Beverly Anne E. Nicolasora^1,, Marissa L. Labeña¹, Genny T. Lumantas¹

This study explored the use of deliberate practice and Internet-supported technology to continue numeracy intervention during a pandemic which limits a face–to–face classroom set–up. This study utilized pre-experimental one-group pretest–posttest research design. Participants were grade 10 students who were considered not numerate using the modified ASER tool, has internet connection within their homes and has the necessary device needed. The numeracy is an 8-week program using the same intervention materials across all students. Results showed significant improvement after the intervention and there were 14 out of 26 students considered numerates based from the modified ASER tool. Additionally, distribution of number of numerates according to grouped-pretest grade tends to be directly proportional. On a survey conducted online using online forms, students generally agree that the numeracy program they participated helped them improve their numeracy skills and conducting it online is appropriate. The conduct of online numeracy is perceived to help them learn while having fun and at the same time helped them become more confident in using technology. However, it must be noted that during the focus – group discussion conducted online, while students generally agree the appropriateness of doing the numeracy online, they were apprehensive of doing it at home because of their poor internet connectivity but will opt to do numeracy program online in school instead of paper and pen.

action research, mathematics education, ICT tools, teaching intervention, numeracy, teaching strategy