• NICHOLE C. VILLAR

This study determined the effectiveness of the developed supplementary material on number recognition and one-to-one correspondence skills of kindergarten learners. It answered (1) the learner’s status of performance in numbers 1 to 10; (2) the design of the supplementary material to be crafted in enhancing kindergarten learners skills in numbers 1 to 10; (3) the curricular validity of the supplementary material; (4) the learners’ level of performance in numbers 1 to 10 in the post assessment; (5) the significant differences in the learners’ level of performance on the pre and post-assessment; and (6) the effectiveness of the supplementary material in numbers 1 to 10 performances of kindergarten learners. This study employed descriptive-comparative and research and development methods and applied researcher-made test involving the one hundred fifty kindergarten learners from Garchitorena Central School, Garchitorena District, Division of Camarines Sur, school year 2023-2024 and evaluation checklist as the main data gathering tools. Statistical analysis involved were mean, standard deviation, performance level, weighted mean, t-test for dependent samples, and Cohen’s D effect. The findings revealed that (1) the learners’ status in numbers 1 to 10 in number recognition and one-to-one correspondence skills during pre-assessment obtained an overall mean of 85.60; (2) the crafted supplementary material has three major parts such as objectives, activities, and evaluation; (3) the overall average weighted mean obtained in the curricular validity was 3.98; (4) the learners’ performance in numbers 1 to 10 during post-assessment overall mean obtained was 97.94; (5) the t-test results were 13.10 and 1.976 at 0.05 level of significance as t-statistic and t-critical values respectively; and (6) the effectiveness of the supplementary material had a Cohen’s d effect size of 1.394. The major conclusions were (1) the learners’ status of performance in number recognition and one-to-one correspondence skills was at approaching proficiency level; (2) the supplementary material was crafted based on the major parts aligned with the Kindergarten Curriculum; (3) the supplementary material achieved a highly valid curricular validity; (4) kindergarten learners achieved a proficient level after the supplementary material was applied; (5) there was a significant difference between in the learners’ level of performance before and after using the supplementary material was applied; and (6) the supplementary material had a very large effect in the learners number recognition and one-to-one correspondence performance.

number recognition, one-to-one correspondence, kindergarten learners

"Number Recognition and One-to-One Correspondence Skills of Kindergarten Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.b549-b559, May-2025, Available :http://www.jetir.org/papers/JETIR2505161.pdf

"Number Recognition and One-to-One Correspondence Skills of Kindergarten Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppb549-b559, May-2025, Available at : http://www.jetir.org/papers/JETIR2505161.pdf