stdClass Object
(
    [id] => 16562
    [paper_index] => 202506-01-022426
    [title] => COUNTING WITH STICKS: ENHANCING GRADE 1 STUDENTS' COUNTING SKILLS USING C.H.A.M.P.S FOR MATH ACTIVITIES
    [description] => 
    [author] => Daisy Vee B. Juanillo, Jerson Taglucop, Jonelson C. Escandallo, Kristy Jane R. Muegna, Deveyvon L. Espinosa, Conie B. Cerna, Regine L. Generalao
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22426
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022426.pdf
    [abstract] => One of the persistent challenges among elementary pupils is the development of strong counting skills, which are foundational to early mathematical learning. This quasi-experimental study aimed to determine the effectiveness of the C.H.A.M.P.S. math activities in improving the counting skills of Grade 1 students. The C.H.A.M.P.S. framework consists of six interactive strategies: C – Counting with Sticks (Popsicle Stick Activities), H – Hands-On with Dominoes, A – Adding Play money Practice, M – Math Time with Straws, P – Perfecting Coin Counting, and S – Sorting Fruits & Veggies. These activities were implemented with 30 Grade 1 pupils from Maniki Central Elementary School SPED Center during the 2024–2025 academic year. A researcher-designed pre-test and post-test were used to measure students’ counting proficiency before and after the intervention. Pre-test results indicated that the participants demonstrated below-grade-level proficiency in counting. After the implementation of the C.H.A.M.P.S. math activities, students' post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t (29) = 24.317, p < .001, indicating a substantial gain in counting skills. These findings suggest that the C.H.A.M.P.S. math activities effectively enhance early numeracy development. The results support the integration of hands-on, contextualized learning strategies into early grade mathematics instruction. It is recommended that educators and policymakers incorporate similar evidence-based interventions into the primary mathematics curriculum to improve counting competency and overall mathematics achievement in early learners.
    [keywords] => Quasi-Experimental, Counting, 30 Grade 1-Learners, Math Activities, Philippines
    [doj] => 2025-06-15
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 93
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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