Abstract :

Numeracy is one of the fundamental skills that a learner must develop. Being numerate can help every person to be confident and use it in everyday living. Department of Education (DepEd) as well as the school develop project and aims that every learner must be numerates. However, In Kindergarten it should be taught at early age to become confident in solving basic Math problems into complex as they step to another grade level.  The basis of this study is to identify the learners who are struggling in identifying and recognizing numbers from 0-10 and their corresponding value. Related to such, the researchers pursue the causes of the problem through the help of TOUCH-ME- MATH. Therefore, the study focuses on the pupils’ needs to fill in the gap of pupils’ performance, particularly in Math for third and fourth quarter.  The study utilized an experimental quantitative design. Pre- and Post-Assessment were administered to compare the performance of the kindergarten pupils and provided proposed comprehensive interventions cited above. The result shows that the intervention made was effective as seen in the increase of pupil performance from below satisfactory to a satisfactory level. Hence the increase of localized teaching materials contributed to the school Learning Resource and Management Development System (LRMDS). The study emphasizes the unified comprehensive intervention for academically challenged pupils significant to the success of the study.

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Keywords :

Education, Numeracy, MELCS (Most Essential Learning Competency) Least Intervention, Mathdemix, Experimental Quantitative Design

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