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.
| Published in | Higher Education Research (Volume 11, Issue 1) |
| DOI | 10.11648/j.her.20261101.11 |
| Page(s) | 1-7 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Xerte Online Toolkit, Numeracy Performance, Engagement, Preschool Learners, Digital Learning
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APA Style
Mutua, P. N., Mulwa, P. K., Ngaruiya, B. N. (2026). The Effect of Xerte Online Toolkit Facilitated Engagement on Numeracy Performance Among Preschool Learners in Msambweni Sub County, Kenya. Higher Education Research, 11(1), 1-7. https://doi.org/10.11648/j.her.20261101.11
ACS Style
Mutua, P. N.; Mulwa, P. K.; Ngaruiya, B. N. The Effect of Xerte Online Toolkit Facilitated Engagement on Numeracy Performance Among Preschool Learners in Msambweni Sub County, Kenya. High. Educ. Res. 2026, 11(1), 1-7. doi: 10.11648/j.her.20261101.11
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Download@article{10.11648/j.her.20261101.11,
author = {Purity Nthambi Mutua and Peter Kyalo Mulwa and Boniface Njoroge Ngaruiya},
title = {The Effect of Xerte Online Toolkit Facilitated Engagement on Numeracy Performance Among Preschool Learners in Msambweni Sub County, Kenya},
journal = {Higher Education Research},
volume = {11},
number = {1},
pages = {1-7},
doi = {10.11648/j.her.20261101.11},
url = {https://doi.org/10.11648/j.her.20261101.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261101.11},
abstract = {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.},
year = {2026}
}
TY - JOUR T1 - The Effect of Xerte Online Toolkit Facilitated Engagement on Numeracy Performance Among Preschool Learners in Msambweni Sub County, Kenya AU - Purity Nthambi Mutua AU - Peter Kyalo Mulwa AU - Boniface Njoroge Ngaruiya Y1 - 2026/01/19 PY - 2026 N1 - https://doi.org/10.11648/j.her.20261101.11 DO - 10.11648/j.her.20261101.11 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 1 EP - 7 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20261101.11 AB - 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. VL - 11 IS - 1 ER -
Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
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