INSTRUCTIONAL PRACTICES IN TEACHING NUMERACY AMONG PRIMARY LEVEL PUPILS IN THREE DISTRICT OF ALABAT ISLAND

The research focuses on instructional practices of selected teachers in improving numeracy among primary level pupils in three district of Alabat Island. The results concluded that (1) majority of the teacher respondents are 23-30 years old, are compost of female teacher respondents, are compost of teachers in Teacher I, Master Teacher I, and Master Teacher II position, are bachelors degree and have been teaching for 0-5 years. (2) Majority of the respondents agreed in instructional practices in terms of command of instruction that they use examples in problem solving that is easily comprehensible through day to day situations and that they use situational analysis based on the real life experiences of children. (3) Majority of the respondents agreed instructional practices in terms of medium of instruction stating that they allow learners to elaborate their answers and talk about what they are learning using their language of preference (4) Majority of the respondents agreed in instructional practices of teachers in improving pupil numeracy in terms of instructional plan that they provide free study time that benefit learners who prefer to learn individually, but can be slightly altered to also help their classmates process the lessons (5) Majority of the respondents agreed in all of the statements provided for the instructional practices of teachers in improving pupil numeracy in terms of classroom management that they plan ahead to help establish the specific cooperative learning technique to be used and lays the foundation for effective group work; I plan out how groups will be formed and structure how the members will interact with each other, they explain the academic task to the learners and the criteria are for success, structure the cooperative aspects of their work with special attention to the components of positive interdependence and individual accountability, and set up time limits and allow for clarifying questions, and that they strictly monitor time during group activity (6) Majority of the respondents agreed in all of the statements provided for the instructional practices of teachers in improving pupil numeracy in terms of testing and evaluation that “reconstruct a summative test after a follow-up discussion. (7) Majority of the respondents are undecided mostly that “math teachers typically have a lot of demands before and after school time from students who are requesting extra help; requiring a greater dedication on their part. (8) The teacher-respondents? perceptions on the problems encountered by teachers in improving pupil numeracy were found to be significantly different when their length of service is considered. On the other hand, their perceptions in terms of sex, age, rank, and length of experience did not vary which means these demographic variables did not have a significant effect on their perceptions on behavior modification practices. It is recommended by the researcher that (1) teachers should use examples in problem solving that is easily comprehensible through day to day situations and use situational analysis based on the real life experiences of children. (2) Teachers should allow learners to elaborate their answers and talk about what they are learning using their language of preference (3) Teachers should provide free study time that benefit learners who prefer to learn individually, slightly altered to also help their classmates process the lessons (4) Teachers should plan ahead to help establish the specific cooperative learning technique to be used and lays the foundation for effective group work plan out how groups will be formed and structure how the members will interact with each other, and explain the academic task to the learners and the criteria are for success, structure the cooperative aspects of their work with special attention to the components of positive interdependence and individual accountability, and set up time limits and allow for clarifying questions while strictly monitor time during group activity. (5) Teachers should reconstruct a summative test after a follow-up discussion. (6) Teachers should demand time before and after school time for students who are requesting extra help; requiring a greater dedication on their part.