Development of Basic Mathematical Skills in Preschool Children Though Game-Based Learning Activities by Storytelling at Unnuroy Community Child Development Centre (Bungkwang), Bangkok

Abstract

This research aimed to compare preschool children’s basic mathematical skills before and after game-based learning activities by storytelling. The population comprised 36 preschool children, both boys and girls, aged 4 to 5 years, from three classrooms. These children were enrolled in the second semester of preschool year 2 during the academic year 2024 at Unnuroy Community Child Development Centre (Bungkwang) Bangkok. The sample group consisted of 12 students obtained through cluster random sampling from one of the similar classrooms. The research tools included 32 activity plans for game-based learning activities by storytelling with a content validity index of 0.67–1.00. The practical test instrument measured preschool children’s basic mathematical skills in four dimensions: counting and knowing the value of numbers skill, sequencing skill, classification skill, and comparison skill. The overall reliability value was at 0.96. Statistical analysis utilized mean and standard deviation and dependent t-test.

The research findings revealed that preschool children, after participating in game-based learning activities by storytelling demonstrated an increase in basic mathematical skills. This indicated that organizing game based learning activities by storytelling could significantly enhance preschool children’s basic mathematical skills were correlated both overall and in each aspect at the statistical significance level of .05.