Contextualized Schema-Based Instruction in Improving Numeracy Skills of Learners

Abstract: This research study explored the effect of Contextualized Schema-based Instruction on the numeracy skills of Grade 5 learners. The subject of the study is composed of 15 Grade 5 learners enrolled in Buenaventura Mahilum Elementary School in A.Y 2023 – 2024. This research study used one group pretest-posttest design. The respondents were subjected to an intervention, and data were collected before and after using the contextualized schema-based instruction using the researcher made test on numeracy skills. The researcher used Mean, Standard Deviations, and analysis of paired t test to analyze the data. The study’s findings revealed a significant difference in the level of numeracy skills of grade 5 learners before and after using the contextualized schema-based instruction. The increase in the performance is attributed to the use of contextualized schema-based instruction but other factors could have contributed to the improvement. The contextualized schema-based instruction as an intervention is an effective resource to the learning process and is proven effective improving the numeracy skills. As evidence were found that the intervention helps improve the numeracy skills, the researcher suggests that the use schema-based instruction embedded on the materials may be considered and teachers may adopt it as teaching strategy and supplementary material in learning mathematics. Keywords: Contextualized, Schema-based, Intervention