Exploring The Effectiveness of Braindance on Enhancing Mathematics Performance in Kindergarten Learners: A Quasi-Experimental Study in a Private School Setting in North Caloocan

This study explored the feasibility and potential effectiveness of Braindance, a movement-based activity and teaching strategy, in enhancing the mathematics performance of kindergarten learners in a private school in North Caloocan. It aimed to determine whether Braindance activities may improve the mathematics performance of kindergarten learners.
A quasi-experimental design was employed, involving 20 kindergarten learners from a private school in North Caloocan. Pre-test and post-test assessments measured improvements in Mathematics performance in number recognition, counting, basic operations, and problem-solving. The assessments consisted of a validated and pilot-tested 14-item multiple-choice test aligned with the MATATAG Curriculum.
Statistical analysis using mean, standard deviation, paired-sample t-test, independent-sample t-test, Kruskal-Wallis H-test, and Cohen’s d revealed significant improvement after the intervention, suggesting that Braindance positively influences Mathematical readiness and performance. Most learners improved from the Beginning level in the pre-test to the Proficient level in the post-test, particularly in number recognition, counting, and basic operations. The paired-sample t-test revealed a significant difference between the pre-test and post-test scores at the 0.05 level of significance, (t = -8.81, p < .001), leading to the rejection of the null hypothesis. The computed Cohen’s d value of 1.97 indicated a very large practical effect of the intervention.
The findings further showed that learners’ age, gender, previous early childhood education, and family income did not significantly affect Mathematics performance after the intervention. Learners also showed less frustration, greater resilience and perseverance, and increased engagement and focus during Mathematics activities.
This study recommends the integration of Braindance activities and other movement-based learning strategies into early childhood Mathematics instruction to enhance learner engagement, cognitive readiness, and foundational Mathematical skills.

Braindance, Mathematics performance, kindergarten learners, quasi-experimental design, early childhood education, movement-based learning,

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