The Utilization of Digital Science-Based Instruction on Early Literacy and Numeracy Skills among Kindergarten Students in Oman

Abstract

Early literacy and numeracy are essential foundations for children’s learning, and integrating science concepts into these areas provides meaningful, hands-on experiences that strengthen comprehension. This study examined the effects of Digital Science-Based Instruction (DSBI) on the literacy and numeracy development of kindergarten children aged 4–5 years, involving 46 participants from two kindergarten classes that were handled by the researchers and treated as a single group at the Sultan Qaboos University Daycare Centre (SQU-DCC). A quantitative one-group pretest–posttest quasi-experimental design was employed. The four-week intervention was implemented through structured, teacher-guided sessions integrating digital learning applications, multimedia presentations, and hands-on science-based activities. Instruction used tablets, projector-supported lessons, and interactive learning stations. Students engaged in guided practice and exploratory tasks designed to reinforce letter recognition, sound blending, counting, sequencing, and number identification in meaningful science contexts. Researcher-developed and expert-validated literacy and numeracy assessment tools were administered before and after the intervention. Data were analyzed using descriptive statistics and a paired-samples t-test. Results revealed a statistically significant improvement in both literacy and numeracy performance (p = 0.001). The findings indicate that Digital Science-Based Instruction is an effective and developmentally appropriate approach that strengthens foundational skills and complements play-based instruction in early childhood education.