Abstract
This study investigates the impact of the Touch Math approach on enhancing kindergarten readiness and mathematical achievement. A total of 40 pupils, aged five to six, were divided into two groups: a control group using traditional methods and an experimental group employing the Touch Math approach. Initial assessments revealed varied levels of numerical readiness among the children, with 88% able to identify and work with shapes, while only 25% demonstrated proficiency in recognizing basic addition concepts. The analysis of pretest scores indicated no significant difference between the two groups, with both performing similarly. Post-intervention results demonstrated a marked improvement in the experimental group, which achieved a mean score of 30.75 and a standard deviation of 5.88, compared to the control group’s mean score of 20.9 with a standard deviation of 4.33. The difference of 9.85 was statistically significant, as confirmed by a t-test result of 5.89, which exceeded the critical values for both the 5% and 1% confidence levels. Consequently, the null hypothesis was rejected, indicating that the Touch Math approach significantly enhanced the mathematical abilities of the kindergarten pupils. Overall, the study concludes that the Touch Math method is more effective than traditional teaching methods in fostering essential mathematical skills in young learners. This finding underscores the importance of innovative teaching strategies in early childhood education, aiming to better prepare children for future academic success in mathematics.
