ABSTRACT
This study aimed to identify the assessment of teachers on the factors affecting numeracy readiness and achievement of kindergarten pupils. This utilized the descriptive research method. Twenty (20) teachers were used as respondents in this study. Questionnaire was used as the main data gathering instrument. The data were analysed using weighted mean, standard deviation, and p-value.
The study yielded the results: Majority of the kindergarten teachers in the public elementary schools in Tuy, Batangas are female, aged 31-40 years old. Most of them have MA units. 50% of them have been in the service for 6-10 years as kindergarten teachers. They strongly agreed that parental involvement, learning environment, availability of resources, school psychosocial support and pupils’ study habit really affect the numeracy readiness and achievement of kindergarten pupils. The study revealed that there is no significant difference on the assessment of the respondents when group based on profile variables. With the gathered results, a proposed numeracy learning activity is designed by the researcher to help uplift the numeracy readiness and achievement of pupils.
From the findings of the study, the researcher recommended that; 1. Kindergarten teachers should pursue professional development to enhance numeracy skills among learners; 2. Continuous capacity-building should be done to overcome the factors experienced by kindergarten teachers affecting numeracy readiness and achievement; 3. The school should conduct School Learning Action Cell (SLAC) to strengthen the programs that support numeracy advocacy; and 4. Utilization of the proposed numeracy learning activity to solve numeracy difficulties is recommended.
Keywords: numeracy, readiness, achievement, parental involvement, resources, learning environment, psychosocial support, study habits