Abstract
Multiple interrelated factors strongly shape the development of numeracy skills in Key Stage 2 learners. Based on this premise, this study examined the extent to which factors affect the numeracy skills of 145 Key Stage 2 learners as a basis for an intervention plan. Using a descriptive research design, data were collected through a valid and reliable researcher-made instrument and analyzed using descriptive and comparative statistics. Findings revealed that learning motivation, learning environment, and teacher competence exerted a strong influence on numeracy skills, while learning facilities had a moderate effect. Comparative analysis showed that age and grade level significantly affect learning motivation, environment, and facilities, whereas sex influences perceptions of teacher competence. These results highlight that both individual learner characteristics and classroom context determine numeracy development. Hence, the study underscores the importance of addressing these factors to effectively enhance numeracy outcomes.
Keywords: Numeracy skills, key stage 2, learning motivation, learning environment, teacher competence, learning facilities.