ASSESSMENT TOOL IN NUMERACY (ATIN): ANALYZING THE PERFORMANCE LEVEL OF PRIMARY SCHOOL LEARNERS IN MATHEMATICAL CONCEPTS AND OPERATIONS

This study determined the numeracy performance level particularly on mathematical concepts and operations as assessed by the Assessment Tool in Numeracy (ATIN) among the Grade 2 Pupils of select elementary schools in Calanasan, Apayao, Philippines. Descriptive correction design was adopted, and data were gathered thru a standardized test from among all the pupils of the selected grade level and elementary schools. The profiles of the respondents showed a variety of family and school backgrounds. As to the learners' numeracy performance level, in areas like number identification and basic operations, there was a mix of abilities. While many learners were at developing or beginner levels in key areas, only a small number reached advanced levels. There was a notable difference in math performance between the two schools, with learners from Pedro Bunot Central School scoring higher on average. The analysis showed that specific personal factors, like how educated the parents were and the learners' weekly allowance, really did connect to how well learners performed in math. Learners whose parents had higher education levels and who had better grades tended to do better in math, highlighting the role of parental education and involvement in school success. A strong link between reading accuracy and comprehension was established signifying learners who read better also tended to do well in math tasks that required understanding problems and instructions. This pointed out how literacy skills were tied to math success.