Author

Divina V. Gomez*
Cebu Technological University – Main Campus, Cebu, Philippines

Abstract

This research investigated the use of game-based learning as a method to improve numeracy skills among kindergarten learners at Cabancalan 1 Elementary School. It outlined the profiles of teachers, learners, and parents; evaluated the degree to which teachers incorporate educational games in their numeracy instruction; assessed the numeracy skill levels of kindergarten learners; and explored the connection between student profiles and their numeracy abilities. A descriptive-correlational research design was used, involving an adopted survey questionnaire, weighted mean analysis, and chi-square for correlation. The research findings indicated that most of the teacher participants were young females who had pursued higher education, possessed significant teaching experience, and had fully engaged in EdTech training, which suggests they are well-prepared to adopt innovative teaching methods. Moreover, the learners were primarily six years old, reflecting an equal representation of both genders, while the parents typically had educational backgrounds ranging from basic to moderate and were categorized as having low to moderate income levels. Furthermore, teachers exhibited a very high level of incorporating educational games into their numeracy instruction while kindergarten learners signify a strong proficiency in essential numeracy skills, number sense and operations, patterns, time and measurement, as well as applied numeracy. Additionally, results show that there was no significant correlation between learner profiles and numeracy skills, implying that demographic and socio-economic factors did not play a major role in influencing numeracy performance. As a result, this study recommends the implementation of the proposed intervention plan.

Keywords: Early childhood education, educational games, numeracy skills, descriptive- correlation, intervention plan, Mandaue City, Cebu, Philippines.

*Corresponding author / Email: viscaradivina04@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031256

Recommended citation:
Gomez, D. V. (2026). Game-based learning as an intervention to enhance numeracy proficiency in kindergarten learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 33-61. http://doi.org/10.69651/PIJHSS05031256

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