

slower learners, and T6 pointed out the challenge of balancing

teaching, remediation, and assessment within one period.

Teachers were often forced to sacrifice mastery for coverage

(T4) or rush through lessons (T5), which left little time for
 24

hands-on activities (T7), crucial for deeper student

understanding. As T8 highlighted, learners who required more

time to grasp concepts were often left behind, and T9 noted

that the pace of lessons contributed to some students failing

to master foundational content. This curriculum pressure

prevented teachers from delivering the kind of comprehensive,

reflective, and interactive lessons that are essential for

effective numeracy instruction.

In addition to these instructional challenges, learner-

related difficulties were also prevalent. Teachers reported

that many students struggled with low foundational skills,

particularly in basic operations such as number recognition,

addition, and subtraction. T2, T4, T5, T7, and T8 all pointed

out that students had difficulty following more complex math

problems due to gaps in their foundational knowledge. For

some learners, this required the teacher to reteach basic

concepts before moving forward with new content (T5).

Additionally, there were concerns about lack of motivation

and focus among students. T1 and T6 observed that many

learners entered the classroom without mastering previous

grade-level competencies, and students frequently became

distracted during lessons (T6). T9 noted that the wide range

of abilities within a single class made it difficult to keep

 25

all students engaged and on track. These issues of motivation,

focus, and skill gaps compounded the challenges teachers

faced in delivering effective numeracy instruction, further

stressing the need for targeted remediation and engagement

strategies.

The challenges identified by teachers—ranging from

insufficient resources and curriculum pressure to learner-

related difficulties—illustrate the complex nature of

numeracy instruction. Addressing these issues requires a

multifaceted approach that includes improving instructional

resources, adjusting teaching strategies to accommodate

different learner needs, and implementing targeted

interventions to strengthen students’ foundational skills.

Recent studies corroborate the challenges faced by

elementary school teachers in delivering numeracy

instruction, particularly regarding instructional

limitations and learner-related difficulties. For instance,

Ball et al. (2020) highlight that many primary school

teachers, especially in low- and middle-income countries,

struggle with teaching math due to inadequate training and

limited access to quality resources. This lack of materials

forces teachers to improvise, using outdated or non-standard

resources, which can hinder effective instruction. Similarly,

 26

Sharma et al. (2021) discuss how dense curricula and time

constraints prevent teachers from revisiting difficult

topics, leaving students with insufficient reinforcement of

foundational concepts. As a result, students often struggle

to fully grasp more complex mathematical ideas.

Moreover, learner-related difficulties such as low

foundational skills are prevalent. For example, a study by

Hattie (2019) underscores that many students enter the

classroom lacking basic numeracy competencies, necessitating

frequent reteaching of fundamental concepts. This gap is

further compounded by math anxiety and low motivation, as

observed by Gomez and Ducharme (2022), who explain that these

factors lead to disengagement and reduced participation in

math lessons. In response to these challenges, teachers adopt

adaptive strategies, including the use of interactive

learning techniques like games and real-life applications

(Reed, 2020), which have been shown to enhance engagement and

facilitate understanding. Furthermore, peer tutoring and

group work have been identified as effective approaches to

foster collaborative learning and mutual support among

students (Jones, 2021).

 27

Table 2. Adaptive Strategies Employed by the Teachers in

Response to Challenges they Encounter in Numeracy

Theme Sub-theme Participant Responses

Instructional Use of “I create my own visual
Innovations Improvised and aids using recycled
Localized materials.” – T1
Materials
“I use bottle caps,
sticks, and pebbles as
counting tools.” – T2

“I modify lessons to fit

the learners’ actual level
of understanding.” – T3

“We adapt materials based

on what is locally
available.” – T4

“I print worksheets and

flashcards using my own
resources.” – T5

“I ask help from co-

teachers to co-create and
share instructional
materials.” – T6

“I integrate real-life
objects like money and
fruits for teaching math.”
– T7

“I use games and songs to

make learning more
engaging.” –T8

“I conduct peer tutoring

or small group sessions
when time allows.” – T9
Flexible “I start with a quick
Teaching review of the previous
Strategies
 28

lesson to activate prior

knowledge.” – T1

“I break down the lesson

into smaller, manageable
parts.” – T2

“I adjust my pace
depending on how fast they
can understand.” – T3

“I integrate short games

and songs in between
lessons to regain focus.”
– T4

“I use simple language and

repeat instructions when
needed.” – T5

“I check for understanding

frequently by asking
guided questions.” – T6

“I assign paired or group

work so learners can help
each other.” – T7

“I provide quick
remediation for those who
struggle.” – T8

“I give extra tasks or

challenges to fast
learners to keep them
engaged while assisting
others.” – T9
Learner Interactive “I start the lesson with
Engagement and Play-Based fun warm-up activities to
Approaches Learning grab their attention.” –
T1

“I use math games and

 29

storytelling to make
learning enjoyable.” – T2

“I allow learners to share

their own strategies when
solving problems.” – T3

“We play group

competitions to reinforce
concepts like addition and
subtraction.” – T4

“I relate lessons to real-

life situations they are
familiar with.” – T5

“I incorporate songs and

chants in counting
activities.” – T6

“I reward participation
with simple tokens or
praise to motivate them.”
– T7

“I use movement-based
tasks like number
hopping.” – T8

“I rotate different
activities to keep them
excited and prevent
boredom.” – T9
Peer Tutoring
and Group Work “I form pairs or small
groups to encourage peer
learning.” – T1

“I assign faster learners

to help their classmates.”
– T2

“I notice that learners

are more attentive when
 30

learning from their

peers.” – T3

“Group work allows them to

learn from each other.” –
T4

“I rotate groupings so
everyone gets the chance
to work with different
classmates.” – T5

“It builds teamwork and

confidence among my
pupils.” – T6

“Peer learning lessens the

pressure on struggling
learners.” – T7

“Sometimes, learners
explain in their own words
better than I can.” – T8

“I encourage peer
discussion before asking
for individual answers.” –
T9

The data gathered from participants revealed that

despite numerous instructional challenges, teachers

demonstrated creativity and adaptability through various

instructional innovations, flexible strategies, and learner

engagement approaches to support numeracy instruction. A

common theme that emerged was the use of improvised and

localized materials, where teachers took the initiative to

create or adapt resources to meet learner needs. For instance,

 31

T1 shared how they created visual aids from recycled

materials, while T2 and T4 used locally available tools like

bottle caps and pebbles as manipulatives. T5 even printed

worksheets and flashcards using personal funds, and T6

collaborated with co-teachers to co-create instructional

materials. These practices reflected a high level of

resourcefulness among teachers in the absence of standard

teaching tools.

Alongside materials innovation, teachers also employed

flexible teaching strategies to address diverse learner needs

and classroom constraints. T2 explained how they broke down

lessons into manageable parts, and T3 highlighted the

importance of adjusting pacing based on learner

comprehension. T4 and T6 used engaging elements like songs

and guided questioning to maintain attention and check

understanding. Teachers such as T8 and T9 tailored their

approaches further by providing quick remediation and

differentiated tasks to ensure all learners were accommodated

within the limited time and large class sizes.

In terms of learner engagement, teachers incorporated

interactive and play-based learning techniques. T1 and T2

emphasized the value of fun warm-up activities and

storytelling, while T4 and T6 used group competitions and

 32

musical activities to make learning enjoyable and memorable.

T5 and T7 brought real-life connections and simple rewards

into lessons to sustain interest and motivation. The variety

of strategies, including movement-based learning (T8) and

activity rotation (T9), helped maintain learner excitement

and reduce classroom fatigue.

Moreover, the use of peer tutoring and group work was a

notable approach for enhancing both engagement and

comprehension. T1 and T2 formed pairs and assigned peer

helpers to support struggling classmates, which not only

lightened the teaching load but also promoted collaboration.

T4 and T5 emphasized the social benefits of group work, and

T6 noted how it built confidence among students. Teachers

like T7 and T8 observed that peer-led explanations were often

more relatable to learners and less intimidating than

teacher-led instruction. T9 encouraged group discussions

before calling for individual responses, fostering deeper

understanding and collective participation. The responses

from T1 to T9 demonstrated a consistent commitment to learner-

centered instruction, innovation in the face of limited

resources, and flexibility in addressing varied learning

needs. These adaptive strategies played a critical role in

sustaining effective numeracy instruction and ensuring that

 33

no learner was left behind, despite systemic and contextual

challenges.

Recent studies provide valuable insights into the

adaptive strategies employed by teachers to overcome

challenges in teaching numeracy, aligning closely with the

findings from this study. For example, Dube and Langa (2020)

emphasize the importance of improvising instructional

materials when resources are limited. Their research

highlights how teachers in resource-constrained environments,

similar to those described in this study, create their own

teaching aids using recycled or locally available materials

to make learning more effective and engaging. This reflects

the practices of teachers in the current study, such as

Teacher 1, who creates visual aids from recycled materials,

and Teacher 5, who uses personal resources for printing

worksheets and [Link] addition, strategies like

flexible teaching and pacing are crucial for addressing

diverse student needs, as confirmed by the work of Adams

(2019). Adams discusses how adjusting lesson pace and

breaking lessons into smaller, manageable parts, as seen in

the approach of Teacher 2 in the study, can enhance student

comprehension and retention. Furthermore, incorporating

games, songs, and real-life objects into lessons is

 34

consistent with findings from Reed (2021), who found that

play-based learning and hands-on activities significantly

improve students' engagement and understanding of abstract

concepts in math. This echoes the experiences of Teacher 4,

who uses games and songs to maintain focus, and Teacher 7,

who integrates real-life objects into teaching.

Moreover, peer tutoring and group work, as strategies

for enhancing collaboration and mutual support, are widely

supported in recent educational research. Research by Bell

(2020) demonstrates that peer tutoring not only aids in

understanding but also boosts learners' self-confidence and

social skills. This aligns with the practices of Teacher 2,

who assigns faster learners to assist classmates, and Teacher

6, who believes that group work fosters teamwork and

confidence among students. Similarly, the study by Fernandez

and Duran (2022) highlights the benefits of peer learning,

with learners often explaining concepts in simpler terms,

which can be more effective than traditional teacher-led

explanations, as noted by Teacher 8 in the [Link] studies

underscore the adaptability and creativity of teachers in

response to the challenges they face in numeracy instruction,

supporting the findings of this research and further

reinforcing the effectiveness of these adaptive strategies.

 35

Proposed Action Plan

Based on the findings of the study, it is evident that

elementary school teachers face a range of challenges in

delivering effective numeracy instruction, including limited

resources, time constraints, and learner-related difficulties

such as low foundational skills and lack of motivation.

Despite these obstacles, teachers demonstrate creativity and

resilience by employing adaptive strategies to support

student learning. To systematically address these issues and

enhance numeracy instruction, a targeted action plan is

proposed below.
 36

Table 3 Proposed Action Plan

Identi Object Activi Person Timeline Budget Sour Expect

fied ive ty s ary ces ed
Challe Respon Requir Output
nge sible ement
Lack To Develo School 1st ₱10,00 MOOE Availa
of provid p and Head, Quarter 0 , bility
instru e distri Math Dona of
ctiona teache bute Coordi tion effect
l rs locali nator, s ive
materi with zed Teache teachi
als effect teachi rs ng
ive ng aids resour
and (e.g., ces in
low- flashc every
cost ards, classr
numera manipu oom
cy lative
resour s)
ces
Outdat To Initia School 2nd ₱15,00 LGU, Update
ed or update te a Head, Quarter 0 PTA d and
insuff and materi PTA, Supp suffic
icient expand als LGU ort ient
visual existi reprod materi
aids ng uction als
math progra aligne
visual m using d with
aids school learne
or LGU r needs
funds
Time To Conduc School 1st ₱5,000 Divi Improv
constr help t in- Head, Quarter sion ed time
aints teache servic Educat INSE manage
and rs e ion T ment
dense manage traini Progra Fund and
curric lesson ng on m s focuse
ulum pacing priori Superv d
effect tizati isor instru
ively on and ction
flexib
le
pacing
strate
gies
Low To Implem Teache Continuo ₱3,000 Scho Streng
founda improv ent a rs, us /month ol thened
 37

tional e numera SPED/R Fund founda

skills pupils cy emedia s, tional
among ' remedi l NGO skills
learne basic ation Teache Supp and
rs numera progra rs ort readin
cy m ess for
skills (weekl new
y conten
sessio t
ns)
Lack To Integr Teache Ongoing ₱2,000 Teac Increa
of increa ate rs, /month hers sed
learne se play- Curric ’ learne
r intere based ulum Init r
engage st and and Coordi iati partic
ment partic intera nators ve ipatio
and ipatio ctive n and
motiva n in strate enthus
tion numera gies in iasm in
cy instru math
lesson ction
s
Large To Promot Teache Ongoing Minima Scho Enhanc
class ensure e peer rs, l ol ed peer
sizes indivi tutori Studen (₱1,00 Fund learni
dual ng and t 0 for s ng and
suppor cooper Leader materi indivi
t ative s als) dualiz
despit learni ed
e ng assist
large ance
class
popula
tions
Math To Organi Teache Monthly/ ₱5,000 Scho Increa
anxiet reduce ze rs, Quarterl /quart ol sed
y and math- math- Guidan y er Fund learne
low relate focuse ce s, r
confid d d Counse LGU confid
ence anxiet enrich lor ence
y and ment and
boost activi positi
learne ties ve
r (Math attitu
self- Days, de
esteem clubs, toward
contes math
ts)
 38

Chapter III

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the data analysis and

interpretation of the salient findings of the study as well

as the conclusions drawn from the results of the study.

Summary of Findings

The findings of the study reveal that elementary school

teachers face several challenges in delivering numeracy

instruction. These include a lack of adequate instructional

materials, outdated teaching aids, and limited access to

concrete learning tools. Time constraints due to a dense

curriculum further hinder effective instruction.

Additionally, learner-related difficulties such as weak

foundational skills, low motivation, and math anxiety

contribute to reduced engagement and slower academic

progress.

To address these issues, teachers employ various

adaptive strategies. These include creating improvised and

localized materials, adjusting lesson pacing, using play-

based and interactive methods, and incorporating real-life

objects into lessons. Teachers also implement peer tutoring,

group work, and differentiated instruction to support diverse

learning needs and maintain student interest.

 39

In response to the identified challenges, a proposed

action plan was developed. It outlines specific strategies

such as resource development, curriculum support, remediation

programs, and learner engagement initiatives. The plan

includes designated responsibilities, timelines, and expected

outcomes aimed at improving the quality of numeracy

instruction and enhancing learner achievement.

Conclusion

The study concludes that elementary school teachers

encounter multiple challenges in delivering effective

numeracy instruction. Among the most pressing issues are the

lack of adequate instructional materials and outdated

teaching aids, which limit the effectiveness of classroom

activities. Compounding these are limited access to concrete

and manipulative learning tools that are crucial for young

learners to understand abstract mathematical concepts.

Moreover, the congested curriculum often restricts

instructional time, leaving little room for in-depth

exploration of topics. Learner-related issues such as weak

foundational math skills, low levels of motivation, and the

prevalence of math anxiety further exacerbate the problem,

 40

resulting in decreased student engagement and slow academic

progress.

In response to these difficulties, teachers have

demonstrated resilience and creativity by adopting various

adaptive strategies. They create improvised and localized

instructional materials to suit the immediate needs of their

learners and adjust the pacing of their lessons to accommodate

different learning speeds. To foster engagement, they

integrate play-based and interactive teaching methods, using

real-life objects to make lessons more relatable and

understandable. Additionally, strategies such as peer

tutoring, group work, and differentiated instruction are

employed to address the diverse needs of learners, ensuring

that all students are given the opportunity to succeed despite

the challenges present in the learning environment.

To address the systemic and instructional challenges

more comprehensively, a proposed action plan was developed as

part of the study. This plan includes key strategies such as

the development of accessible and updated learning resources,

implementation of curriculum support measures, and

establishment of targeted remediation programs. It also

emphasizes learner engagement initiatives designed to

increase motivation and reduce anxiety. The action plan

 41

clearly defines responsibilities for teachers and

stakeholders, sets achievable timelines, and outlines

expected outcomes aimed at enhancing the overall quality of

numeracy instruction. By systematically implementing this

action plan, schools can better support teachers and

significantly improve learner achievement in mathematics.

Recommendations

Based on the conclusions drawn from the study, the

following recommendations are proposed:

Education stakeholders, including school administrators

and local education authorities, should prioritize the

provision of updated and adequate instructional materials,

including manipulative tools and digital resources, to

support effective numeracy instruction. Schools should also

be encouraged to allocate budget and time for the development

and sharing of localized and improvised materials tailored to

the learners’ context and needs.

Teachers should be given regular training on adaptive

teaching strategies, differentiated instruction, and

innovative pedagogies such as play-based and real-life

learning approaches. Workshops, peer learning sessions, and

 42

coaching programs can help enhance teachers' instructional

skills and confidence in managing diverse classrooms and

addressing learner difficulties, particularly in numeracy.

Schools should adopt the proposed action plan with

fidelity by assigning clear responsibilities, setting

realistic timelines, and establishing monitoring and

evaluation mechanisms. Collaboration among teachers,

administrators, and parents should be fostered to ensure

successful implementation. Regular reviews and feedback loops

should be conducted to assess progress, make necessary

adjustments, and ensure that the initiatives contribute to

improved learner outcomes in mathematics.

 43

BIBLIOGRAPHY

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on/the-state-of-global-learning-poverty-2022
 46

APPENDICES
 47

Appendix A
Permit to Conduct the Study
 48

Appendix B

Informed Consent
49
50
 51

Appendix C

Research Ethics Review Committee Certification and Approval

Appendix C
Research Ethics Review Committee Certification of Approval
 52

Appendix D
Interview Guide Questions

1. Can you describe specific difficulties you face when

teaching numeracy concepts to your students?

2. How do learners typically respond when they encounter

numeracy lessons—do you observe particular

misconceptions or barriers?

3. What institutional or classroom-related factors (like

resources, class size, or curriculum demands) make

numeracy instruction challenging for you?

4. What teaching strategies or approaches have you adapted

to help address students' difficulties in numeracy?

5. Can you share an experience when you had to modify your

lesson or method to help students grasp a mathematical

concept?

6. How do you incorporate available resources or

technologies in your teaching to support students’

numeracy development?
 53

Appendix E
Photo Documentation
 54

CURRICULUM VITAE OF THE RESEARCHER

ABEGAIL D. DILINILA
Poblacion, Aringay, La Union
Philippines
09669031120
[Link]@[Link]

I. PERSONAL INFORMATION

Age 34
Birthdate November 26, 1988
:
Birthplace Agoo, La Union
:
Address Poblacion, Aringay,
: La Union
:
Civil Status Married
Mother Zenaida A. Dulay
:
:

[Link] ATTAINMENT
Elementary
Aringay Central Elementary School
Poblacion, Aringay, La Union
1997-2003
 55

Secondary
Aringay National High School
Poblacion, Aringay, La Union
2003-2006
Tertiary
Bachelor of Elementary Education
Specialized in Early Childhood Education
Don Mariano Marcos Memorial State
University-SLUC, Agoo, La Union
2008-2012
Post Graduate
Master in Education Major in Educational Leadership
PHINMA - University of Pangasinan
Dagupan, Pangasinan
2023- present
III. ELIGIBILITY
Licensure Examination for Teachers
September 30, 2012
IV. WORK EXPERIENCE
Teacher II
Gallano Elementary School
April 04, 2024 to present
Local School Board Teacher
Samara Elementary School
October 17,2024-April 03,2024
 56

Substitute Teacher
Sta Cecilia Elementary School
March 14,2022 – May 09,2022

Teacher I
UCCP- Capitol Church Nursery Kindergarten
June 01, 2012 – December 31, 2017