NUMERACY

READINESS OF
KINDERGARTEN AT
MABINI AND
LUCBAN DISTRICTS
Statement of the Problem 1
1.What is the level of competency
of the Kindergarten learners on
numeracy readiness as observed
by the kindergarten teachers of
Mabini and Lucban Districts?
 Numeracy Competencies Mabini District Lucban District Combined
WM DE WM DE WM DE
1. Identifies colors 2.27 MoC 2.40 VC 2.35 VC
2. Identifies shapes 2.36 VC 2.53 VC 2.46 VC
3. Sorts objects according to 1.73 MoC 2.20 MoC 2.00 MoC
shape, size
4. Compare and arrange
objects
according to a specific 1.64 FC 1.67 MoC 1.65 FC
attribute (e.g., size, length,
quantity, or duration)
5. Tells the names of days 2.09 MoC 1.73 MoC 1.88 MoC
in a week
6. Tells the month of the year 1.55 FC 1.33 FA 1.42 FC
7. Distinguishes the time of
day and tells time by the 1.82 MoC 1.27 FA 1.50 FC
hour
8. Rote counts up to 20 2.73 VC 2.13 MoC 2.39 VC
9. Counts objects up to 10 2.45 VC 1.80 MoC 2.08 MoC
10. Recognize numerals
up to 10 2.18 MoC 1.93 MoC 2.04 MoC
Conclusion 1
1. Kindergarten teachers lack
seminars, trainings and workshops on
how to teach the needed numeracy
skills to the kindergarten learners.
Recommendation 1
1. The kindergarten teachers should continue
attend seminars, trainings and workshops to level
up their expertise on teaching the curriculum in
order to meet the goals of the K to 12 basic
education curriculum framework. Parents are
also encouraged to let their child be enrolled in
pre-kinder/ nursery to have the experience and
knowledge of basic numeracy skills.
Statement of the Problem 2
2.What is the level of adequacy of
instructional materials used by
teachers in developing numeracy
readiness of Kindergarten
learners?
 Mabini District Lucban District Combined
Instructional Materials
WM DE WM DE WM DE
1. Textbooks 1.45 FA 1.33 FA 1.38 FA
2. References (Teachers’
manuals/Guides) 1.18 FA 1.20 FA 1.19 FA
3. Big books/small books 2.00 MoA 2.07 MoA 2.04 MoA
4. Graphic organizers
(maps, charts/diagrams, 2.27 MoA 2.13 MoA 2.19 MoA
illustration)
5. Flashcards 2.64 VA 2.33 MoA 2.46 VA
6. Workbook 1.45 FA 1.40 FA 1.42 FA
7. Magnetic media 1.73 MoA 1.87 MoA 1.81 MoA
8. PowerPoint Presentation
1.55 FA 1.73 MoA 1.65 FA
(Visual Aids)
9. Multi-media 1.64 FA 2.27 MoA 2.00 MoA
Average Weighted Mean 1.77 MoA 1.81 MoA 1.79 MoA
Conclusion 2
2. Some of the instructional materials
were not appropriate to the
kindergarten learners to support or
enhance their knowledge and there are
also need of instructional materials that
can’t be provided. Teachers also
doesn’t integrate often the use of ICT.
Recommendation 2
2. Higher officials should procure
appropriate and updated instructional
materials for motivation for learning in the
kindergarten level. Kindergarten teachers
are also encouraged to make use of
innovative instructional materials and ICT
to support teaching and learning process.
Statement of the Problem 3
3. What is the degree of
appropriateness of the
assessment
tools used to determine the
numeracy readiness of
Kindergarten learners?
 Mabini District Lucban District Combined
Assessment Tools

WM DE WM DE WM DE
1. Counting and cardinality 2.45 VA 2.33 MoA 2.38 VA
2. Numeral Recognition 2.64 VA 2.53 VA 2.58 VA
3. Numeral to quantity 1.91 MoA 2.40 VA 2.19 MoA
4. Sense of quantity 2.09 MoA 1.87 MoA 1.96 MoA
5. Shape Creation 1.73 MoA 1.80 MoA 1.77 MoA
6. Counting Objects 2.82 VA 2.60 VA 2.69 VA
7. Ordering numbers 2.91 VA 2.27 MoA 2.54 VA
8. Writing numbers 2.36 VA 2.07 MoA 2.19 MoA
9. Addition 2.18 MoA 2.00 MoA 2.08 MoA
10. Subtraction 2.27 MoA 1.93 MoA 2.08 MoA
Average Weighted Mean 2.34 VA 2.18 MoA 2.25 MoA
Conclusion 3
3.Most of the assessment tools listed were
appropriate to the learners and most of the
target skills were able to measure using the
assessment tools. Yet kindergarten
teachers only use common assessment
tools.
Recommendation 3
3. Teachers should exert effort in integrating
assessment tools in teaching and learning
numeracy readiness to identify the areas of
understanding and misunderstanding in order to
contribute to the goal of improving the
numeracy learning of all learners. Teachers
should also provide varieties of assessment to
assess the different learning styles and needs of
the learners.