i

EFFECTIVENESS OF LITERACY AND

NUMERACY DRIVE TEST AT PRIMARY

LEVEL

Researcher: Supervisor:

Roll No.

DEPARTMENT OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

2019
 ii

EFFECTIVENESS OF LITERACY AND

NUMERACY DRIVE TEST AT PRIMARY

LEVEL

BY

Roll No.

A thesis submitted to the Partial

Requirement of B.ED

DEPARTMENT OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

2019
 i

Faculty of Education

Allama Iqbal Open University Islamabad

APPROVAL FORM

The research project attached hereto, entitled “Effectiveness of literacy and

numeracy drive test at primary level”. Proposed and Submitted by Roll No. is a partial

fulfillment of the requirements for the degree of B.Ed. (1.5 years) is hereby accepted.

Supervisor:___________________________ (Signature)

Evaluator: ____________________________(Signature)

Dated:_______________________
 ii

SUPERVISOR CERTIFICATE

The thesis entitled “Effectiveness of literacy and numeracy drive test at primary

level” submitted by, Roll No. in partial fulfillment of B.ED has been completed under

my guidance and supervision. I am satisfied with the quality of student’s research work

and allow her to submit this thesis for further process as per AIOU, Islamabad rules &

regulations.

Date: _________________ Signature: ____________________

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AUTHOR’S DECLARATION

It is hereby declared that author of the study has completed the entire requirement for

submitting this research work in partial fulfillment for the degree of B.ED. This thesis is

in its present form is the original work of the author expecting those which have been

acknowledged in the text. The material included in the thesis has not been submitted

wholly or partially for award of any other academic certification than for which it is

being presented.

Signature of Candidate

Name of Candidate:

Roll No.

Date : _________________________
 iv

Dedicated to my ever loving parents, who always stands by me in

fulfilling my each and every wish. Their encouragement and

support for my studies knows no bounds. Their prayers are behind

my every achievement.
 v

ACKNOWLEDGEMENT

The researcher is very much thankful to Almighty Allah who bestowed her power to

conduct this study. Also, the researcher appreciates the sayings of the Holy prophet

Hazrat Muhammad (P.B.U.H) that compel Muslims to learn from cradle to grave. His

(PBUH) life and His (PBUH) sayings are the best source of inspiration for me in my

entire life.

It is researcher’s honor and pleasure to acknowledge the support, encouragement, and

guidance of his advisor, for his never ending patience, his valuable suggestions and

inspiration that played a vital role in the completion of this thesis.

 vi

ABSTRACT

The purpose of present study is to investigate the effect of Literacy and numeracy drive

of Mathematics at Primary Level. Objectives of the study were; to stress the supremacy

of Literacy and numeracy’s skills over literal skill for developing LND, to design

activities for students to get command over Literacy and numeracy skills from their early

school life, to acquaint teachers with easy, valuable and beneficial methods for

developing Literacy and numeracy’s skill in a Math class, to find out the effectiveness of

Total Physical Response Method for developing Literacy and numeracy’s skills in a Math

class.The research design was experimental. There are two main reasons behind

conducting the experimental research. Experimental research is the only type of research

that can test hypothesis. Therefore students studying at Primary Level constituted the

population of study. Purposive sampling technique was used for the selection of sample.

All students were selected from 4-5th classand were separated into two groups as

experimental and controlled group. The experimental group got special treatment on

Litracy and numeracy skill . In order to get basic data and to check the level of students

about Mathematics the researcher conducted a pre-test. Last research tool by the

researchers was post-test, after giving treatment to experimental group.

Keywords: Effect, Literacy and numeracy skill , students, Primary Level.

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Table of Contents

ABSTRACT ....................................................................................................................... vi

CHAPTER 1 ....................................................................................................................... 1

INTRODUCTIO ................................................................................................................. 1

1.1 Statement of Problem ................................................................................................ 4

1.2 Objectives of the study .............................................................................................. 4

1.3 Significance of Research: .......................................................................................... 4

CHAPTER 2 ....................................................................................................................... 6

LITERATURE REVIEW ................................................................................................... 6

2.1 Importance of Literacy and numeracy skill............................................................. 9

2.2 Importance of Literacy and numeracy skill for students ........................................ 10

2.3 Supremacy of Listening Skil ................................................................................... 15

2.4 Communication and Listening Skill Are Correlated ............................................... 16

2.6 Method of Teaching English ................................................................................... 17

2.7 Issues With Numeracy ............................................................................................ 17

CHAPTER 3 ..................................................................................................................... 19

RESEARCH METHODOLOGY...................................................................................... 19

3.1 Design of Study ..................................................................................................... 19

3.2 Population.............................................................................................................. 20

3.3 Sample ................................................................................................................... 20

 viii

3.3.1 Sample Equating Test ..................................................................................... 21

3.3.2 Teaching Conditions ....................................................................................... 21

3.4 Research Tools ...................................................................................................... 22

3.4.1 Pre-Test ........................................................................................................... 22

3.4.2 Controlled and Experimental Groups ........................................................... 22

3.4.3 Treatment Plan .............................................................................................. 23

3.4.4 Post Test ...................................................................................................... 23

3.5 Procedure ............................................................................................................. 23

3.6 Comparative study of Pre-test and Post-test ........................................................ 24

CHAPTER 4 ..................................................................................................................... 25

DATA ANALYSIS ........................................................................................................... 25

Introduction ................................................................................................................... 25

4.1 Grouping Technique .............................................................................................. 25

4.2 Design of Pre-test ................................................................................................ 25

4.2.1 Literacy and numeracy skill ........................................................................... 25

4.3 Application of Pre-test ......................................................................................... 26

4.4 Students Performance: ......................................................................................... 28

4.5 Treatment Plan: ............................................................................................... 30

4.5.1 Design of Lesson Plan: ................................................................................... 30

4.5.2 Lesson Plan 2: ............................................................................................... 31

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4.5.3 Lesson Plan 3: ................................................................................................. 33

4.6 Post-Test:.............................................................................................................. 34

CHAPTER 5 ..................................................................................................................... 38

CONCLUSION, RECOMMENDATIONS AND FINDINGS ......................................... 38

5.1 Summary ............................................................................................................ 38

5.2 Conclusion............................................................................................................... 39

5.3 Findings ................................................................................................................... 40

5.4 Recommendations ................................................................................................... 41

REFERENCES ................................................................................................................. 42

APPENDIX ....................................................................................................................... 47
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List of Tables

Table 1 Sample Distribution .......................................................................................................... 21

Table 2 Results of Pre-test of Experimental and Controlled Groups: ........................................... 26

Table 3 Statistical Analysis of Pre-test of Controlled and Experimental Groups: ......................... 28

Table 4 ........................................................................................................................................... 35

Table 5 ........................................................................................................................................... 36
 1

CHAPTER 1

INTRODUCTIO

Being able to communicate effectively is the most important of all life skill.

Literacy and numeracy is simply the act of transferring information from one place to

another. It may be vocally (using voice), written (using printed or digital media such as

books, magazines, websites or emails), visually (using logos, maps, charts or graphs) or

non-verbally (using body language, gestures and the tone and pitch of voice). How well

this information can be transmitted and received is a measure of how good our Literacy

and numeracy skills are. The ability to communicate information accurately, clearly and

as intended, is a vital life skill and something that should not be overlooked. It’s never

too late to work on your Literacy and numeracy skill and by doing so improve your

quality of life.

Professionally, if you are applying for jobs or looking for a promotion with your

current employer, you will almost certainly need to demonstrate good Literacy and

numeracy skill. Literacy and numeracy skill are needed to speak appropriately with a

wide variety of people whilst maintaining good eye contact, demonstrate a varied

vocabulary and tailor your language to your audience, listen effectively, present your

ideas appropriately, write clearly and concisely, and work well in a group. Many of these

are essential skill that employers seek.

 2

Literacy and numeracy skills are essential for the successful future career of a

student. In today’s competitive world, Literacy and numeracy skills in business are the

most sought after quality of an educated person. Reading, writing and listening carefully

are the three most important Literacy and numeracy skills for students. These skill like

most of the Litracy and numeracy skill sounds too familiar as a result of which we take

them for granted.

As regards reading and writing, the only thing that we need to tackle is to adapt

with our growing age and concentration. With these two qualities, it is possible to

develop reading, oral Literacy and numeracy skill and writing skill.

Apart from reading and writing presentations, reports and speeches are a part of

school curriculum. This has been introduced in schools and colleges for the overall

development of students. This makes expressive skill and managing skill also important

for a student. It is also important to develop Literacy and numeracy skill in relationships.

What deserves more attention is that most of the students do not feel confident to

make presentations and speeches. But realizing the importance of these skills in modern

day life, most good schools have made it a regular part of their curriculum. Here comes

the role of expressive skill and managing skill.

Expressive skills are those which are used to express our feelings, thoughts and

expressions and thus get across our point successfully to the listener. To develop

expressive skill, students need to learn is how to communicate effectively and get the full

attention of the listeners.

 3

After this, management is an important part of a student’s life so development of

management skill is also important for the success of the student. Listening skill are also

an important skill that should be taught to a student. Listening skill should not only be

limited to the classroom but also in a normal conversation. Students should be taught as

how to give undivided attention to a person with whom a conversation is taking place.

Also, students should be taught as to how to show the other person respect when

the other person is speaking. Such etiquette is a part of conversation in every sphere of

life, be it professional or personal. Now that we have learned as to what specific Literacy

and numeracy skill a student must have, it is important to learn how to develop Literacy

and numeracy skill in a student.

The first activity to develop Literacy and numeracy skill in students is group

activities. Teachers should limit group activities not only in the classroom but also ask

students to complete assignments in equally divided groups. Also the teacher should

continuously change the groups. This is so that there is more interaction among the

students. This process helps a lot in the long run.

The next activity is to develop Literacy and numeracy skill for students. This is to

put in the habit of active listening. For this, the teacher should continuously read out

something from newspapers magazines and other sources in order to ask questions from

that. Also the teachers should make it a point to encourage active participation of the

students. By infusing a healthy feeling of competition and curiosity in students, it would

become possible to develop Litracy and numeracy skill for students. With these tips, go

ahead with confidence and put them into practice.

 4

1.1 Statement of Problem

Students are poor in Literacy and numeracy skill. Teaching of Literacy and

numeracy skill is ignored at all levels. Teachers do not focus these primaryskills of LND.

The major cause of this unfortunate situation is that our teachers are not well equipped

with necessary language skill, which they are deemed to impart to their students. They

also lack in appropriate teaching methods and different techniques for developing these

skills. The purpose of present study is to investigate the effect of literacy and numeracy

drive test at primary level.

1.2 Objectives of the study

1. To stress the supremacy of Literacy and numeracy’s skills over literal skill for

developing LND.

2. To design activities for students to get command over Literacy and numeracy

skills from their early school life.

3. To acquaint teachers with easy, valuable and beneficial methods for developing

Literacy and numeracy’s skill in a Math class.

4. To find out the effectiveness of Total Physical Response Method for developing

Literacy and numeracy’s skills in a Math class.

1.3 Significance of Research:

The teacher always complains that development of Literacy and numeracy skill at

very basic level is impossible task. They claim that student’s knowledge about English

knowledge is too limited and their mental ability is also short, so they are unable to learn

and understand LND. So, the present study will pave right way for LND teachers. It will

also provide the responsibilities for further research on the issue of developing Literacy
 5

and numeracy skill at all levels. The outcome of the research might be beneficial for the

students. They might become more proficient in Literacy and numeracy skill of LND at

primary level.

1.4 Delimitation:

The present study is de-limited to:

I. Government Primary School.

II. Further it is de-limited to both the section of Class 7th-8th.

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CHAPTER 2

LITERATURE REVIEW

Literacy and numeracy skill are essential for the successful future career of a

student. In today’s competitive world, Literacy and numeracy skill in business are the

most sought after quality of an educated person. Reading, writing and listening carefully

are the three most important Literacy and numeracy skill for students. These skill like

most of the Literacy and numeracy skill sounds too familiar as a result of which we take

them for granted.

As regards reading and writing, the only thing that we need to tackle is to adapt

with our growing age and concentration. With these two qualities, it is possible to

develop reading, oral Literacy and numeracy skill and writing skill.

The next activity is to develop Literacy and numeracy skill for students. This is to

put in the habit of active listening. For this, the teacher should continuously read out

something from newspapers magazines and other sources in order to ask questions from

that. Also the teachers should make it a point to encourage active participation of the

students.

By infusing a healthy feeling of competition and curiosity in students, it would

become possible to develop Literacy and numeracy skill for students. With these tips, go

ahead with confidence and put them into practice

 7

According to widow son (1978) “we use listening in communication and writing

in written communication”. Wilkinson (1965) coined the word “oracy” in order to stress

the significance of spoken element in language. By “oracy” he means “talking” and

“listening” where as literacy means for “reading” and “writing munication and

communication to what he says”.

Palmer (1974) defines Literacy and numeracy skill “Learn to use foreign

language without reading, without writing, without theory and without translation, by dint

of listening to the teacher com Basic arithmetic forms the foundation of students’

mathematical knowledge, and it is traditionally the first mathematical concept taught that

involves performing operations on numbers to solve simple equations that involve no

unknown variables.

To understand basic arithmetic, students must already understand rudimentary

concepts of number theory, i.e. how to count. The first basic arithmetic concept that

students learn is addition, or how to combine the values of two numbers together to

calculate their sum. Subtraction is also introduced as the opposite operation of addition;

students learn that by subtracting a number from another number, they calculate the

remainder after the number subtracted is removed from the total quantity represented.

Students initially learn these concepts with single-digit whole numbers, but are later

taught to add and subtract numbers with two, three, or more digits by hand; this

introduces the concept of numerical places and provides a solid foundation for later

learning about decimals.

 8

After mastering basic addition and subtraction, students are introduced to

multiplication and division as another pair of opposite operations. Students may begin

learning about multiplication using visual representations of groups of objects; this is

done in order to help them comprehend that multiplication duplicates a number a number

of given times. For instance, students might learn that having a pair of socks is equivalent

to having one group of two socks, but multiplying 2 x 3 yields a total of 6, or the

equivalent of having three pairs of socks.

After learning basic multiplication, students learn basic division. Visual groupings

of objects may also be utilized when teaching students division, as well as analogies such

as the idea that division splits large groups into smaller groups of a certain number of

objects and counts the number of smaller groups.

Once students have mastered simple single-digit multiplication and division, they

will be challenged to incorporate the same concepts into more difficult problems

involving larger numbers. Multiplying and dividing large numbers by hand is a skill that

many students find difficult to learn, but is very rewarding.

Once students have mastered addition, subtraction, multiplication, and division,

they move on to other mathematical concepts such as how to work with decimals,

fractions, and percents, as well as negative numbers and absolute value; however, a great

number of all of the other mathematical concepts they will learn in the rest of their

academic careers all depend on a solid foundational understanding of basic arithmetic, so

it is absolutely crucial that students clearly understand the concepts and do not
 9

unwittingly misunderstand them, as such misunderstandings can derail later attempts to

learn about more difficult math.

If you want to make sure that you or your student has a solid understanding of

basic arithmetic, Varsity Tutors’ free Basic Arithmetic Practice Tests can help you do so.

Each Practice Test consists of around a dozen basic arithmetic problems that ask students

to put a variety of their skills into practice. After completing a practice test, you gain

access to your score and data about how it compares to other test takers who answered

the exact same problems, as well as detailed explanations to each problem, to help you

learn how to do the problem correctly if you made a mistake. Reviewing basic arithmetic

can help you ensure that you or your student is well-prepared for more advanced

mathematical concepts, and Varsity Tutors’ free Basic Arithmetic Practice Tests can help

you do that for free whenever you want to study.

2.1 Importance of Literacy and numeracy skill

Communication language is a powerful tool for communication, thinking and

learning. It shapes, modifies, extends and organizes thought. Communication language is

foundation of all the language development. It is the base for other language strands.

Through communication and listening, students connect with each others, learn concepts,

develop vocabulary and perceive structure of Mathematics . Modern techniques of

teaching language emphasis are the importance of communication work. It is because of

the following:
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 Language is primarily a spoken thing, the written representation is secondary.

Even the illiterate people know their language although they cannot read or write

it.

 Communication practice is the quickest way of getting started because the people

have simply to imitate the utterances of others. The learner gets a sense of

achievement which is an incentive for further progress.

 To be able to speak a language makes that language more living and real to the

people and lends rhythm to it.

 Whatever the child learns through speech, he retains it longer in the memory.

 Communication work provides the most economical way of learning a language.

2.2 Importance of Literacy and numeracy skill for students

1. Literacy and numeracy skill helps to learn more from teachers:

Students need practical and deeper knowledge about the subject they are learning

in school and college. For better learning from teachers, they need to ask the question and

they have to discuss their subjective and objective doubts. When teachers understand

where they are confused about the subject then they can teach in their style, it will help

students get high marks.

Most of the students do not ask question because of fear, hesitation and low

confidence. Literacy and numeracy skill help them to listen, understand the point of view

of teachers in the class. After listening and understanding what teachers are speaking

about students can ask better questions with confidence and it will help them to gain

more knowledge.
 11

2. The quality of being friendly with others: –

It’s important to be friendly with others in school and college. Controlled verbal

communication and physical expression help them to make new friends. Studying with

good friends relieve the stress. And it’s really important in competitive environment and

situation.

Good Literacy and numeracy skill builds strong friendships. It will give

confidence. And students get interested in visiting school and college daily. But all is

possible when someone respect other, communicate when it is important and show

positive expression in the certain situation. That’s how Literacy and numeracy skill

enhances the ability to understand and share the feelings of each other. It will build a

strong friendly relationship and that can often be converted into business partnerships and

love later in life.

3. Literacy and numeracy skill help in career development: –

Clear communication about the skill and knowledge, objective vocabulary in

words while communicating with interviewers, confident physical expressions help

students to get a job after the completion of the degree, that’s how effective

communication makes difference in the personality of students. Many students face

communication problem in the interview that’s why learning and improved

communication help them to build a career in their respective field.

4. Enhancement in teamwork and collaborative attitude: –

 12

Positive behaviors, the gratitude of others, a collaborative effort in solving the

problem with other team member are a great example of effective communication in the

workplace. Effective communication increases the productivity in business. It will

improve the chances of promotion, earn other members respect. That’s how Literacy and

numeracy skill enhances the teamwork and collaborative attitude and it gives long term

benefits.

In future students will communicate with clients by text, audio and video

conferencing in the job. If they are not effective in emails, tweets, and social engagement

then it will negatively impact their career progress. That’s why listening, writing and

verbal communication by using Internet of things plays a big positive and negative role in

students personal and career development.

That’s why students need to improve their Literacy and numeracy skill while

they are in school and college. So later in their career and life communication will not

become the wall in their success.

5. Literacy and numeracy skill develops professionalism in the students: –

Students in future will become doctors then they need to communicate effectively

with patients. They need empathy, friendliness, professionalism in their speaking and

attitude while interacting with patients.

Pakistan or countries need good political, business and social leaders. In future

students will become political/business, entrepreneur, bureaucrat, and leaders. And

without communicating effectively with people, and not listening problems people are

facing not help them get votes, customers and support of people. They have to listen, it’s
 13

their duty, they have to be patience, and they need to manage anger and lots of other

things.

As you know some of our current political leader’s verbal and non-verbal

communication is a bad, nasty and ill example that I think good teachers/parents never

want to have similar in their kids/students. Such negative communication is never will be

good for the development practices of the country. Such communication increases social

tension, riots, a war in between us.

That’s why it’s really important for all us to think, understand and analyze the

situation then speak. Communication is an expression, and freedom of expression is our

right but expressions should be on right track, with right people, for the right cause, and

on the right platform.

Learning and practicing Literacy and numeracy skill help students in future to

handle such kind of professional and social tensions. Following effective communication

and avoiding the bad example of communication will make them a great leader,

professional and socially impactful.

All duties that we follow as a citizen, and do effectively with quality will help in

the development of our country. So, this is what I think, how improvement in Literacy

and numeracy skill can be very helpful for students.

6. Literacy and numeracy skill are important for students in social networking:–

Communication in group activities, debate and family functions help students to

analyze their Literacy and numeracy skill level and standard. In conversation listen to
 14

other people opinions is very important to reach new conclusions about the subject. And

it’s not possible without communicating effectively with positive expression.

It’s really important to learn that, while communicating, students have to respect

the feelings of others. Many times we talk with parents, friends, and in meetings and with

employer very rudely. It’s really important to communicate without causing distress to

someone feelings.

That’s why Literacy and numeracy skill are especially more important for

students to learn because they are more energetic, enthusiastic, passionate and open

minded. It’s not bad but overuse of such things can impact badly about their personality

in the society. Not only offline but online.

Healthier communication with parents, teachers, colleges, cousins, classmates and

with anyone can build students more trustworthy. It will build self-esteem and increase

the confidence in students that will impact positively on their education.

7. Improvement in presence of mind and memory enhancement: –

When we communicate, listen, express and understand what we’re talking about,

it will improve our presence of mind. While communicating when we focus on listener

not on the mobile phone then it will help to enhance our brain power and memory.

Students need brain power and sharp memory to become successful in everything

they want to do, to achieve their dreams. The uses of Literacy and numeracy skill

increase their focus and they are ready for any answer because of the presence of mind.

The presence of mind improves their vocabulary, Literacy and numeracy skill and
 15

enhances memory like a genius. Every student wants to become a genius in their life but

without the use of effective communication, it’s not possible.

So, these are reasons why Literacy and numeracy skill are important for students to

improve, learn and use. There are various online communication courses in which they

can improve their verbal and non-verbal Literacy and numeracy skill effectively. They

can also learn Literacy and numeracy skill from good speakers, teachers, journalists, and

parents.

2.3 Supremacy of Listening Skil

Before giving suggestion about the development of Literacy and numeracy skill it is

necessary for us to examine that how a child learn his mother tongue. In the beginning he

is a passive listener. He listens to language and does not give any verbal response for

specific time.

It is much later that he learns how to read or write a language. Likewise in teaching a

foreign language we should first provide practice to the people in listening and speaking.

We should remember that child is not made to read anything that he has not mastered

orally. It is an established fact that the sequence adopted in L1-acquisition must be

followed to large extent in L2-Learning i-e speaking, listening, reading, and writing.

According to further theory “one cannot be a good futurist without being a receptive

listener and then an effective communicator”.

 16

2.4 Communication and Listening Skill Are Correlated

Language learning consists in mastering the four basic skill, listening, speaking,

reading and writing. In Mathematics teaching methodology, it is therefore necessary to

teach the four integrated language skill of speaking- listening-reading-writing in order to

gain certain efficiency. Widdowson believes that these four integrated skill can never exit

in isolation, in order to achieve “communicative competence” all four skill should be

given equal consideration.

2.5 Relation of Listening And Speaking

As we know that each language skill can complement the other. Reading and writing

are related to each other and listening and communication are related to each other. If we

start teaching language learning from directly spoken mode of language, this is just to put

a cart before a horse. Before communication this is necessary that a student must spend

lot of time on listening.

Chastain says “listening and reading provide the means for acquiring additional

vocabulary and new language structures. Therefore the teacher needs to be most careful

that the students have the means before he asks them to continue in language learning

toward communication and writing”

 17

2.6 Method of Teaching English

The language is most valuable proper property. It has become an industry. Certain

methods and techniques have been developed for teaching and learning english. Here we

will view those language teaching methods.

i. The grammar -Translation Method

ii. The direct Method

iii. The Audio – Lingual Method

iv. The Silent way

v. Suggestopedia

vi. Community language learning

vii. The Total Physical Response Method

2.7 Issues With Numeracy

Clearly there is an issue of meaning. When we talk about numeracy what do we

mean precisely? To some extent this has been dealt with above but the matter does not

end there. There is a wider debate that is only signalled here. Other issues abound and

only a brief selection is offered here. The implied issue in the title, namely the

relationship between numeracy and mathematics, is addressed in a way that is clearly

skewed in the direction of readers who are professional mathematicians and/or

mathematics educators.

Numecy and mathematics

Numeracy impacts on individuals across their life span from child to adult and has

implications for their education and lifelong learning in schools, in the work place and in
 18

other non-traditional settings. The relationship between numeracy and school

mathematics is problematic not least because numeracy does not seem to be an automatic

outcome for many after years of compulsory schooling. Numeracy and literacy are

prioritised in the Irish Primary School curriculum. While numeracy is not explicitly

defined it is clear that there is a concern for basic mathematics as opposed to mere

computational skills only (NCCA, 1999).

For many practitioners and researchers in the field, it seems numeracy should not

be equated with less mathematics but more in terms of sense making, application and

decision making. The juxtaposition of higher order abilities and basic mathematics

captures an important insight that invites us to consider the combination comprising more

advanced mathematics and higher order cognitive abilities. This connects neatly with the

secondary school mathematics curriculum where the term numeracy is not generally used

except in the context of under-achievement and early schoolleavers. Indeed, the goal of

secondary school mathematics in the U.S. is mathematical literacy which is interpreted as

a good secondary mathematics education that is necessary for all who aspire to higher

education and work in an Information Age.

A wide range of goals for numeracy can be identified in national and international

reports and literature. In general it is fair to say that numeracy is perceived as

‘contributing to the empowerment, effective functioning, economic status, and well being

of citizens and their communities’ (Gal, 2000:ix). Steen (1997: xxii) refers to a useful

summary of these goals associated with five different dimensions of numeracy as

follows: practical, for the immediate use in the routine tasks of life; civic, to understand

major public policy issues; professional, to provide skills necessary for employment;
 19

recreational, to appreciate games, sports, lotteries; and cultural, as part of the tapestry of

civilization. All of these implicate education at some level but other agencies are also

implicated e.g. training agencies, trade unions.

However, it is not simply a matter of educational goals been driven by educational

concerns but rather is it the case of strong economic and social policy pressures on

education being marshalled to deliver aspects of government policy especially in the

economic arena.

CHAPTER 3

RESEARCH METHODOLOGY

The purpose of this study was to evaluate the effect of Effectiveness of literacy

and numeracy drive test at primary level. The chapter was divided into following topics:

1. Design of study

2. Population

3. Sample

4. Research tools

5. Comparative Study of Pre-test and Post-test.

3.1 Design of Study

The research design was experimental. There are two main reasons behind

conducting the experimental research. Experimental research is the only type of research
 20

that can test hypothesis. It represents valid solution of the given problem. It is most

demanding and productive type of research. So keeping in mind the validity of research,

the researcher conducted experimental research.

Secondly, it was assumed that Litracy and numeracy skill can well develop at

Primary Level through the use of Total Response Method. So to verify this assumption

experimental research was conducted.

3.2 Population

The aim of the study was to evaluate the method of Total Physical Response

for the development of Literacy and numeracy skill . Therefore students studying at

Primary Level constituted the population of study. Primary Level refers to classes 6-8.

This stage is very important in Pakistan where approximately 50% students fail in

examination. Instructional supervision is weak and teaching methods are not appropriate

for learning.

3.3 Sample

Purposive sampling technique was used for the selection of sample. In this study,

one school i.e Government Primary schools was selected from typical Government

Schools. Sample of the study consisted of 40 students of 4th class. Their ages ranged from

9 to10 years. The school present population of typical Government schools in Pakistan i.e

large classes, spacious room and all of them belong to same language background and

had LND skills. The experimental group included 20 participants who studied together.

Meanwhile, 20 students in the controlled group studied the same material.

 21

3.3.1 Sample Equating Test

All students were selected from 4-5th classand were separated into two

groups as experimental and controlled group. Students are allocated randomly to control

and experimental groups as under:

Table 1 Sample Distribution

Subject Experimental Control

Litracy and numeracy skill 20 students 20 students

3.3.2 Teaching Conditions

The experimental group got special treatment on Litracy and numeracy

skill . Special interesting activities were designed for experimental group through Total

Response Method. This group went through the systematic monitoring and continuous

observation in order to evaluate the usefulness of Total Physical Response Method for

developing Literacy and numeracy skill .

However, students of controlled group were left to participate in routine activities

through traditional method. Pre-tests and post-tests were applied to both groups. Results

of both groups were compared in order to show the superiority of one method for

developing Literacy and numeracy skill .

 22

3.4 Research Tools

The researcher tried to collect data of experimental research through the

following tools:

3.4.1 Pre-Test

In order to get basic data and to check the level of students about

Mathematics the researcher conducted a pre-test. This test was applied to both

experimental and controlled groups. According to demand, the researcher judged the

Litracy and numeracy skill of both groups. In the light of result of pre-test the researcher

designed lessons for treatment of experimental group. The test was based on 20 marks on

the whole.

3.4.2 Controlled and Experimental Groups

To conduct the research in organized and systematic way the researcher took two

groups. She selected class 4 and makes two groups and was given the name of

experimental and controlled group. The experimental group got special treatment on oral

skill. Special interesting activities were designed for experimental group through Total

Response Method. This group went through the systematic monitoring and continuous

observation in order to evaluate the usefulness of Total Physical Response Method for

developing Litracy and numeracy skill . However, students of controlled group were left

to participate in routine activities through traditional method. Pre-tests and post-tests

were applied to both groups. Results of both groups were compared in order to show the

superiority of one method for developing Litracy and numeracy skill .

 23

3.4.3 Treatment Plan

To make the research more effective and valid the researcher used the technique

of lesson plan. Treatment plan continued for at least one month. Several teachers actively

participated throughout the treatment plan. These lesson plans contained lots of activities

consisted on listening comprehension and Literacy and numeracy skill . Sufficient

practice was given to students of experimental group with the help of their own physical

participation in the required areas.

3.4.4 Post Test

Last research tool by the researchers was post-test. After giving treatment to

experimental group with the help of Total Physical Response Method, the researcher

applier a post test on both groups. Through this test the researcher got final data. This test

was based on Literacy and numeracy skill . Total marks of post test were 20. The results

of post-test helped to prove the range of improvement in oral skill of students of

experimental group.

3.5 Procedure

The researcher followed the following technique for her research:

GROUP – 1 GROUP – 2

EXPERIMENTAL GROUP CONTROLLED GROUP

Pre-test of Litracy and numeracy skill Pre-test of Litracy and numeracy skill

Teaching Litracy and numeracy skill Teaching through traditional method

through TPR Method

Post-test of Litracy and numeracy Post-test of Litracy and numeracy skill

 24

skill after treatment without special treatment

Analysis of collected data Analysis of collected data

3.6 Comparative study of Pre-test and Post-test

After getting results of pre-test and post-test the researcher did

comparative study of both groups, and was done to evaluate the effectiveness of Total

Physical Response Method for developing Litracy and numeracy skill . For this purpose,

statistical Analysis of pre-test and post-test was done through Mean, Median and Mode.
 25

CHAPTER 4

DATA ANALYSIS

Introduction

This chapter presents the analysis and interpretation of collected data. The

researcher gathered data through three main sources (Pre-test, Treatment, Post-test) and

several other sub-sources. Every step of the research was carefully planned. Following

were the steps of this research.

4.1 Grouping Technique

In order to organize the experimental research the researcher selected two

groups of 4th and 5th class as experimental and controlled group. The students of both

groups were of same age, level and mix abilities. However they had different family

background.

4.2 Design of Pre-test

A test was designed to conduct a pre-test on experimental and controlled

groups. Through this test the researcher checked Literacy and numeracy skill of students

of both groups. The test was based on 20 marks.

4.2.1 Literacy and numeracy skill

This part was related to Literacy and numeracy skill . This skill was

checked through easy and simple questions about items present in the classroom. This

part was based on 20 marks. Each student was asked 20 questions and each question was
 26

of 1 marks. The questions were very interesting, simple and relevant to real life

situations.

4.3 Application of Pre-test

The research started when the pre-test was actually conducted on both

groups (Experimental and Controlled). The duration of this test was of 1hour. The

researcher was asking question by showing various items. However, a majority of

students was not responding. The questions were very interesting and according to the

level of students. It took much time. The researcher took the pre-test of both groups and

gave marks according to their performance.

Table 2 Results of Pre-test of Experimental and Controlled Groups:

Class: 7th T. Marks: 20 Gender: M/F

S# Controlled Group Experimental Group

Names O. Names O.

Marks/20 Marks/20

1 Ayesha 10 Fatima 12

2 Kiran 6 Laiba 9

3 Aneesa 8 Umaima 11

4 Rubab 6 Mahad 7

5 Aleeza 11 Abid 9

6 Amna 8 Aneeque 10

7 Bilal 3 Nayab 9

8 Rehman 9 Uzaifa 7
 27

9 Areeba 9 Hassan 6

10 Romana 7 Ahmed 8

11 Romaisa 12 Amir 11

12 Noor 6 Umer 7

13 Ali 14 Muzambil 14

14 Robina 8 Aneeq 12

15 Laraib 4 Arsalan 10

16 Bakir 9 Nasir 9

17 Faisal 12 Shameer 8

18 Sarim 7 Tayyab 7

19 Saba 8 Moiz 12

20 Saima 10 Mahnoor 9

Total 167 Total 187

 28

Table 3 Statistical Analysis of Pre-test of Controlled and Experimental Groups:

Pre-test Controlled Group Pre-test Experimental Group

Mean 8.35 9.35

Mean:

Standard Error:

T- test:

4.4 Students Performance:

This test was applied on both groups in order to check their level. This

was a new type of test for them, so their performance was poor in this test. Most of

students were confused when the researcher was conducting the test because they were
 29

accustomed to old and traditional type of teaching method and of conventional type of

examination. The language of researcher was also amazing for them because she was

only using Mathematics . Overall condition of students was very shocking and confusing.

So when they were asked to perform they were standing without any emotion and feeling.

Their performance was very poor. In test when they were asked traditional type of

questions they respond to some extent. Only few students showed outstanding

performance in pre-test. It was only because of their background.

The overall results of pre-test clearly show poor performance of students of

both groups. They could not express their ideas clearly. The range of low achievers was

quite high. It was because their main focus was only fluency in litracy and numeracy of

Mathematics through divied, add or subtract method. The researcher felt the need of

special material and application of any advance method despite traditional method for

developing Litracy and numeracy skill . She designed five lessons for developing Litracy

and numeracy skill through Total Physical Response Method and was delivered to

students.
 30

4.5 Treatment Plan:

The results of both groups clearly alarmed the researcher to take some

steps in order to bring some improvement especially in the target field. The activities

were very easy, interesting and meaningful. The researcher makes sure to give chance of

performance to every student. The researcher also gave importance to motivation and

encouragement of students so they can overcome their hesitation and shyness. So their

learning was facilitated through encouragement and motivation.

4.5.1 Design of Lesson Plan:

Lesson Plan 1

During the pre-test the researcher observed that students became very bore and

tired because they were not familiar with such environment. So keeping in mind the

mood and bad experience of students in present she designed a very interesting lesson

plan. It was full of performance. In beginning, teacher introduced the topic of day. It was

related to expression of happiness. The material of lesson was based on a poem. This

lesson was giving the idea that what to physically do when you are happy, and how to

give exposure to your feeling of happiness.

Material Divide

Researcher As facilitator, creator of activities

Student’s observer, performer,

Activity 1 Solve the question physically performs on it.

 31

Activity 2 Teacher again solve on board and

four students perform with teacher.

Activity 3 Teacher again use chart paper,

another group of four students solve

while forming a circle.

Activity 4 Students make two big circles in

ground, they colve the equaton and

activity.

The lesson was delivered for developing Literacy and numeracy skill through TPR

Method.

Observation about Student’s behavior:

 Students were happy because they were sitting in class by pack bags.

 They had no feeling of stress or fear.

 They overwhelmed with joy, when they saw their teacher in different mood.

 Every student was eager to participate.

 Student’s interaction was quite well.

 Objectives of lesson were achieved to great extent.

4.5.2 Lesson Plan 2:

In the pre-test the researcher also checked the student’s knowledge about

direction. She got the idea that students were poor in this area and they needed the

knowledge about directions and are related to our daily life. So keeping in view, the
 32

researcher planned her second lesson about directions. This lesson is related to

student’s real life situation.

Material Items present in class

Activity 1 Student’s physical participation, teacher

introduces different directions.

Activity 2 Student stands up facing the rising sun, as

teacher tells about directions.

Activity 3 Teacher practically applies the directions in

the class.

Activity 4 Teacher hides different items in the class,

and students try to find out in the light of

guidance.

Activity 5 On the chart students see different pictures

and tell that in which direction any specific

thing is situated.

Researcher took the class of controlled group. She had given the chance to learn a new

method to facilitate students learning.

Observation about Student’s behavior:

 Students were participating very actively.

 They had no feeling of stress or fear.

 33

 Through their facial expression, they were given the feeling of happiness and

comfort.

 Students were eager to find out hidden items in the class.

4.5.3 Lesson Plan 3:

It was based on action words for Add equations. In order to describe the task we

need actions words. So keeping in mind the importance, this lesson was designed.

Material Action Words

Researcher Director

Students Performer, Observer

Activity 1 Teacher assigns different tasks to selected

students.

Students perform their task. Teacher speaks

complete sentence about every action.

Activity 2 Teacher calls another group for

performance.

Activity 3 By seeing pictures, students solve add

eqatios about those specific actions.

Observation about Students behavior:

 Students were participating very actively.

 They had no feeling of stress or fear.

 34

 They analyzed the meanings of new items through their own physical action.

4.6 Post-Test:

Treatment plan continued approximately one month. As the treatment plan

came to an end, the researcher conducted post-test of both groups. This test was again

based on Literacy and numeracy skill . It was based on questions. These questions were

related to their own personality and item present in the class environment. Here is the list

of performance of students of both groups in post-test.

 35

Table 4

Results of Post-test of Controlled and Experimental Groups:

Class: 8th T. Marks: 20 Gender: M/F

S# Controlled Group Experimental Group

Names O. Names O.

Marks/20 Marks/20

1 Ayesha 10 Fatima 12

2 Kiran 6 Laiba 14

3 Aneesa 8 Umaima 19

4 Rubab 6 Mahad 13

5 Aleeza 12 Abid 17

6 Amna 10 Aneeque 15

7 Bilal 8 Nayab 9

8 Rehman 9 Uzaifa 19

9 Areeba 11 Hassan 14

10 Romana 7 Ahmed 18

11 Romaisa 11 Amir 13

12 Noor 18 Umer 17

13 Ali 7 Muzambil 16

14 Robina 8 Aneeq 14

15 Laraib 4 Arsalan 18
 36

16 Bakir 9 Nasir 15

17 Faisal 10 Shameer 12

18 Sarim 7 Tayyab 14

19 Saba 8 Moiz 18

20 Saima 10 Mahnoor 17

Total 179 Total 304

Table 5

Statistical Analysis of Post-test of Controlled and Experimental Groups:

Post-test Controlled Group Post-test Experimental Group

Mean 8.95 15.2

Median

Mode

Mean:

Standard Error:
 37

T- test:

T-test =

4.11 Results after post-test:

The comparison gives the idea that student of experimental group got

improvement in required area. On the other hand, students of controlled group did not

show good performance in Litracy and numeracy skill because they did not receive any

treatment. This means that TPR method is successful method for development of Litracy

and numeracy skill and we should practice this at pre-elementary and Primary Level. This

method is very convenient and approachable. It can be easily used and applied in rural

areas of country for developing oral skill.

 38

CHAPTER 5

CONCLUSION, RECOMMENDATIONS AND FINDINGS

5.1 Summary

The purpose of present study is to investigate the effect of Effectiveness of literacy and

numeracy drive test at primary level. Objectives of the study were; to stress the

supremacy of Literacy and numeracy’s skills over literal skill for developing LND, to

design activities for students to get command over Literacy and numeracy skills from

their early school life, to acquaint teachers with easy, valuable and beneficial methods for

developing Literacy and numeracy’s skill in a Math class, to find out the effectiveness of

Total Physical Response Method for developing Literacy and numeracy’s skills in a Math

class.The research design was experimental. There are two main reasons behind

conducting the experimental research. Experimental research is the only type of research

that can test hypothesis. Therefore students studying at Primary Level constituted the

population of study. Purposive sampling technique was used for the selection of sample.

All students were selected from 4-5th classand were separated into two groups as

experimental and controlled group. The experimental group got special treatment on

Litracy and numeracy skill . In order to get basic data and to check the level of students

about Mathematics the researcher conducted a pre-test. Last research tool by the

researchers was post-test, after giving treatment to experimental group.

 39

5.2 Conclusion

To conclude this research work we can say that Litracy and numeracy skill are

demand of society and time. A person needs Litracy and numeracy skill to perform social

function in society. It has proved through this research work that TPR method is best and

effective for developing Litracy and numeracy skill . This method can be applicable in

every type of situation, environment and social set up. It is very convenient and

approachable method. It aims to develop communications well as to some extent listening

skill of students, to give them a lot of vocabulary items, to teach them new language

structure and to develop their Literacy and numeracy skill . It also eliminates the sense of

fear among students while learning a language and enhances their learning.

Teacher is the most vital component in the whole system of education. Quality of

education depends on the quality of teacher. The researcher also concludes that teacher’s

strategy is flawed. They emphasize teaching through old, rough, traditional and

conventional methods. There is a great need to equip the teachers with new teaching

methods, techniques and approaches specially for developing language skill.

 40

5.3 Findings

In the light of this research work the researcher finds out that:

 The attitude of students in pre-test shows that earlier they have no familiarity with

Litracy and numeracy skill .

 Pre-test also shows that students are weak in speaking.

 The researcher noticed through treatment plan that students want to learn any

language skill in comfortable and friendly environment.

 Post-test showed that students learnt a lot through this method and they got

familiarity with Litracy and numeracy skill .

 The researcher found out that teacher’s are not equipped with modern

methodology for developing Litracy and numeracy skill .

 41

5.4 Recommendations

Keeping in view the successfulness of TPR method for developing Litracy and

numeracy skill , following steps are recommended:

 This method should be necessarily practiced for developing Litracy and numeracy

skill from pre-elementary stage.

 TPR method should also be used at higher secondary level for developing Litracy

and numeracy skill .

 Development of Litracy and numeracy skill should be integral part of early school

level.

 Authorities and organizations should organize teacher training courses so that

teachers can be equipped with wide range of resources, new methodologies and

different techniques for teaching Mathematics .

 Skillful and experienced language teachers should be invited as resource persons

by elementary and secondary schools.

 The course designer and curriculum maker should cover all Litracy and numeracy

skill while designing syllabus.

 Educational institutions should arrange separate periods for developing Litracy

and numeracy skill .

 professional courses may arranged to improve teachers and students Litracy and

numeracy skill
 42

 Seminars and workshops may conduct for teachers to enhance their mathematic

skill.

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APPENDIX

Pre-test (Experimental and Controlled Groups)

Language areas : Litracy and numeracy skill

T. Marks : 20

Level : Primary level (Class 7th)

Duration : 40 minutes

Method : TPR

AV-Aids : Pictures, Objects present in class, Blackboard.

Objectives:

 To check the Litracy and numeracy skill and level of both groups.

Material:

 Move your head left and right.

 Jump.

 Blink your eyes.

 Stand up.

 Clean your desk.

 Clap your hands.

 48

 Touch your ears.

 Turn to south.

 Pick up your bag.

 Throw the trash in dustbin.

Students Role Researcher’s Role

Act according to command. Raise command

Listen and act accordingly. Observer

 49

Post-test (Experimental and Controlled Groups)

Language areas : Litracy and numeracy skill

T. Marks : 20

Level : Primary level (Class 5th)

Duration : 40 minutes

Method : TPR

AV-Aids : Pictures, Objects present in class, Blackboard.

Objectives:

 To check the listening comprehension of controlled and experimental groups.

 To check the development of Literacy and numeracy skill of experimental and

controlled group.

 To evaluate the validity of TPR for developing Litracy and numeracy skill at

Primary Level.

Student’s Role Researcher’s Role

Act according to command. Record student’s participation

Listen and act accordingly. Observer