Numeracy Readiness of SNED Learners Through Interactive Learning Towards an Inclusive Education

Abstract

This quantitative study assessed how teachers use interactive learning strategies to support the numeracy readiness of SNED learners. Four forms of interactive learning were examined: sensory-based activities, audio-visual approaches, gamified activities, and the use of manipulatives. Numeracy readiness was examined through four skill areas: number sense, basic operations, functional skills, and shape recognition. A descriptive survey approach was used to examine the association between the study variables. Data were obtained from one hundred one (101) teachers in private and public elementary schools within the Schools Divisions of Padre Garcia and Lipa City. The mean ratings indicated that teachers viewed sensory-based (3.69), audio-visual (3.53), gamified (3.47), and manipulative (3.61) strategies as “More Effective.” For numeracy readiness, number sense received a “More Developed” rating (3.43), while basic operations (3.36), functional skills (3.41), and shape recognition (3.41) were rated “Developed.” Correlation analysis showed a statistically significant association between teachers’ use of interactive learning and their perceived extent of SNED learners’ numeracy readiness.