Literacy and Numeracy Performance of Kindergarten Learners Following MATATAG Aligned Instruction in a Philippine Public School

Early literacy and numeracy assessment can help Kindergarten teachers identify learning needs and review classroom instruction. This study described changes in assessment scores following nine instructional sessions aligned with the MATATAG Curriculum at Ligao West Central Elementary School–Binatagan, Philippines, during School Year 2025–2026. A quantitative action research approach used a single group assessed before and after instruction. The reported participants were 208 learners from five Kindergarten sections, included through total enumeration. Researcher developed instruments assessed letter recognition, initial sound awareness, vocabulary recognition, number recognition, counting, and quantity comparison. The same instruments were administered at both assessment points. Reported numeracy means increased from 18.84 (SD = 4.56) to 28.47 (SD = 3.89), a difference of 9.63 points. Literacy means were reported as 21.36 (SD = 4.18) and 30.92 (SD = 3.74), but the latter exceeds the instrument’s stated maximum of 30 points and requires reconciliation before interpretation. Although the original study proposed paired samples testing, no completed test statistics or paired learner records were available for verification. Accordingly, the findings are presented descriptively, without claims of statistical significance or curriculum effectiveness. The numeracy pattern warrants further examination, while the literacy result remains unresolved. Repeated testing, development, classroom differences, and the absence of a comparison group limit attribution of change to instruction. The study highlights the need for accurate scoring, documented assessment procedures, and continued monitoring of foundational skills. Verified learner records and a stronger evaluation design are needed before drawing conclusions about learning gains associated with MATATAG implementation in this school.