UTILIZATION OF LOCALIZED VIDEO LESSONS AND NUMERACY PERFORMANCE OF KINDERGARTEN LEARNERS

Author Name: 1. Julie Ann B. Fabicon

Volume/Issue: 04/05

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/10.2023-64144218/UIJIR

Affiliation:

1. Linasin Elementary School, Philippines. Graduate School, President Ramon Magsaysay State University, Philippines

ABSTRACT

The study describes the utilization of localized video lessons and numeracy performance of kindergarten learners as perceived by 128 learning facilitators in San Marcelino District, Schools Division of Zambales for School Year 2021-2022 geared towards the proposed action plan to sustain the utilization of localized video lessons and numeracy performance of kindergarten learners. The researcher utilized the quantitative descriptive research method. Findings revealed that most of the learning facilitators belonged to the age bracket of 30-39 years old, a majority were females, most of them had two (2) children, belonged to families with P19,999 and below monthly income, and high school graduates. The learning facilitators perceived very helpful on the utilization of localized video lessons in terms of accessibility, availability, contents, and activities. The kindergarten learners were numerates in terms of recognition of numbers and addition of numbers. There was no significant difference between the utilization of localized video lessons of the learning facilitators in terms of accessibility, availability, contents, and activities when grouped according to their profile in terms of age, sex, number of children, and monthly family income. The computed asymptotic significant values were greater than 0.05 level of significance; thus, the null hypothesis was accepted. There was a positively very low non-significant correlation between the utilization of localized video lessons of the learning facilitators in terms of accessibility, availability, contents, and activities with the numeracy performance of kindergarten learners in terms of recognition of numbers and addition of numbers. The computed α values were greater than 0.05 level of significance, not significant; thus, the null hypothesis was accepted. Hence, there is a need to implement the proposed action plan to sustain the utilization of localized video lessons and numeracy performance of kindergarten learners.

Key words: Localized Video Lessons, Numeracy Performance, Kindergarten Learners, Learning Facilitators, Numeracy Test