Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

Abstract

This study focused on the effect of parent-teacher partnership in improving students' numeracy skills in Grade 7 in Calatrava National High School- Malanog Annex. The participants of this study are the two sections of Grade in Calatrava National High School-Malanog Annex. The participants are selected using purposive sampling. In this sampling method, only the underachievers are chosen as participants. One section was assigned to the experimental group, and the other was to the control group. The students' numerical grades in the 2nd and 3rd quarters served as the basis for their numeracy skills; students were given four written compositions created by the researcher and four performance challenges. The instrument used in data-gathering underwent validity testing. Three experts in the field of Mathematics were asked to evaluate the content of the researcher-constructed written works and performance tasks. They rated it using the criteria of Good and Scates. The statistical tools used for the data treatment are mean, and an independent sample t-test was used. The findings revealed that the level of numeracy skills before and after the control group and experimental group is interpreted as average (80-84). Results also show no significant difference between the level of numeracy skills of the control and experimental group before the intervention. After the intervention, the control group's level of numeracy abilities significantly differed from that of the experimental group. This shows that the parent-teacher intervention relationship enhances students' numeracy abilities.