Home Numeracy Experiences and Numeracy Skills of Preschoolers

Abstract

This study examined the relationship between home numeracy experiences and the numeracy skills of preschoolers. Anchored on a descriptive-correlational research design, the study investigated whether the level of home numeracy engagement categorized into numeracy skills, number books, games, and application were significantly related to children’s mathematical development in the domains of numbers, identifying attributes, and thinking skills. A total of 33 parent- respondents and one preschool teacher participated in the study, selected through total enumeration. Data were collected using two validated instruments: the Home Numeracy Survey Questionnaire, and the Numeracy Skills Checklist, aligned with the DepEd Kindergarten Curriculum Guide. Statistical tools such as frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were employed for data analysis. Findings revealed that the preschoolers demonstrated consistently high numeracy performance across all domains. However, their exposure to certain components of home numeracy particularly games and real-life application was limited. The correlation test indicated no statistically significant relationship between home numeracy experiences and numeracy skills. In light of these findings, a Numeracy Skills Enhancement Plan was developed. The plan aimed to improve parental engagement, diversify numeracy activities at home, and align household practices with school-based instruction to support holistic early math development.