The Effects of Skill-Based Exercises for Developing Foundational Mathematical Skills Among Early Childhood Learners in Second-Year Kindergarten

Abstract

This research aimed to: (1) develop skill-based exercises for developing foundational mathematical skills among early childhood learners in second-year kindergarten with efficiency meeting the 80/80 criterion; (2) examine the effectiveness index of the skill-based exercises for developing foundational mathematical skills among early childhood learners in second-year kindergarten; and (3) investigate the satisfaction levels of early childhood learners in second-year kindergarten toward learning through skill-based exercises for developing foundational mathematical skills. The target population comprised early childhood learners in second-year kindergarten enrolled in the second semester of the 2024 academic year at Ban Na Pang Early Childhood Development Center under Na Kha Subdistrict Administrative Organization, totaling 11 students from one classroom, selected through purposive sampling. The research instruments included: (1) experience-based learning plans; (2) skill-based exercises for developing foundational mathematical skills; (3) foundational mathematical skills assessment tests; and (4) satisfaction measurement scales for early childhood learners in second-year kindergarten. The statistical methods employed for data analysis were percentage, mean, and standard deviation. The research findings revealed that: 1) the efficiency of the skill-based exercises for developing foundational mathematical skills was 84.80/84.38, which exceeded the established criterion; 2) the effectiveness index of the skill-based exercises for developing foundational mathematical skills was 0.7340, equivalent to 73.40 percent; and 3) early childhood learners in second-year kindergarten demonstrated high levels of overall satisfaction.