This research aimed to determine the Perceived Effects of Learning Mathematics in Numeracy Performance from Kindergarten to Grades I, II, and III Pupils in Six Selected Schools in Nasugbu East District.
This study utilized fifty-eight (58) primary elementary public school teachers. From the said research, the findings are: the respondents are mostly in the age bracket of 31-40, married, graduated with Bachelor’s degree and more than a decade in the teaching profession; there is a perceived effects of the learning in the Kindergarten Mathematics in the numeracy performance of Grades I, II and III pupils; there is no significant difference in the perceived effects in the learning of Kindergarten Mathematics when the profile variable is considered; there is a significant difference in the responses of respondents in the level of learning of the pupils as it depends in the learning environment, ability of the pupils, strategies used by the teacher, activities presented, availability of the materials, power point presentation and the e-games used in the three consecutive grades; the intervention program was made by the researcher to enhance and improve the pupils performance in numeracy.
Keywords: numeracy performance, learning environment, strategies, power point presentation, e-games