Abstract
This study examines the effectiveness of play-based learning in enhancing the numeracy skills of kindergarten learners, specifically focusing on number recognition and counting. A quantitative research design was employed, utilizing descriptive and correlational methods to assess the perceptions of parents and teachers, as well as the relationship between play and numeracy development. The findings reveal that both parents and teachers view play-based learning as highly effectiv. Furthermore, significant but weak positive correlations were found between the effectiveness of play and numeracy skills (r = 0.399 for number recognition and r = 0.405 for counting). While play-based learning is beneficial, the study suggests the need for complementary instructional methods to optimize its impact. These results underscore the importance of integrating play-based strategies into early childhood education to foster numeracy skills and promote a positive attitude toward mathematics. The study provides valuable insights for educators and parents in improving early numeracy instruction.
https://doi.org/10.22051/wjher.4.3
Keywords
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Journal: World Journal on Education and Humanities Research
Volume (Issue): 4(3)
DOI: https://doi.org/10.22051/wjher.4.3
Pages: 248-259Published: 10-21-2024Copyright: Copyright (c) 2024 Julibeth Ancog, Kaitlin Marie Opingo, Dennis Plando, Helen Revalde, John De VeraOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteAncog, J., Opingo, K.M., Plando, D., Revalde, H. De Vera, J. (2024). Leveraging The Play-Based Learning Approach as an Effective Tool for Boosting Numeracy Skills in Early Learners. World Journal on Education and Humanities Research, 4(3),248-259. https://doi.org/10.22051/wjher.4.3
How to CiteAncog, J., Opingo, K.M., Plando, D., Revalde, H. De Vera, J. (2024). Leveraging The Play-Based Learning Approach as an Effective Tool for Boosting Numeracy Skills in Early Learners. World Journal on Education and Humanities Research, 4(3),248-259. https://doi.org/10.22051/wjher.4.3
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