EMPOWERING EARLY MATH EDUCATION: THE ROLE OF WEB 2.0 TOOLS IN IMPROVING COUNTING SKILLS IN EARLY LEARNERS

Abstract

Despite the increasing integration of technology in early childhood education, empirical research on the effectiveness of Web 2.0-based numeracy learning remains limited, particularly in developing countries. This study investigates the impact of a Web 2.0-based Numeracy Education Program on first-grade students' numeracy skills using a quasi-experimental design. A total of 44 students (23 in the experimental group, 21 in the control group) were assessed with a modified Number Sense Screener (NSS) over a 12-week intervention. The experimental group engaged in interactive Web 2.0-based learning, while the control group followed the standard curriculum. Statistical analyses, including the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, revealed significant improvements in numerical comparison, number identification, nonverbal calculation, word problem-solving, and number combinations (p < .05) with moderate to high effect sizes. However, no significant gains were observed in counting skills (p > .05), suggesting the need for refined pedagogical strategies to enhance foundational numerical fluency. These findings underscore the potential of Web 2.0 technologies in fostering early numeracy development and advocate for their systematic integration into mathematics curricula. Future research should explore large-scale implementation, long-term effects, and teacher training models to maximize the educational benefits of Web 2.0 technology.