Improving Kindergarten Transitions with Visible Routines: An Action Research Study Using Reflective Practice
Ronald M. Quileste, PhD1, Louisse Anne Margaret S. Ferrarez2, Arianne Faith C. Abao3
https://orcid.org/0000-0002-6388-14451, http://orcid.org/0009-0002-5568-31392 , https://orcid.org/0009-0005-4075-51113
rquileste@xu.edu.ph1, mgnferrarez29@gmail.com2, abaoarianne22@gmail.com3
School of Education, Xavier University- Ateneo de Cagayan
73 Corrales Ave, Cagayan de Oro City, 9000, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/033161
ABSTRACT
This practical action research, grounded in Reflective Practice Theory (Schön, 1983), examined the impact of a visible daily routine schedule on classroom transitions in the Kindergarten Yellow class at South City Central School, Cagayan de Oro City, Philippines. The study investigated whether the routine improved student attention, reduced confusion, and increased response accuracy during transitions. Employing a mixed-methods approach, quantitative data were collected via an Attention Observation Checklist, Student Confusion Survey, and Response Accuracy Log, while qualitative data were gathered through semi-structured teacher interviews. Findings revealed significant improvements in attention, reduced confusion, and enhanced response accuracy post-intervention, confirmed by Wilcoxon Signed-Rank and McNemar Tests (p < 0.001). Teachers reported smoother transitions and greater student independence, reinforcing quantitative results. This low-cost intervention supports classroom management and learning readiness. Recommendations include sustained routine use, teacher training, and further research on long-term effects.
Keywords: visible daily routine, classroom transitions, reflective practice, Kindergarten classroom, early childhood education
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