The Efficacy of Contextualized Kindergarten Blocks of Time (CKBT): Proposed Enhanced Numeracy Assessment Tool

Kimberly Facturan, Norailah Deca, Christine Mae Gabas, Helen Revalde, Adrian Duites, Randy Mangubat

Abstract

This study investigates the impact of the Conceptual Knowledge-Based Teaching (CKBT) intervention on the numeracy skills of kindergarten students. By comparing pretest and posttest scores of controls and experimental groups, the research aims to identify significant differences in numeracy improvement. The control group showed an increase in mean scores from 14.22 to 16.39, while the experimental group exhibited a more pronounced increase from 13.89 to 18.45. Statistical analysis revealed that the experimental group experienced a significantly higher mean gain difference of 4.56 compared to the control group's 2.17, with p-values of 0.000 indicating highly significant results. These findings demonstrate that the CKBT intervention effectively enhances numeracy skills, providing strong evidence for its implementation in early childhood education to foster foundational mathematical abilities.

https://doi.org/10.22012/wjher.4.2

Keywords

contexualized Kindergarten Blocks of Time, numeracy skills, kindergarten students, early childhood education, pretest and posttest, intervention effectiveness

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22012/wjher.4.2Pages: 136-146Published: 06-17-2024Copyright: Copyright (c) 2024 Kimberly Facturan, Norailah Deca, Christine Mae Gabas, Helen Revalde, Adrian Duites, Randy MangubatOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteFacturan, K., Deca, N., Gabas, C.M., Revalde, H., Duites, A., Mangubat, R. (2024). The Efficacy of Contextualized Kindergarten Blocks of Time (CKBT): Proposed Enhanced Numeracy Assessment Tool. World Journal on Education and Humanities Research, 4(2), 136-146. https://doi.org/10.22012/wjher.4.2