Assessing the Numeracy Performance of Kindergarten Learners Exposed to Number Sense Activities
DOI:
https://doi.org/10.5281/Keywords:
early childhood education, number sense activities, numeracy performance, descriptive-correlational research, Mandaue City, Cebu, PhilippinesAbstract
This research assesses the implementation of number sense activities and the numeracy performance of kindergarten learners at Tabok Elementary School 1 in Mandaue City for the school year 2025–2026, as a basis for a proposed Numeracy Skills Enhancement Plan. The study used a descriptive-correlational research design and utilized a teacher survey questionnaire and an adapted numeracy performance test. The data were analyzed using frequency percentages, weighted means, Pearson Product-Moment Correlation (r), and multiple linear regression. Findings revealed that number sense activities such as number recognition, counting skills, and basic operations were highly implemented, while number comparison was less consistently emphasized. Learners demonstrated satisfactory performance across most numeracy domains; however, difficulties were observed, particularly in number-comparison skills. Statistical analysis showed a significant relationship between implementing number sense activities and learners’ numeracy performance, indicating that effective instructional practices contribute to improved mathematical skills. The study highlights the need for teachers to strengthen targeted number-sense activities, particularly number comparison, and to use more structured, hands-on, and engaging strategies in early mathematics instruction. It further emphasizes the importance of consistent implementation and monitoring of numeracy activities. Future research may explore additional variables such as instructional strategies, learning environments, and learner engagement to enhance early numeracy development.
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