Pupils’ Number Knowledge Readiness

Abstract

Preparing students for school involves equipping them with the necessary skills to learn and excel, such as through play, communication, focus, and social interaction. Ensuring children have a solid foundation in basic number skills before delving into more advanced mathematical concepts is crucial for their academic development. This study focused on evaluating the readiness of Grade 1 students at St. Paul University Surigao in terms of their number knowledge. This involved 24 Grade 1 students and utilized a pretest-post-test design, using a School Readiness Test (SRT) to assess their number knowledge readiness. Data analysis included frequency count and percentage distributions, and paired t-test. The results indicated a significant improvement in the students' number knowledge readiness following the teaching and learning activities, suggesting that these interventions were effective. Furthermore, the study found that factors such as sex and previous school attended did not influence the students' readiness in number knowledge. It is recommended that the school continues implementing activities that enhance students' performance in this area.