Evaluating The Impact of Instruction on Literacy and Numeracy Achievement: A Pre-Post Study for Learners of Grade I and II
Joyce Britto
*
Rahul International School, Maharashtra, India.
Yigal Banker
Rahul International School, Maharashtra, India.
*Author to whom correspondence should be addressed.
Abstract
Early literacy and numeracy skills are essential foundations for children’s academic success and lifelong learning. Effective instructional strategies and timely interventions play a crucial role in improving these foundational competencies among primary school learners. This study was designed to assess the impact of teaching strategies on the literacy and numeracy skills of Grade I and II learners. A pre-test and post-test design was employed to collect the data. A total of 118 students of Grade I and 133 students of Grade II participated in the research. The results showed that the Literacy and Numeracy scores of the learners of Grade I showed positive improvement, while the Literacy and Numeracy performance of the students of Grade II showed marginal decline in the post-test. From the results it is evident that the efficacy of teaching Literacy and Numeracy does not lie in the need to revisit the teaching strategies but in the teacher training, mentorship, and academic rigor with an assortment of teaching-learning strategies that cater to individual differences. At the core level, the teacher plays the most important role in the success of the Foundational Literacy and Numeracy Program which is the base for all later learning in life according to NEP 2020. Thus, the emphasis on effective Foundation literacy and Numeracy Program.
Keywords: Gender, foundational, literacy, numeracy, NEP 2020, intervention