Concrete-Pictorial-Abstract Approach on Early Numeracy Skills of Kindergarten Pupils in Balimbing Elementary School, 2025-2026

Abstract

Early numeracy skills are fundamental in developing children’s logical thinking, problem-solving abilities, and readiness for formal mathematics learning. However, many kindergarten pupils experience difficulties in number recognition, basic addition, and subtraction due to limited exposure to developmentally appropriate instructional strategies. This study investigated the effectiveness of the Concrete–Pictorial–Abstract (CPA) approach in strengthening the early numeracy skills of kindergarten pupils at Balimbing Elementary School during the School Year 2025–2026.

Specifically, the study aimed to determine the pupils’ level of numeracy skills in terms of number recognition, basic addition, and basic subtraction before and after the implementation of CPA-based instruction. A quasi-experimental one-group pretest–posttest research design was utilized involving forty (40) kindergarten pupils. Data were gathered using a validated teacher-made Early Numeracy Test, observation checklist, and semi-structured interview guide. Statistical tools such as frequency count, percentage, weighted mean, ranking, and paired sample t-test were employed to analyze the data.

Findings revealed that prior to the intervention, pupils demonstrated varying levels of numeracy skills, with subtraction identified as the most difficult competency. After the implementation of the CPA approach, pupils showed significant improvement in number recognition, basic addition, and basic subtraction. Learners also demonstrated increased engagement, enjoyment, confidence, and participation during mathematics-related activities. The use of manipulatives, pictorial representations, and guided abstraction enabled pupils to better understand mathematical concepts and apply them effectively.

The study concluded that the CPA approach is an effective instructional strategy in enhancing early numeracy skills among kindergarten pupils. The study recommends the integration of CPA-based activities in kindergarten mathematics instruction, provision of manipulative materials, and continuous teacher training on developmentally appropriate numeracy strategies.