| ENHANCING EARLY NUMERACY SKILLS OF SELECTED KINDERGARTENERS THROUGH HOME-BASED NUMERACY INTERVENTION |
| Author |
| Alyssa Carla C. Dela Rosa |
| Views: 13 |
|
Cited: 0 |
| Downloads: 0 |
|
|
| Click here to download
|
| Abstract |
| Mathematics continues to be a major challenge for Filipino students, as reflected in consistently low scores in international assessments such as PISA and TIMSS. Despite various efforts to improve performance, many learners still fail to meet minimum proficiency levels. Research indicates that weak foundational numeracy skills are a significant factor contributing to long-term difficulties in mathematics. However, most interventions tend to focus on immediate learning gaps, often overlooking early indicators of struggle that arise during the initial stages of numeracy development. This multiple-case study then developed a home-based numeracy intervention for parents to boost early math skills in kindergarten children, providing a different approach to the commonly used school-based, teacher-led programs, which remain underexplored in the Philippines. The study followed the ADDIE Model, beginning with an assessment of the home numeracy environment and children's early numeracy skills through interviews. Thematic analysis of the data informed the development of a three-week, parent-led home numeracy intervention. The program's effectiveness was evaluated using a researcher-developed rubric completed by experts and parents, alongside a comparative analysis of children's numeracy skills before and after the intervention. The findings showed significant improvements in both the home numeracy environment and children’s numeracy skills. The intervention promoted parental involvement and supported learning at home. However, limitations included inconsistent implementation due to time constraints, especially among working parents, and the absence of a diagnostic pre-assessment, which limited the accuracy of baseline data. Despite these issues, the intervention proved to be a promising tool for extending numeracy learning into the home, particularly by addressing early indicators of struggle that are often missed in the initial stages of numeracy development. Based on the findings, future studies should incorporate baseline assessments and extend the intervention period. Adapting the intervention for higher grade levels and aligning it with DepEd’s updated curriculum is also recommended to improve its applicability and long-term effectiveness. |
| Keywords |
| Kindergarteners, Early Numeracy, Home Numeracy Environment (HNE), Home-Based Numeracy Intervention, Case study, ADDIE Model, Practice Engagement Theory (PET), K-12 Curriculum |
| References |
Achieve, & OERCommons. (2011). Rubrics for Evaluating Open Education Resource (OER) Objects. Achieve, Inc., 1–11. https://eric.ed.gov/?q=open+education+resources&id=ED527714%0Ahttps://www.achieve.org/publications/achieve-oer-rubrics
Aubrey D. Mojal, R., & N. Regondola, EdD, E. (2024). Developmentally-Appropriate Practices in Teaching Early Numeracy in Grade 1 Basis for Supplemental Learning Materials. In International Journal of Research Publications (Vol. 146, Issue 1). https://doi.org/10.47119/ijrp1001461420246250
Zabate, C. (2024). Back to the Basic: Numeracy Intervention Strategies in the Post Pandemic Year 2022. International Journal of Innovative Science and Research Technology (IJISRT), 9(7), 135–138. https://doi.org/10.38124/ijisrt/ijisrt24jul158
Cahoon, A., Cassidy, T., & Simms, V. (2017). Parents’ views and experiences of the informal and formal home numeracy environment. Learning, Culture and Social Interaction, 15(August), 69–79. https://doi.org/10.1016/j.lcsi.2017.08.002
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic Status and Preschoolers’ Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs. Early Education and Development, 26(3), 319–341. https://doi.org/10.1080/10409289.2015.968239
Donovan, A. M., & Alibali, M. W. (2021). Toys or Math Tools: Do Children’s Views of Manipulatives Affect Their Learning? Journal of Cognition and Development, 22(2), 281–304. https://doi.org/10.1080/15248372.2021.1890602 |