Abstract
Identifying the challenges learners face in acquiring and developing skills in school is valuable for developing concrete educational innovations. This study uncovers the difficulties learners experience in reading and numeracy during the transition to face-to-face classes in a public elementary school in a large division of Central Visayas. This descriptive research collected responses from 54 Grade 4 learners using a self-made questionnaire, which underwent validation and reliability testing. The findings revealed that (a) a moderate level of difficulties was experienced by learners in reading and numeracy, (b) there is a significant difference in the level of difficulties in reading and numeracy in terms of sex specifically in fluency and basic operations, and (c) there is a significant relationship between the level of learners’ difficulties in reading and numeracy. The results proposed developing a culture of equality among learners and strengthening the LEND Program. It also encourages teachers to use various reading and numeracy activities, such as oral reading, interpretation, and story retelling, as well as board games, number puzzles, math challenges, and interactive quizzes presented through PowerPoint.
Keywords: Basic operations, fluency, number sense, numeracy, reading comprehension, word recognition