Author

Mary Angel V. Pingkian*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

The study examined the relationship between teachers’ instructional practices and numeracy skills of kindergarten learners. Utilizing a quantitative descriptive-correlational research design, the study was conducted at Maguikay Elementary School in Mandaue City, Cebu, Philippines, during the school year 2025–2026. Respondents consisted of 100 kindergarten learners, selected through stratified random sampling. Data were collected using validated and reliable instruments. These instruments were pilot-tested, and the results indicated that they were valid and reliable for use in the study. The study included the profile of teachers and kindergarten learners, the extent of teachers’ instructional practices, the level of learners’ numeracy skills, and the relationship between the variables. Statistical tools included frequency count, percentage distribution, weighted mean, standard deviation, and Pearson’s r correlation coefficient. Results indicated that teachers’ instructional practices were interpreted as “Always,” indicating a very high extent of instructional practices in teaching numeracy among kindergarten learners. Additionally, the combined level of numeracy skills of kindergarten learners was interpreted as “Expert,” meaning the learners consistently demonstrated numeracy skills independently and accurately. Although the results of each variable were at an excellent level, indicating that each variable was utilized effectively, statistical analysis revealed a negligible negative correlation between teachers’ instructional practices and numeracy skills of kindergarten learners, which was not significant, leading to the acceptance of the null hypothesis. This suggests that instructional practices alone do not substantially influence the acquisition of numeracy skills. The findings further suggest that numeracy development may also be influenced by parental support, learner motivation, home learning experiences, and exposure to number-related activities. Thus, the study proposed PROJECT N.U.M.B.E.R.S. (Nurturing Understanding through Manipulatives, Best-practices and Early Readiness Skills) to provide holistic support in strengthening numeracy development among kindergarten learners.

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

*Corresponding author / Email: pingkian.pinky@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031262

Recommended citation:
Pingkian, M. A. V. (2026). Teachers’ instructional practices in teaching numeracy skills of kindergarten learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 136-161. http://doi.org/10.69651/PIJHSS05031262

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