📄 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.
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📚 How to Cite:
Daisy Vee B. Juanillo, Jerson Taglucop, Jonelson C. Escandallo, Kristy Jane R. Muegna, Deveyvon L. Espinosa, Conie B. Cerna, Regine L. Generalao , COUNTING WITH STICKS: ENHANCING GRADE 1 STUDENTS' COUNTING SKILLS USING C.H.A.M.P.S FOR MATH ACTIVITIES , Volume 11 , Issue 6, june 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra22426