Most and Least Learned Competencies of Kindergarten Pupils in Sreya: Bases for Resource Materials Enhancement
Blessilda Grace C. Tigas, MaEDCE
https://orcid.org/0009-0006-7609-3364
bgctigas@bpsu.edu.ph
Bataan Peninsula State University Dinalupihan Campus, Bataan Philippines
DOI: https://doi.org/10.54476/ioer-imrj/512388
ABSTRACT
The main focus of the study is 1) To know the profile of the kindergarten teachers 2)To know the percentage of kindergarteners who acquired school readiness 3)To know the least and most learned competencies of kindergartners 4)To determine the differences of students school readiness between teacher’s employment status, teacher’s educational background, and type of school. The country’s K-12 curriculum has become one of the most talked about issues not only within the Department of Education but across the nation, so to speak. Different programs, resource materials, teaching devices, activities, and training for teachers have been devised and are still being conducted in preparation for the full implementation of the said new curriculum. Under the K-12 curriculum, the Kindergarten program was added to the existing basic education program that the Deped utilizes. The main concern of the kindergarten program is the school readiness of the young learners. Learners must be physically, intellectually, and emotionally prepared before they enroll to formal education, since one the most common reasons for the early drop-outs of school-age children is lack of interest in learning. Cognizant of the fact that the main goal of the kindergarten program is the smooth transition from a play-based approach into formal education. The kindergarten curriculum was designed to cope with the needs of the young learners. Likewise aimed at ensuring the development of young children and that they enjoy their experiences in the kindergarten program, the thematic and play-based approaches to learning are utilized. Initially, the program was met with cynicism specifically from the community and some parents. They were hesitant to enroll their children in the kindergarten program, for they viewed this as just an additional grade level in the education of their children. The researcher identified the least and most learned competencies in the result of the School Readiness Year End Assessment (SReYA) and proposed a resource materials enhancement to address the least learned competencies of kindergarteners. The most learned competencies are recognition of shapes, problem-solving and counting numbers from 1-10 while the least learned competencies are listening comprehension, Identifying upper- and lower-case letters, letter-sound corresponded, and recognition of numbers. The researcher identified the differences of student’s school readiness in the result of the study. There is a significant difference to the school readiness of kindergarteners when grouped according to the employment status of teachers, length of service, educational background, and type of school. The researcher suggested additional activities to reinforce the development of the least learned competencies of kindergarteners
Keywords: Assessment, Learning Competencies, Kindergarten, School Readiness