Roselyn A. Celmar (Author)

Abstract

This study aimed to determine the effectiveness of K-Tweety, a teacher-made tool in enhancing number identification skills among the Grade I learners of Baogo Elementary School. Utilizing a quasi-experimental research design, the study involved two groups: an experimental group that received instruction using the K-Tweety manipulative, and a control group taught using traditional methods. The data gathered were treated, analyzed and interpreted through the average weighted mean and t-test for independent populations. The respondents were the 36 Grade I learners. Pretest and post-test assessments were administered to measure the learners’ performance before and after the intervention. The result revealed a statistically significant improvement in the post-test scores of the experimental group compared to the control group, indicating that the use of K-Tweety positively impacted the learners’ ability to recognize and identify numbers. The study supports the integration of manipulative-based strategies in teaching early mathematics, particularly in developing number recognition skills. Based on the findings, the study recommends the adoption of K-Tweety in classroom instruction, teacher training on manipulative use, and further research to explore its effectiveness across broader contexts and grade levels as it was a good tool to be used in teaching number identification skills. The researcher believed that K-Tweety manipulative can be employed to facilitate better number identification skills level among learners. It can be applied to maximize the teaching-learning process.

Keywords: K-Tweety, number identification, manipulatives, quasi-experimental design

DOI: https://doi.org/10.69651/PIJHSS0403284

Recommended citation

Celmar, R.A. (2025). K-Tweety: A manipulative tool to enhance number identification skills. Pantao: International Journal of the Humanities and Social Sciences, 4 (3), 3292-3299. https://doi.org/10.69651/PIJHSS0403284

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