This descriptive study intended to determine the parents’ preferred approaches in assisting
kindergarten numeracy in modular distance learning of Dimanpudso Elementary School and
Florida Elementary School, District of Maria Aurora East with seventy (70) parents selected thru
purposive random sampling. Data obtained from the three-part researcher-made questionnaire
were analyzed thru frequency and percentage to gain enlightenment on the profile of the
respondents while weighted mean was utilized for the parents’ most preferred approaches and
challenges met in assisting kindergarten numeracy in modular distance learning. Results showed
that of the seventy (70) respondents, majority are within 26-45 age bracket, are females,
married, have reached high school level, with domestic occupation, with 3-5 number of children
and with 1-2 schooling children. The average weighted mean of 3.34 implied that the parents
considered that they most preferred the approaches in assisting kindergarten numeracy. The 2.48
average mean also prove that there are evident challenges met as they assisted their children in
numeracy during modular distance learning and that assisting them to “follow directions and
story completion by replacing using pictures with real numbers” were the most challenging
indicators. One of the recommendations is to give parents orientations and demonstrations on
how to use creative ways in order to assist learners while learning numeracy, and to enlighten
them on the different stages of child development to help them understand more the hurdles of
kindergarten learners maintaining attention on things they do especially when studying.