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Abstract
This descriptive research study determined the effectiveness of the OK:KENNIE project as an intervention program for numeracy and reading problems of the elementary learners particularly from Grade 1 to Grade 3. There were 2033 learners taken and was given the pre-assessment and post-assessment for both numeracy and reading. Results revealed that during the pre-assessment, for Grade 1 learners there were 358 out 705 were non-numerates and 417 out of 705 were non-readers. For Grade 2 learners, out of 649 learners, there were 200 non-numerates and 254 were non-readers and for Grade 3 learners, there 150 out 679 were non-numerates and 140 out of 679 were non-readers. Generally, out of the 2033 learners, 708 learners were non-numerates and 811 were non-readers. During the post-assessment, for Grade 1 learners there were 136 out 705 were non-numerates and 138 out of 705 were non-readers. For Grade 2 learners, out of 649 learners, there were 95 non-numerates and 105 were non-readers and for Grade 3 learners, there 47 out 679 were non-numerates and 58 out of 679 were non-readers. Generally, out of the 2033 learners, 158 learners were non-numerates and 301 were non-readers. It was found out that from Grade 1 learners, the non-numerates decrase d from 358 to 136, for Grade 2, a difference of 105 was noted for non-numerates and for Grade 3, the non-numerates decreased by 103. Howevee, for non-readers, for Grade 1 learners, only 158 out of 417 were non-readers, Grade 2 decreases its number of non-readers from Pre-Assesment to Post- Assessment. Hence, there was significant difference in the numeracy skills and reading skills of learners before and after utilization of the intervention project with parental involvement at homes.
