C.I.P IN COUNTING AND IDENTIFYING NUMBERS FROM 0-10 OF KINDERGARTEN OF V.F CORCUERA ELEMENTARY SCHOOL

charla

CHARLA RIA T. PAILAGAO
Teacher I
Vedasto F. Corcuera Elementary School

Abstract
This study aimed to determine the effectiveness of CIP approach as a strategy and intervention in counting numbers from 0-10 in Kindergarten Students in V. F. Corcuera Elementary School for school year 2015-2016. Descriptive comparative research design using one-way ANOVA was used in ninety respondents from three different sections. Research findings revealed a moderate effect in the mastery learning of the students applying the CIP Approach, thus, it is recommended that this strategy will be of great use in teaching students about counting numbers from 0-10.

Introduction
Teaching in math to young children is fun and also promoting mathematical thinking skills. Number concepts utilized in a preschool or kindergarten classroom set the foundation for learning more advanced math concepts. Number activities will promote your child’s comfort with these skills. It is observed that some children don’t know how to count and identify numbers. Some numerals are lookalike and some children count by role of memorization or skip counting. There are some strategies to help them improve their numerical skills. ” If a child does not become comfortable with math and number concepts at a young age, he will lack confidence in his abilities and may become hesitant as more advanced math concepts are introduced. When this happens, he may default to believing he is “bad at math” and he risks beginning a self-fulfilling cycle of failure.
A new research from the University of Missouri suggests reciting number is not enough to prepare children for math. The research indicates that counting, which requires assigning numerical, values to objects in chronological order is more important for helping kindergarten acquire math skills. For e.g. manipulative materials tangible representatives of the otherwise abstract concept related to number and counting.

Specifically the study sought to find answers to the following questions:
1.What is the mean score of the three groups when exposed to C.I.P in terms of counters, ICT (Information, Communication, and Technology) and Pair Tutoring?
2.What is level of performance of students in understanding counting and identifying number skills from 0-10?
3.Is there a significant difference in the performance of students in understanding in counting and identifying numbers skills from 0-10 when exposed to C.I.P?
4.Is there a significant difference in the three C.I.P associated with the difference in performance of students in understanding in counting and identifying numbers skills from 0-10?
5.What is the effect size of C.I.P in counting and identifying numbers skills from 0-10?

The following terminologies used were defined and for better understanding:
COUNTERS – refers to the teaching strategy of the teacher wherein give them different kind of manipulative materials in counting.
I.C.T– Refers to the teaching strategy of the teacher wherein laptop and projector were used with the help of educational cd’s particularly in counting.
PAIR TUTORING-Refers to the teaching strategy wherein the learner is being paired to another learner and discuss a given activity.

Method
The researcher utilized the Descriptive, Comparative research design. This respondent study were the 90 learners of kindergarten as the experimental group which was conducted in V.F Corcuera Elementary School located at Malagamot, Panacan Davao City.
The research made use the probability sampling using simple random technique.

Conclusion
Based on the results of the study, the following are the conclusions:
1.The mean score of the three groups when exposed to CIP Approach through counters is excellent while ICT and peer tutoring is very satisfactory.
2.The level of performance of students in understanding in Counting and identifying numbers from 0-10 is excellent.
3.There is a significant difference in the performance of students in counting numbers from 0-10 when exposed to CIP Approach.
4.There is a significant difference in the three strategies in CIP Approach associated with the difference in performance of students in counting and identifying numbers from 0-10.
5.CIP Approach has a moderate effect size to the performance of Kindergarten students in understanding counting and identifying numbers from 0-10.

Recommendation
CIP Approach is recommended to be adopted by the teachers of V. F. Corcuera Elementary School, particularly in Kinder Students.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s