Home⇛bukal: The Official Research Journal of LCBA Master of Arts in Education⇛vol. 1 no. 2 (2025)

Numeracy Skills and Problem-Solving Proficiency Among Grade 5 Pupils of Laguna College of Business and Arts

Kristelle Joy N. Egnisaban | Maricris G. Pasicolan

Discipline: Education

 

Abstract:

This research explores the correlation between numeracy skills and problemsolving proficiency among Grade 6 pupils at the Laguna College of Business and Arts. Anchored in Jean Piaget’s theories of Cognitivism and Constructivism, the study examines how mastery of basic mathematical operations—specifically involving whole numbers, fractions, and decimals—affects learners’ ability to solve contextual problems. Employing a descriptive-correlational design, the researchers assessed 38 pupils using a 30-item adapted questionnaire aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). Results revealed that while pupils generally performed well in operations with whole numbers, they exhibited notable difficulties in handling fractions and decimals. These gaps were reflected in their problem-solving scores, particularly in tasks requiring higher-order thinking and multi-step computation. Statistical analysis confirmed a moderate positive correlation (r = .623, p < 0.01) between numeracy skills and problemsolving proficiency, suggesting that stronger numerical foundations contribute to better problem-solving outcomes. The study recommends targeted interventions such as differentiated instruction, experiential learning, and contextualized teaching strategies to enhance both numeracy and problem-solving capabilities. These findings offer valuable insights for educators and curriculum developers seeking to strengthen mathematical literacy and cognitive development in elementary education



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