Perceived Instructional Needs And Challenges In Teaching Numeracy In Early Grades
Vanessa R. Medado, Shine Kaye Mae Casquejo, Jobelyn Mae M. Badilles, Shaina M. Casquejo, May S. Daita
Student Research · 2026
Bachelor of Elementary Education
This study explored the perceived instructional needs and challenges teachers face when teaching numeracy in the early grades. Numeracy plays an important role in developing learners’ foundational mathematical skills in the early grades. The researchers conducted this study at Gabi Elementary School, Cordova Central Elementary School, and Alegria Elementary School. The study focused on identifying the major difficulties teachers face in teaching numeracy and determining the support they need to improve instruction. It also examined their instructional needs, coping strategies, challenges, and classroom experiences. The researchers gathered the data using a semi-structured interview guide with open-ended questions. Through thematic analysis, the study found that teachers need more training in innovative teaching strategies and in the effective use of manipulatives to increase student engagement and maximize the use of digital resources. The findings also showed that teachers commonly face challenges, including learners' weak foundational skills, limited instructional materials, and limited time. The study recommends that teachers continue to apply creative teaching strategies, such as manipulatives, games, songs, real-life examples, and improvised materials. By utilizing diverse approaches for different learners, experimenting with different techniques for assessing students' learning, and participating in training programs—particularly those focused on technology and learner-centered teaching methods—teachers can also enhance their instruction.
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