Authors

Joy R. Gonzaga*
Cebu Technological University, Cebu City, Cebu, Philippines

Abstract

This study explored how educational games improved kindergarteners’ numeracy skills in 2025–2026 as a foundation for an intervention plan. The study examined teacher and student characteristics, teachers’ use of educational games, learners’ numeracy skills in key areas, and the association between profile factors and numeracy performance. Four teachers and 100 kindergarteners participated in descriptive-correlational research. Frequency, percentage, weighted mean, standard deviation, and chi-square test of significance were used to examine structured questionnaire and evaluation instrument data. The data showed that all teachers were female, had bachelor’s degrees, intermediate teaching experience, and had educational technology training. Students were mostly five to six years old, balanced in gender, and from low-income families. Educational games were used in numeracy instruction “Always.” Kindergarten students performed “Expert” in foundational skills and number sense, but poorly in applied numeracy, time, and measurement. Most profile variables—age, gender, family size, birth order, and income—did not correlate with numeracy ability, according to statistical analysis. Students’ numeracy development is heavily influenced by parents’ education. Educational games are helpful for teaching early numeracy, according to the study. Higher-order and application-oriented skills must be improved. A systematic intervention approach was developed to maximize educational games, improve teacher proficiency, and build home-school cooperation for holistic numeracy development.

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

*Corresponding author / Email: joygonzaga1992@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031261

Recommended citation:
Gonzaga, J. R. (2026). Integrating educational games to enhance numeracy proficiency in kindergarten pupils. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 117-135. http://doi.org/10.69651/PIJHSS05031261

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