Playing While Counting

A Strategy To Enhance Early Childhood Numeracy In Palopo City Through The Snakes And Ladders Game

Abstract

This study aims to enhance children’s numerical ability through the implementation of the Snakes and Ladders game method. The research employed a qualitative design with a Classroom Action Research (CAR) approach, conducted in two cycles. The participants consisted of the principal, teachers, and students, with data collected through numerical ability tests, classroom activity observations, and documentation. The findings indicate a significant improvement in children’s average numerical scores after the application of the Snakes and Ladders game method. In the pre-cycle, the mean score was only 62.3, with most children falling into the Poor (40%) and Fair (40%) categories, while only a small portion belonged to the Good category (20%). After the first cycle, the average score increased to 81.7, with the Poor category decreasing to 15%, Fair remaining at 40%, and Good rising to 45%. In the second cycle, the mean score reached 90.2, with the majority of children classified as Good (63%) and Very Good (33%), while the Poor category dropped to 0%. Overall, the mean score improved by 27.9 points (from 62.3 to 90.2). The percentage of children in the Good and Very Good categories rose dramatically from 20% in the pre-cycle to 96% in the second cycle, whereas the Poor category decreased from 40% to 0%.