THE EFFECT OF FAMILY FINANCIAL SIMULATION ON THE NUMERACY SKILL DEVELOPMENT OF GRADE 9 LEARNERS
DOI:
https://doi.org/10.5281/Keywords:
family financial simulation, numeracy, financial literacy, Grade 9 learners, mathematics education, PhilippinesAbstract
Numeracy and financial literacy are closely related, yet most studies on young learners’ financial education focus on financial knowledge, attitudes, or behavior rather than on numeracy. This study examined the effect of a Family Financial Simulation on the numeracy skill development of Grade 9 learners in basic computation, budgeting, problem-solving, and interpretation of financial information. A descriptive quantitative design with a correlational component was used. A researcher-made, four-part questionnaire was administered to 150 Grade 9 learners from public secondary schools in the Schools Division of Borongan City, Eastern Samar, during School Year 2026–2027. The respondents were selected through stratified random sampling with proportionate allocation, and the sample size was determined using Slovin’s formula at a 5% margin of error. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Most respondents were 13–15 years old (84.7%), male (65.3%), and had a previous Mathematics grade below 80 (62.7%). The learners’ self-rated numeracy skills were Low in all four areas (weighted means of 1.99–2.04). They strongly agreed that the simulation contributed to their numeracy skill development (weighted means of 3.49–3.52). Participation in the simulation had a strong, significant, positive relationship with numeracy skill development (r = .780, p < .001), so the null hypothesis was rejected. The learners rated the challenges they met as Highly Challenging overall (weighted mean = 3.50), with understanding different family needs rated highest (3.60). Learners who participated more actively in the simulation tended to report higher numeracy skill development, and they perceived it as a useful way to apply mathematics to family financial situations. Because the data are self-reported and were gathered at a single point in time, the findings indicate association and perceived contribution rather than a proven causal effect. Clear instructions, familiar examples, and guided practice are recommended to reduce the difficulties learners experienced.
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