Numeracy is a foundational skill essential for academic success and everyday functioning; however, national and global assessments such as PISA 2018 continue to reflect poor mathematics performance among Filipino learners. This study aimed to (1) assess the level of numeracy skills among junior high school students in terms of computational ability and problem-solving skills; (2) determine their motivation and self-confidence in learning numeracy; (3) evaluate the supportiveness of their learning environment; and (4) identify significant differences in numeracy skills when grouped according to sex, grade level, and socio-economic status. Grounded in Bandura’s Self-Efficacy Theory and Vygotsky’s Sociocultural Theory, the research employed a descriptive-comparative design, surveying 50 students from the Lupon East District through stratified random sampling. A validated 4-point Likert-scale instrument assessed computational ability (M = 2.87, SD = 0.61), problem-solving skills (M = 2.35, SD = 0.58), motivation and self-confidence (M = 2.28, SD = 0.62), and learning environment (M = 3.02, SD = 0.55). One-way ANOVA results showed significant differences in numeracy skills by grade level (F(2,297) = 5.41, p < .01) and socio-economic status (F(2,297) = 6.02, p < .01), but not by sex (t(298) = 1.12, p = .26). These findings emphasize the combined impact of internal beliefs and external supports on numeracy development and highlight the need for targeted interventions that address motivation, instructional strategies, and resource disparities.
Salinas et al. (Thu,) studied this question.