Reading and Numeracy Skills of Kindergarten Pupils in Bangued Abra

Abstract

Early childhood education plays a crucial role in developing foundational literacy and numeracy skills that prepare children for formal schooling. This study determined the reading and numeracy skills of kindergarten pupils in Bangued District, Division of Abra, during the School Year 2023–2024 and examined their relationship with selected pupil-related and teacher-related factors. The study employed a descriptive–correlational research design involving 252 kindergarten pupils and 26 kindergarten teachers from public elementary schools in the district. Data were gathered using a socio-demographic questionnaire and a validated teacher-made test measuring pupils’ reading and numeracy competencies based on the Most Essential Learning Competencies. Statistical tools used included frequency, percentage, weighted mean, and simple correlation analysis. Findings revealed that the kindergarten pupils demonstrated an outstanding level of performance in both reading (M = 21.41) and numeracy skills (M = 21.24). Significant relationships were found between reading skills and selected pupil-related factors such as sex, birth order, parents’ educational attainment, occupation of the mother, parents’ monthly income, and home partner. Similarly, teacher-related factors including age, civil status, teaching experience, status of appointment, and training and seminars attended were significantly associated with pupils’ reading and numeracy performance. However, only selected pupil variables showed significant relationships with numeracy skills. The results highlight the importance of family support and teacher professional competence in developing early literacy and numeracy competencies among kindergarten learners. The study recommends strengthening parental involvement, enhancing teacher training aligned with early childhood pedagogy, and sharing effective instructional practices to sustain and further improve pupils’ foundational skills in reading and numeracy.