Teachers’ Perspectives on The Utilization, Effectiveness, And Challenges of Gamified Learning Activities for Number Recognition In Kindergarten: Basis for a Proposed School Learning Action Cell

This study examined teachers’ Perspectives on the utilization, effectiveness, and challenges of gamified learning activities for number recognition in kindergarten across the three districts of Nueva Vizcaya. Using a quantitative descriptive design, the researchers collected data from 31 teachers through a validated questionnaire and analyzed them using frequency, percentage, weighted mean, standard deviation, and Pearson r. Findings showed that teachers used gamified activities very highly (overall M = 3.84), with visual aids and manipulatives used most often, while digital tools were used least due to variability in access. In terms of effectiveness, gamified instruction was perceived as highly effective across all domains of Bloom’s Taxonomy*, with the highest effectiveness observed in the applying domain (M = 3.89), followed by analyzing, remembering, and understanding, while evaluating obtained the lowest mean, though still highly effective. These results indicate that gamified strategies are particularly strong in promoting experiential and application-based learning among kindergarten learners. The profile of respondents, characterized by manageable class sizes and predominantly mid-career teachers, contributed to consistent implementation and positive perceptions of effectiveness. However, the study identified challenges such as limited resources, time constraints, and the need for stronger instructional design for higher-order thinking tasks. Statistical analysis further confirmed a significant relationship between utilization level and perceived effectiveness of gamified activities. Based on these findings, the study proposed a School Learning Action Cell plan to strengthen teacher competencies and address implementation gaps. Overall, the study affirms the value of gamified instruction as a developmentally appropriate and effective approach in early numeracy education.