Abstract
The study determined the effectiveness of play-based learning compared to traditional teaching methods in developing number recognition among kindergarten learners at Kiwalan Elementary School during the School Year 2024-2025. The research specifically examined pretest and posttest performance to evaluate which instructional approach yields greater improvements in students' number recognition skills. Initial assessments indicated that both groups of learners exhibited similar, limited number recognition abilities, with most scores falling within the "Poor" and "Below Average" categories. Following the implementation of the respective teaching methods, significant improvements were observed in both groups. However, the play-based approach demonstrated more substantial gains, with a majority of students achieving scores in the "Above Average" and "Excellent" ranges post-intervention. In contrast, while the traditional approach also led to improvements, fewer students reached high-performance levels. Statistical analyses confirmed that both instructional strategies positively impacted student outcomes; nevertheless, the play-based method proved superior in fostering number recognition skills. The findings underscored the potential of play-based learning as a more engaging and effective pedagogical strategy for young learners, supporting a growing body of research advocating for interactive and hands-on learning experiences in early childhood education. This study contributes to the discourse on early numeracy instruction by highlighting the benefits of incorporating play into educational practices, suggesting that such approaches may enhance not only academic performance but also overall student engagement and motivation in learning environments.
