Pedagogical Innovations on Literacy and Numeracy Remediation among Public Elementary School Teachers

Foundational competencies in literacy and numeracy serve as vital pillars for lifelong learning and academic achievement. In response to persistent reading and mathematics gaps highlighted by local and international assessments such as PISA, public school teachers have increasingly integrated modern pedagogical innovations into remedial teaching. This study evaluated the extent of implementation and perceived effectiveness of pedagogical innovations in literacy and numeracy remediation among public elementary school teachers in the First District of Capiz, Philippines. Utilizing a descriptive-correlational research design, data were collected from 159 stratified randomly selected respondents. A validated and pilot-tested survey instrument was employed to assess the utilization and effectiveness of various pedagogical innovations. Descriptive statistics were used to analyze the implementation levels, while Spearman’s rank correlation coefficient determined the relationship between utilization and perceived effectiveness. Results revealed that pedagogical innovations in literacy and numeracy remediation were consistently always utilized. Strategies such as phonemic awareness activities, digital storytelling, peer-assisted learning, gamified instruction, manipulatives, and culturally contextualized teaching approaches were found to be highly effective. However, correlation analyses indicated no statistically significant relationship between the frequency of utilization and the perceived effectiveness in literacy remediation ( rs = 0.042, p = 0.595) and numeracy remediation ( rs = -0.017, p = 0.836). These findings suggest that instructional effectiveness is influenced not solely by the frequency of implementation but also by instructional quality, contextual relevance, and other learner- and environment-related factors. Thus, the findings highlight the importance of developing evidence-based and context-responsive intervention frameworks to further improve literacy and numeracy outcomes among elementary learners

Pedagogical innovations, literacy remediation

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