Early Language Literacy and Numeracy Skills of Kindergarten Learners in Talakag Bukidnon
DOI:
https://doi.org/10.54536/ajahs.v3i3.3198Keywords:
Early Language Literacy and NumeracyAbstract
In the contemporary context, young Filipinos from disadvantaged socio-economic backgrounds are encountering challenges in mastering fundamental language and numeracy skills, impeding their educational advancement. To address this issue, a study was conducted in Talakag District 1, Bukidnon during the 2022-2023 academic year, focusing on kindergarten learners aged 4-5. The study aimed to outline the participants’ characteristics, evaluate their proficiency in early language literacy and numeracy during the 1st and 2nd Quarters of the school year, and establish links between their learning skills and backgrounds. With 154 kindergarten learners involved, the study employed a descriptive correlational research approach, analyzing data using descriptive statistics and Spearman Correlation to identify significant relationships between language and math skills and participants’ profiles. The findings indicated a predominance of female participants with parents engaged in farming, holding a high school education, and earning a household income of P 9,999 or less. Moreover, the study revealed that the learners’ performance in early language literacy and numeracy neared proficiency levels in the specified quarters, emphasizing a noteworthy connection between their skills and background factors, particularly the mothers’ educational attainment. Recommendations included a focus on enhancing early language and math skills by the Department of Education and encouraging teachers and parents to allocate more time to enrichment activities.
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Copyright (c) 2024 Rosemarie Fe M. Lavador, Estrella S. Ferenal, Jovit D. Comon
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