Assessment of a MATATAG Curriculum-Based Grade 1 Numeracy Workbook: Development, Validity, and Effectiveness
Abstract
Purpose of the study: This study aimed to develop a Grade 1 numeracy workbook aligned with the MATATAG Curriculum by identifying teacher-perceived difficult competencies and using them as the basis for structured, developmentally appropriate workbook activities. Methodology: The study employed a developmental research design, purposive sampling, two checklist-rating scale questionnaires, expert validation, teacher evaluation, and descriptive statistical analysis using mean and standard deviation. Respondents were 57 Grade 1 mathematics teachers from public and private schools in Digos City, Davao del Sur. Main Findings: Findings showed that selected first- and second-quarter competencies on addition, place value, decomposition, and number recognition were difficult for Grade 1 learners. The workbook integrated readiness tests, storytelling, Concrete-Representational-Abstract (CRA) progression, leveled activities, reflection, and lesson summaries. Expert validation and teacher evaluation demonstrated outstanding quality, achieving an overall mean score of 4.85 (SD = 0.12), described as Very High validity across face, content, usability, and pedagogical soundness. Novelty/Originality of this study: The study offers a MATATAG Curriculum-based workbook directly derived from teacher-identified numeracy difficulties. Its integration of storytelling, tiered activities, emotional reflection, and concise lesson summaries provides a contextualized supplemental tool for early numeracy.