ALGORITHM SCHOOL KIT (ASK) AND EARLY NUMERACY DEVELOPMENT AMONG PRIMARY SCHOOLLEARNERS IN OSUN STATE

Abstract

The study investigated the impact of the Algorithm School Kit (ASK), a manipulative-based instructional resource, on learners' number recognition and basic mathematical operations in early childhood education. A quasi-experimental pretest–posttest non-equivalent control group design was adopted. The sample comprised 100 learners drawn from public primary schools in Osun State, Nigeria. Data were collected using a researcher-developed Numeracy Achievement Test (NAT), validated by experts, tested for reliability and found reliable at 0.79 Cronbach alpha. Data were analyzed using mean, standard deviation, and independent samples t-test. Findings revealed that learners exposed to ASK significantly outperformed those taught using conventional methods in number recognition and basic operations. The study concluded that manipulative-based instruction enhances conceptual understanding and improves numeracy outcomes. It was recommended that ASK be integrated into early mathematics instruction and teacher training programmes.