2026 IJRSE – Volume 15 Issue 18
Available Online: 30 July 2026
Author/s:
Tayaban, Alma D.
Ifugao State University- Main Campus, Philippines
Cadiente, Ma. Theresa C.
Ifugao State University- Main Campus, Philippines
Bolintao, Jeng Jeng M.*
Ifugao State University- Main Campus, Philippines
Vadil, Carlo F.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the challenges encountered by kindergarten teachers in teaching numeracy skills in Ifugao, a rural province in the Philippines. Anchored on the significance of early numeracy development in shaping learners’ cognitive abilities, problem-solving skills, and future academic achievement, the study aimed to explore instructional barriers and generate insights for strengthening mathematics education in early childhood settings. A qualitative research design was employed, utilizing interviews with kindergarten teachers and school administrators, classroom observations, and document analysis of relevant instructional materials and school records. Data were analyzed through thematic analysis to identify emerging patterns and recurring themes. The findings revealed four major challenges affecting kindergarten numeracy instruction. The first involved pedagogical challenges, particularly teachers’ limited exposure to innovative, developmentally appropriate, and learner-centered strategies for teaching mathematical concepts. The second concerned curriculum implementation challenges arising from continuous curriculum reforms and policy changes that required teachers to frequently adjust their instructional practices. The third highlighted resource and institutional support challenges, including inadequate instructional materials, limited technological resources, and insufficient opportunities for professional development. The fourth involved parental support challenges characterized by limited family involvement and weak home-school collaboration in reinforcing children’s numeracy learning. The study recommends strengthening teachers’ pedagogical competencies through sustained professional development, ensuring curriculum stability, improving instructional resources, and enhancing parental engagement initiatives. Collaborative efforts among schools, families, policymakers, higher education institutions, and community stakeholders are essential in creating a supportive learning environment that promotes effective numeracy instruction and develops foundational mathematical competencies among kindergarten learners.
Keywords: kindergarten education, numeracy skills, early mathematics education, qualitative research, instructional challenges, parental involvement, Ifugao, Philippines
DOI: https://doi.org/10.5861/ijrse.2026.26142
Cite this article:
Tayaban, A. D., Cadiente, M. T. C., Bolintao, J. J. M., & Vadil, C. F. (2026). Exploring challenges in numeracy skills of kindergarten learners in Ifugao. International Journal of Research Studies in Education, 15(18), 137-150. https://doi.org/10.5861/ijrse.2026.26142
* Corresponding Author