factors affecting the school performance of grade 1 pupils with preschool education in new hope...

8/11/2019 FACTORS AFFECTING THE SCHOOL PERFORMANCE OF GRADE 1 PUPILS WITH PRESCHOOL EDUCATION IN NEW HO

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FACTORS AFFECTING THE SCHOOL PERFORMANCE OF GRADE 1

PUPILS WITH PRESCHOOL EDUCATION IN

NEW HOPE CHRISTIAN SCHOOL,

S.Y.2014-2015

A Ree!"#$ P!%e"

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I& P!"'/!+ ) F*+/++e&'O '$e Re*/"ee&' )" '$e De"ee!#$e+)" ) E+ee&'!" E(*#!'/)&

M!3)" /& E!"+ C$/+($))( E(*#!'/)&

S.Y.2014-2015

C$!%'e" 1

THE PROLEM


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I&'")(*#'/)&

Bright minds make bright futures! Preparatory children nowadays

are far better than before they are more advanced in teaching and more capable

of absorbing the methods of learning that used with them. Modern teaching

accompanied with modules and analytical measures develop the preschoolers

memory retention that serves as the foundation of their education. ids today are

more willing and not afraid to try to discover new ways and methods of learning.

he value of preschool is a hot topic these days. " small but growing

number of studies link enrollment in preschool or child care centers #which

typically include a preschool curriculum$ to higher cognitive and language scores

on kindergarten%entry tests. he early childhood stage is a permanent learning

stage. &hatever they learn now' they will take home. his preschool education is

the provision of education for children before the commencement of statutory

education' usually between the ages of three and five' dependent on the

(urisdiction.

he institutional arrangements for preschool education vary widely around

the world' as do the names applied to the institutions. he terms usually given to

centers for the care of infants)those in the first phase of childhood #about three

months to three years of age$)are infant school' day care' day nursery' and

cr*che)the term cr*che being used not only in +rench%speaking countries but

also in such places as ,candinavia' the -nited ingdom' Poland' ussia' and


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/srael. +or the second phase of early childhood' other institutional names and

arrangements e0ist' the most common being the maternal school #1cole

maternelle$' or nursery school' and the kindergarten. ypically' the maternal

school #for ages three to four or five$ precedes kindergarten #for ages four or five

to si0$' but in some countries)/taly' for instance)a child goes from the maternal

directly to the primary school. /n 2ermany' in addition to the indergarten' there

is the ,chulkindergarten #school kindergarten$' which is for children of school age

who are not considered sufficiently mature and which therefore serves as a kind

of preparatory school for primary school. /n the -nited ,tates' kindergarten is

considered a part of primary education.

Preschool work is organi3ed within a framework that professional

educators create. he framework includes structural #administration' class si3e'

teacher%child ratio' etc.$' process #4uality of classroom environments' teacher%

child interactions' etc$' and alignment #standards' curriculum' assessments$

components that are associated with each individual uni4ue child that has both

social and academic outcomes.

5ffective preschool education can help make all children ready to learn

the day they start school and' more importantly' help close the enormous gap

facing children in poverty. Preschool gives our kids the strong foundation they

need to be successful in school and in life. 6hildren who attend pre%kindergarten

programs have bigger vocabularies and increased math skills' know more letters


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and more letter%sound associations' and are more familiar with words and book

concepts' according to a number of studies.

/n the Philippines' 7epartment of 5ducation started to implement the new

%89 educational system' which also included a new curriculum for all schools

nationwide. he %89 program has a so%called :phased implementation:' which

started in ,.; 9


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his study was anchored on the concept of 2agnes theory of 6onditions

of >earning. his theory stipulates that there are several different types or levels

of learning. he significance of these classifications is that each different type

re4uires different types of instruction. 2agne identifies five ma(or categories of

learning? verbal information' intellectual skills' cognitive strategies' motor skills

and attitudes. 7ifferent internal and e0ternal conditions are necessary for each

type of learning. +or e0ample' for cognitive strategies to be applied on pre

schoolers to be learned' there must be a chance to practice developing new

solutions to problems@ to learn attitudes' the learner must be e0posed to a

creative role model or persuasive visuali3ations.

2agne suggests that learning tasks for intellectual skills can be organi3ed

in a hierarchy according to comple0ity? stimulus recognition' response

generation' procedure following' use of terminology' discriminations' concept

formation' rule application' and problem solving. he primary significance of the

hierarchy is to identify prere4uisites that should be completed to facilitate

learning at each level. Prere4uisites are identified by doing a task analysis of a

learningAtraining task. >earning hierarchies provide a basis for the se4uencing of

instruction.

hese events should satisfy or provide the necessary conditions for

learning and serve as the basis for designing instruction and selecting

appropriate media #2agne' Briggs &ager' 8CC9$. 7ifferent instruction is

re4uired for different learning outcomes. 5vents of learning operate on the


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learner in ways that constitute the conditions of learning. he specific operations

that constitute instructional events are different for each different type of learning

outcome. >earning hierarchies define what intellectual skills are to be learned

and a se4uence of instruction.

he most famous and leading theory of 6ognitive 7evelopment is that of

,wiss psychologist Dean Piaget. Piagets theory' first published in 8C=9' grew out

of decades of broad observation of children' including his own' in their natural

environments as opposed to the laboratory e0periments of the behaviorists. 5ven

though Piaget was interested in how children reacted to their environment' he

pro(ected a more active role for them than that suggested by learning theory. Ee

envisioned a childs knowledge as composed of schemas' basic units of

knowledge used to prepare past e0perience and serve as a basis for

understanding new ones.

,chemas are fre4uently being modified by two complementary processes

that Piaget termed assimilation and accommodation. "ssimilation refers to the

process of taking in new information by incorporating it into presented schema. /n

other words' people assimilate new e0periences by involving them to they

already know. 6onversely' accommodation is what happens when the schema

itself changes to accommodate new understanding. "ccording to Piaget'

cognitive development involves a continuing attempt to achieve a balance

between assimilation and accommodation that he termed e4uilibration.


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"t the center of Piagets theory is the principle that cognitive development

occurs in a series of four distinct' universal stages' each characteri3ed by

increasingly refined and nonfigurative levels of thought. Fne of these stages is

the Pre%operational stage #toddler hood and early childhood$. /n this period'

which has two sub%stages' intelligence is demonstrated through the use of

symbols' language use matures and memory and imagination are developed' but

thinking is done in a non%logical reversible manner.

Preschoolers' ages three to si0' should be at the pre%operational stage

of Piagets cognitive development theory' meaning they are using their imagery

and memory skills. hey should be conditioned to learning and memori3ing and

their outlook of the world is usually very self%centered. Preschoolers have

developed their social interactions skills' such as playing and cooperating with

other children in their own age. /t is normal for preschooler to test the restrictions

of their cognitive abilities and they learn pessimistic concepts and actions' such

as talking back to adults' lying and bullying. Fther cognitive development in

Preschoolers are developing an increased attention span' learning to read' and

developing structured routines' such as doing household chores.

+or a clearer view of the study' the schematic diagram of the study

showing the interplay between and dependent and dependent variable shown on

the following.


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S#$e!'/# D/!"!

+igure 8. he ,chematic 7iagram ,hows the elationship Between the

/ndependent and 7ependent Gariables.

Profile of 2rade / Pupils withPreschool 5ducationaccording to?

"ge

5ducational"ttainment Parent

2ender

,chool Performance of 2rade8 pupils with preschooleducation at Hew Eope6hristian ,chool in terms of?

eading

&riting

"rithmetic

/ndependent Gariables 7ependent


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S'!'ee&' ) '$e P")6+e

his study focused on the school performance of 2rade 8 pupils with

previous preschool education at Hew Eope 6hristian ,chool' Hatumulan'

agolan' Misamis Friental' for the school year 9


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N*++ H%)'$e/

he null hypothesis was tested at


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P!"e&'.he results of this study helped the parents to reali3e the importance of

preschool education in the grade school performance of in their children in

writing' reading and arithmetic

T$e "ee!"#$e". he findings of this study also benefited the researchers in

ac4uiring more knowledge' information and new ideas that can be used in

research.

S#)%e !&( L//'!'/)& ) '$e S'*(

his study focused on the "cademic performance of 2rade 8 pupils in Hew Eope

6hristian ,chool' school year 9


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vocational course. his also refers a term commonly used by statisticians to refer

to the highest degree of education an individual has completed #&ikipedia.com$.

5lementary ,chool. /n this study it refers to the stage after preschool education.

his also refers to an institution where children receive the first stage of

compulsory education known as elementary or primary education

#&ikipedia.com$.

+amily /ncome. /n this study' this refers to the monthly income of the family which

was categori3ed into a$ Php 8


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C$!%'e" II

RELATED LITERATURE AND STUDIES

F)"e/& L/'e"!'*"e

"ccording to Mayer #9


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in the long run than simply teaching children to recite the alphabet or to read

simple Books.

"s described by Mayo et.al #9


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close or significantly narrow the achievement gap. he achievement gap has

deep roots that begin before school entry. ,tudies show that the foundation for

literacy and other academic learning is laid down before age = #Hido' 9


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socioeconomic status #,5,$ and raceAethnicity. "s a group' that is to say' on

average' students of higher ,5, fare better on indices of educational

achievement than do those from lower ,5, families #2alean' 9


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is reinforced by their relative lack of long%term career opportunities outside the

home #Gillanueva' 9


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becomes an important factor in developing motivation for school achievement in

the Philippines. 5arly childhood training includes attention to manners and proper

social behavior re4uired outside of the home' but there is little actual e0posure to

group situations beyond the family until the preschool e0perience

#www.tanikalangfilipino.com$.

Much of a motherLs sense of personal accomplishment is tied to the

educational achievements of her children' and she e0pends great effort helping

them. /n addition' there is considerable peer pressure on the mother. he

communityLs perception of a womanLs success and educational attainment

depends in large part on how well her children do in school. +ilipino parents are

strongly committed to early education' though pre%elementary education in the

Philippines is not a part of compulsory education nor is it linked' like "merican

kindergartens' to the formal school structure. Girtually all

Philippine pre%elementary education takes place in one of two types of

institutions? preschools and daycare centers. Preschools' enroll children primarily

between ages I and =. hey are in session appro0imately = hours per day.

7aycare centers' are primarily for the children of working mothers. hey accept

children from infancy through age = and are in session hours per day. /n most

other respects the two types of institutions are similar in physical facilities'

curricula' teaching styles' and classroom activities #Gillacru3' 9


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/n addition to income from tuition' pre%elementary institutions receive subsidies

from all three levels of government in varying amounts. he close nature of the

mother%child relationship and the strong cultural and parental commitment to

education enable the mother to provide a strong foundation for the childLs entry

into elementary school #Hieves' 9


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increasing the fraction of students graduating from high school' attending college'

or starting school at an even younger age #thus' before kindergarten$.

he evidence is overwhelming that preschool programs can work to

increase performance in the early school grades #,ungyap' 9


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varying improvements in a number of different areas. hese included gains in

cognitive development' improvements in educational outcomes' reduced levels of

criminal activity and increased economic self%sufficiency' first for the parent and

later for the child.

hese reali3ations clarified and e0posed the different researches that

pursued the effectiveness of preschool education and how it can help in the

advancement of the childs educational achievements.


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CHAPTER III

RESEARCH METHODOLOGY

he chapter deals with the research design' research respondents'

research locale' and research instrument' data gathering procedures' scoring

procedure and statistical treatment.

Ree!"#$ De/&

his study made use of the descriptive method of research to gather

information about e0isting information. his study describes the profile of the

respondents' and the establishment of relationship between factors affecting

grade school achievements and performance with their previous preschool

education. 7escriptive statistics was used to e0plore the data collected regarding

the personal profile of respondents and made general observations about the

data collected. Moreover' it employed a correlative method of research wherein it

compares and discusses the association of the factors affecting grade school

achievements and performance with their previous preschool education.

he researchers had chosen this method since this study involves the

interpretation on the establishment of relationship between factors affecting

grade school achievements and performance with their previous preschool

education of grade 8 pupils at Hew Eope 6hristian ,chool.


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Ree!"#$ Re%)&(e&'

he respondents of this study were the grade 8 pupils of Hew 6hristian

,chool' Hatumuloan' agolan' Misamis Friental. here were a total of 8 2rade

8 pupils of Hew Eope 6hristian ,chool. Eence' no sampling was done.

Ree!"#$ L)#!+e

his study was conducted in Hew Eope 6hristian ,chool' Hatumolan' Misamis

Friental. Hatumulan is one of the barangays of the municipality of agolan which

is located between the municipality of Gillanueva and the city of 6agayan de Fro

6ity.

Ree!"#$ I&'"*e&'

his survey is a self%made survey 4uestionnaire that will serve to

determine the factors affecting grade school achievements and performance with

their previous preschool education. he researcher incorporated into the survey

4uestions investigating the awareness of parents regarding the long term impact

of pre%school education to their children. he survey is divided into two parts.

+irst part includes description of the socio%demographic profile of respondents.

he second part is composed of a set of close ended%4uestion to represent the

different factors that affects the Performance in 5lementary ,chool of those

respondents who have had previous preschool education. 2iven the ,urvey uses

=%point response choices >ikert ,cale' we can assume that agreement with


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positively%worded items would represent the factors affecting predictive validity.

he 4uestionnaire will go through validity tests where in measures to ensure its

validity will be based on review of related literatures' conduction of focus groups'

seeking opinions with e0perts for content and phase validity and pre%testing the

4uestionnaire to a different set of participants.

D!'! !'$e"/& P")#e(*"e

" permit was secured from the college president of agolaon 6ommunity 6ollege

for the approval in conducting the study' prior to the distribution of the

4uestionnaire to the respondents. >ikewise' a letter of permission to conduct the

test was sought from the office of the school principal in Hew Eope 6hristian

,chool. 7uring the test' the researchers e0plained to the pupils how the

4uestionnaire would be accomplished. he 4uestionnaire was retrieved

immediately after the test for analysis and interpretation.

S#)"/& P")#e(*"e

he following =%point >ikert%type scale was used in interpreting the

responses on the factors affecting grade school achievements and performance

with their previous preschool education.

able 8? >ikert scale

S#!+e De#"/%'/)&

4.5 8 5.0 9e" H/$+ Ee#'/7e

:.5 8 4.4; H/$+ Ee#'/7e


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2.5 8 :.4; M)(e"!'e+ Ee#'/7e

1.5 8 2.4; M/&/!++ Ee#'/7e

1.0 8 1.4; N)' Ee#'/7e

S'!'/'/#!+ T"e!'e&' ) D!'!

he researchers used the following statistical treat in the analysis and

interpretation of the study.

Problem8. he fre4uency count and percentage distribution was used to

determine the personal profile of the respondents in terms of age' gender' and

educational attainment of parents.

Problem 9. he weighted mean was used to determine the factor affecting

the grade school achievements and performance with their previous preschool

education of grade 8 pupils at Hew Eope 6hristian ,chool.

Problem I. he analysis of variance #"HFG"$ was used to determine the

significant difference the factors affecting grade school achievements and

performance with their previous preschool education of grade 8 pupils at Hew

Eope 6hristian ,chool when grouped according to age' gender' and educational

attainment of parents.

factors affecting the school performance of grade 1 pupils with preschool education in new hope...

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