The Effect of Xerte Online Toolkit Facilitated Engagement on Numeracy Performance Among Preschool Learners in Msambweni Sub County, Kenya

Numeracy skills are fundamental for early childhood development, yet many preschool learners struggle with foundational concepts due to large class sizes and limited individual support. This study investigated the effect of the Xerte Online Toolkit (XOT) on numeracy performance among preschool learners in Msambweni Sub-County, Kenya. Using a quasi-experimental design, 60 Year One learners at Tradewinds Academy were assigned to experimental and control groups. The experimental group engaged with XOT during daily numeracy instruction over a three-week intervention, while the control group received traditional instruction. Pre-test and post-test scores were analysed using Analysis of Variance (ANOVA), supplemented by qualitative data from teacher questionnaires, parent interviews, and classroom observations. Results indicated a significant improvement in the experimental group (M = 23.03, SD = 2.42) compared to the control group (M = 16.23, SD = 3.62), F (1, 58) = 41.36, p < .001. Teachers reported increased learner interest and participation with XOT. However, challenges included inconsistent independent learning, limited collaboration, and low home engagement, often due to technical and navigational barriers. The study concludes that XOT strengthens in-class numeracy performance and recommends stronger policy support, ongoing teacher training, improved school–parent collaboration, and the integration of digital tool training into teacher education programs.