The I2 Strategy: Effects on Grade 7 Challenged Learners Achievement & Writing Skills in Statistics

Abstract

Challenged learners often face significant barriers in mathematics, particularly in data analysis, where numerical reasoning intersects with reading comprehension. This study investigates the effectiveness of the I2 (Identify and Interpret) strategy as an intervention tool to enhance the statistical literacy and holistic writing skills of challenged learners. The study utilized a mixed-method research design involving students identified with frustration-level reading proficiency. Quantitative analysis using the Wilcoxon Signed-Ranks Test revealed a statistically significant improvement in achievement test scores (Z = -2.341, p = .033) between the pretest and posttest, with a normalized gain (g) of 0.23. This indicates that the strategy successfully helped learners’ bridge a measurable portion of the gap between prior knowledge and mastery. Furthermore, the learners' holistic writing skills demonstrated significant growth (Z = -2.706, p = 0.007), with the majority of participants advancing from "Emerging" to "Expanding" levels of proficiency. Qualitative data indicated that the I2 strategy reduced cognitive load by systematizing the analytical process, allowing students to better concentrate and organize their thoughts. Learners perceived the intervention as not only "enjoyable" but instrumental in improving their English grammar and vocabulary alongside their mathematical skills. The study concludes that the I2 strategy is an effective dual-purpose scaffold that fosters both data literacy and linguistic competence, transforming the learning experience for struggling students.