Author

Sherlyn S. Bonghanoy*
Cebu Technological University – Main Campus, Cebu, Philippines

Abstract

This study determined the use of educational games in improving numeracy skills among kindergarten learners at Naga Central Elementary School during the school year 2025–2026 as basis for an intervention plan. Specifically, it described the profile of the teacher-respondents and learner-respondents, assessed the extent of teachers’ utilization of educational games, determined the level of learners’ numeracy skills in foundational skills, patterns, time and measurement, number sense and operations, and applied numeracy, and tested whether the identified learner profile variables were significantly related to numeracy skills. The study used a quantitative descriptive-correlational research design. The respondents were seven (7) kindergarten teachers selected through total enumeration and one hundred (100) kindergarten learners selected through proportionate stratified random sampling. Data were gathered using a structured teacher questionnaire, a parent profile questionnaire, and a numeracy skills assessment checklist. Frequency, percentage, weighted mean, standard deviation, and chi-square test of independence were used in the analysis. Findings showed that teachers always utilized educational games in numeracy instruction, with songs and dance activities obtaining the highest mean and mathematics mobile applications obtaining the lowest mean. The learners demonstrated an overall expert level of numeracy skills, although patterns, time, and measurement obtained the lowest component mean and therefore required further enhancement. The test of significance showed no significant relationship between the identified learner profile variables and numeracy skills. Based on these findings, an Educational Games Intervention Plan was proposed to strengthen existing game-based practices, reinforce patterns, time, and measurement, increase purposeful use of underutilized digital games, and promote home-school support for kindergarten numeracy learning.

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

*Corresponding author / Email: sherlynbonghanoy14@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031258

Recommended citation:
Bonghanoy, S. S. (2026). The use of educational games in improving numeracy skills among kindergarten learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 81-104. http://doi.org/10.69651/PIJHSS05031258

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