In The Name of Allah The Most Gracious and Most Merciful

IN THE NAME OF ALLAH THE MOST GRACIOUS
AND MOST MERCIFUL
4
Impact of ECE rooms on Parents satisfaction and students
performance at secondary level
By:
ROBINA SHAKAR
2015-GCUF-S00745
MASTER OF PHILOSOPHY
IN
EDUCATION
Thesis is submitted in partial fulfillment

Of the requirements for the degree of
M.PHIL in EDUCATION
Thesis submitted in partial fulfillment of the requirements for the degree of

M.PHIL in EDUCATION
DIRECTORATE OF DISTANCE LEARNING EDUCATION
GOVERNMENT COLLEGE UNIVERSITY FAISALABAD
May, 2017
4
Impact of ECE rooms on Parents satisfaction and students
performance at secondary level in district Toba tek singh
By:
ROBINA SHAKAR
2015-GCUF-S007450
MASTER OF PHILOSOPHY
IN
EDUCATION
Thesis is submitted in partial fulfillment

Of the requirements for the degree of
M.PHIL in EDUCATION
DIRECTORATE OF DISTANCE LEARNING EDUCATION

(DEPARTMENT OF EDUCATION)
GOVERNMENT COLLEGE UNIVERSITY FAISALABAD.
4
May, 2017
DEDICATION
Dedicated to my parents
sisters and brothers
And specially my husband Mr. Sher Ali
Who supported me during my studies
Furthermore, I would also dedicate it to my sons
Talha Ali and Hamza Ali
(DEPARTMENT OF EDUCATION)
GOVERNMENT COLLEGE UNIVERSITY FAISALABAD
4
May, 2017
ACKNOWLEDGEMENT
Thanks to Allah, the beneficent, the most merciful, all embracing, all knowing who
provided me with this opportunity, courage and ability to complete this humble
contribution towards knowledge. No one in life can accomplish any task individually.
He/she has always been indigent to others. I express my gratitude to all the students of
Government College university, Faisalabad that have contributed in this thesis and fully
support me in the process of data collection. I am grateful to my honorable supervisor Dr.
Muhammad Shabbir Saleemi who provided me with such a conducive academic
environment especially being as a faculty member not only within institution but also
beyond it. His valuable suggestions kept me on track. He really gave me hope and courage
when I was disappointed during the complicated research work. I think that this task was
completed only due to his active participation.
The researcher is also grateful to the librarian of the Government College University,
Faisalabad who facilitated me to access the relevant books and journals for review of
literature.
Robina Shakar
2015-GCUF-S00745
4
4
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Registration No:2015-GCUF-S00745 has been found satisfactory and in accordance with
the prescribed format. We recommend it to be processed for the evaluation by the External
Examiner for the award of degree.
Signature of Supervisor ………………….

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Table of Contents
CHAPTER 01 INTRODUCTION
1011
Statement of Problem
Error! Bookmark not defined.17
Objectives of the Study

Significance of the Study

Hypothesis
Limitations
Delimitations
2218
Terms of the Study

Chapter No.2 LITERATURE REVIEW

2120
Equality in ECE
Parental Satisfaction
Need for Early Childhood Education

2422
Benefits and Costs of Early Childhood Education \

Early Childhood Education Options

4
Quality of Early Childhood Education
Benefits of early childhood education

Parental Satisfaction in Children’s School-based Learning Activitie

Parent Involvement in the Development Process

The Role of Socio-Economic Factors

Why Is Parent Satisfaction a Concern

Barriers to engagement
Parental and teacher element

2730
Types of Parental Satisfaction

4
CHAPTER 3 METHODOLOGY
Types of Research
2936
Population of the Study

2836
Sample of the Study

2836
Resources of the Study

2937
Instrument for the Data Collection

2937
Procedure of the Study

Data Analysis
3138
Limitation of the Study

Delimitation of the Study

Chapter 04 ANALYSIS OF THE DATA

2339
Descriptive Statistics (Parents)

Descriptive Statistics (Students)

Chapter No. 5 SUMMARY

11361
Findings
4
Conclusions
11864
Conclusion regarding students

Recommendation
BIBLIOGRAPHY
Appendix I
13273
Appendix II
13475
4
Abstract
Aim of this investigation was to develop understanding about Impact of ECE rooms on
Parents satisfaction and students performance at secondary level in district Toba tek Singh.
Every school and its principals are not quite different from each other’s. . Basic type of
research and comparative group research designs were used. Sample of the study included
students (N=60) and parents (N= 60). The sample was collected through purposive
sampling technique. Descriptive analysis and independent sample t test was used in this
study. Less than half of the respondents favored that statement that early childhood
education program is very good regular ECE program. A large number of the respondents
favored the statement that class you study KG 1. Basically the environment of the ECE
room during teaching is learning satisfactory. Results also indicate that there are no
significant differences in parents’ level of satisfaction with the quality of ECE education
between male and female parents.
Keyword’s: Parents satisfaction, Students performance
4
CHAPTER 1
INTRODUCTION
Children are the possible destiny of any nation depends on the guideline that they
get mentoring impact tricky influences children's enlightening achievement, their securing
of instruction numeracy and coherent learning. Formal enlightening capacities are the route
to a child's passage into cutting edge instruction or get ready (Abby, Thayer & Carpenter-
Abby, 1999; Heckman, 2000).
Many schools have endeavored to quantify parental fulfillment keeping in mind the
end goal to gage the nature of the instruction given to kids and to find methods for
enhancing the schools (Brown, Cheng, Yuan & Ziegler 1992; Hecht, O'Connell, Michael,
Kloss & Dwyer, 1992). Expanding guardians' fulfillment is viewed as one method for
enhancing the nature of the schools this idea is reliable with the fundamental precepts of
the Quality Movement, a systemic way to deal with enhancing merchandise and enterprises
in light of fulfilling the shopper. Guardians' fulfillment is like buyer fulfillment in that it
influences the guardians' steadfastness and responsibility regarding the schools their kids
go to (Bothe, 1996). Disappointed guardians can move to other school regions or send their
youngsters to tuition based schools. In spite of the fact that guardians are not the sole
shoppers of the instruction their kids get, fulfilling guardians is believed to be enter in
advancing group bolster for schools (Salisbury et al, 1997).
The foundation of the guardians, strikingly their social foundation, has been
observed to be identified with their desires (Carnival & Durocher’s, 1999). Besides, we
expected guardians who take an interest in more school exercises to be more fulfilled. We
additionally expected that guardians of effective understudies to be more fulfilled than
guardians of less fruitful understudies. Furthermore, past specialists have found that
guardians' general fulfillment depends on their fulfillment with particular parts of the
youngster's tutoring, for example, educators, transportation administrations, and cafeteria
nourishment. Fulfilled guardians ought to likewise be the individuals who feel educated
about their kids' school encounters, surmise that the school esteems their contribution, and
who trust their kids to be sheltered in school (Salisbury et al, 1997).
4
Individuals without a doubt trust that tutoring offers a roadway to a brighter future,
and bounteous research prove demonstrates that more training is, in reality, firmly
connected to future accomplishment in the work advertise (Heckman, 2000), better
physical and emotional wellness and other "positive" grown-up life results.
Notwithstanding, picking a school that will profit a tyke is an unpredictable and
overwhelming assignment, and guardians and kids frequently put significant exertion into
this process. With these issues as a primary concern, in this paper we look at kids' states of
mind towards their school along three measurements: general joy, associations with
educators and scholarly incitement. In parallel, we consider guardians' judgment of general
school quality, and their perspectives on educators' associations with their tyke and the
advance that their tyke is making at school (Chevalier & Feinstein, 2006).
Our fundamental objective is to consider two related research addresses, that is: To
what degree are states of mind and encounters, among understudies and their folks,
connected to standard test-score based measures of scholastic execution. To what degree
are guardians' impression of school quality connected to their kids' bliss and delight in
school? To answer these inquiries we make utilization of a remarkable huge scale study of
England's auxiliary school students for example the Longitudinal Survey of Young People
in England (LSYPE), which contains an extremely rich arrangement of attitudinal reactions
and understudy foundation attributes, and which we have coordinated to managerial
records on student fulfillments and school normal test scores. Our outcomes recommend
that scholastic accomplishment, as measured by school-mean test scores, has a tendency to
overwhelm other school attributes regarding parental impression of instructive perfection.
Be that as it may, school quality along these measurements is not related with higher
student prosperity and pleasure in the learning condition. Also, students' and guardians'
perspectives don't appear to take after comparative examples as far as their relationship
with noticeable school qualities all the more for the most part. Conversely, guardians' and
youngsters' perspectives of schools and instructors are emphatically identified with kid and
family attributes that pre-date the time they entered the school, and take after comparable
examples in this regard. Scientists in training and the humanism of instruction have
frequently utilized review reactions (for the most part from genuinely little overviews to
evoke parental inclinations for schools, however examination of specifically discernible or
4
expressed appraisals for school "quality" remains a generally unexplored field in financial
aspects. Truth be told, most research in this field has tended to this question utilizing an
uncovered inclination approach and has searched for proof of inclinations for school
"quality" uncovered through the capitalization of school attributes into nearby lodging
costs – i.e. the "hedonic" valuation strategy (Heckman, 2000).
Quality in child mind has been examined since the 1970's. From the earliest starting
point the assessment depended on impacts of the care and later on 1980's on the individual
components that impact on youngsters' intellectual and social improvement. Toward the
finish of the 1980's and the start of the 1990's the reviews were about long haul impacts on
youngsters and it ended up noticeably settled that the home condition ought to be thought
about while surveying the impacts of tyke care. (Ceglowski, 2004) As expressed some time
recently, the top-down point of view has been overwhelming and just as of late the
investigations of kid care quality has taken another viewpoint. Scientists have started to
expand the meaning of value and other viewpoint, for example, guardians' and kids' are
recognized as a pivotal part in the quality assessment. As of late guardians are viewed as
the clients of youngster care. (Ceglowski & Bacigalupa, 2002).
Training has accomplished incredible significance in 21st century. It is being

managed diverse difficulties and issues all through the world particularly in Pakistan.
Pakistan has made advancement in the training division and has extended the quantity of
instructive establishments, however the standard of instruction and offices are lacking
which influences understudies' level of fulfillment in class. Positive sentiment understudies
improves certainty and engagement in learning. Powerful instructive setting requests
higher fulfillment level of understudies, instructors and the guardians. Fulfillment is
connected with the accomplishment. Numerous specialists have attempted to interface the
fulfillment with the accomplishment. Understudy fulfillment is their view of how well a
school air bolsters instructive achievement. Solid fulfillment initiates understudies'
diagnostic thinking and learning (Cryer & Burkina, 1997). Understudies' accomplishment
in their reviews and happiness with their experience is their fulfillment. Understudy
fulfillment impacts their inspiration which is an imperative mental figure their prosperity
(Najd, Nakhodka & Ajman, 2012). All understudies are from various foundations. Their
4
standards, perspectives and learning styles may indicate high and low levels of fulfillment
with a subject. Low level of fulfillment shows awkwardness and dissimilarity between the
difficulties of the course and the understudy's capacities to address these difficulties; while
abnormal state of understudies' fulfillment improves their learning and demonstrated three
noteworthy parts of fulfillment that may anticipate the understudy's learning. Three
elements specifically instructor's execution, understudy's dedication and course
arrangements. Higher fulfillment was accounted where educators and understudies were
similarly roused towards the instructing learning process (Lo, 2010).
Fulfilled learners are more dedicated to their reviews and quick to try a bigger
number of endeavors than unsatisfied learners. They are persevering, go to their classes
consistently and finish their coursework than unsatisfied understudies. Fulfillment of
understudies depends on encounters related with their learning. Instructive encounters are
the consequence of brief disposition of understudies. These encounters additionally
influence understudies' general fulfillment with the school and researcher also inspected
the impacts of many elements on understudy's fulfillment. The central point was nature of
guideline, significant course substance and evaluating in real courses. These components
were observed to be critical and were decidedly associated with fulfillment of understudies
(Tesserae, Ready & Yu, 2012).
Noteworthy sorts of parental Satisfaction is among the most supportive gadgets

made by the field as yet to characterize parental Satisfaction practices and interfacing them
with certain sort's outcomes. This by and large recognized framework guides for help
educators make comprehensive family school associations. The six sorts of parental
Satisfaction include: kid raising (helping families with childrearing and youngster raising
capacities, conferring (making intense self-show correspondence, volunteering making
ways that families can twist up perceptibly required in activities at the school), learning at
home supporting learning practices in the home that strengthen school instructive module,
essential initiative considering families boss through school-areas social events, chambers
and collaborating with the gathering organizing bunch organizations with family needs and
serving the gathering. Every sort of Parental Satisfaction conceals a combination of
practices to be endeavored by teachers, gatekeepers, and understudies and is theoretically
4
associated with a variety of unmistakable outcomes for understudies, educators, and
watchmen moreover. Teachers, nearby gatekeepers, are asked to pick those practices
subject to convey the sorts of results that blend most personally with their necessities,
destinations, and points of confinement. Epstein focuses on that not all parental Satisfaction
prompts upgrade understudy achievement; the picked occurs made by each of six sorts that
should help modify the misperception that any practice incorporates families will raise
children's achievement test scores (Aemon, 2005).
Specialists saw that while certain practices are most likely going to affect
understudies' test scores, others are planned to make comes about related to mien and
practices. Epstein observes that immense quantities of the possible assistant or
underhanded effects of a particular parental Satisfaction practice are not yet gotten on. For
example, parental Satisfaction in sort three (Volunteering) or sort five (Decision-creation)
activities may come to fruition first in gatekeepers' slant more connected with their
adolescents' schools, which may, along these lines, provoke distinctive sorts of Parental
Satisfaction that will over the long haul convey comes about related to understudy
achievement (Elite, 2005).
Schools must help families make home circumstances that reinforce learning by
outfitting them with information about such issues as children's prosperity, sustenance,
prepare, young people's needs, and kid raising approaches. Meanwhile, schools must hope
to grasp and breaker parts of their understudies' family life into what is taught in the
classroom. Schools are tried to ensure that all families who require this kind of information
get it in appropriate ways. Comes about related with sort one activity fuse updates in
understudies' direct, school support, time organization aptitudes, and regard for the
essentialness of school. Parent comes about consolidate improved trust in, and perception
of, kid raising practices, thoughtfulness regarding the troubles in tyke rising, and a
sentiment bolster from schools and others. Teacher related outcomes consolidate
overwhelming an unrivaled understanding of, and respect for, their understudies' families
(Fakery & Ogunsiji, 2009).
A couple schools have figured out how to ensure that gatekeepers are passed on to
the schools appropriate on time in the academic year, before understudies make issues, so
4
that their first correspondence with them may make certain in nature. School must use a
combination of methodologies for talking with gatekeepers about their children's propel,
decisions affecting their children, and school programs when all is said in done. These join
parent-teacher gatherings, phone contact, report cards. A couple schools sign contracts with
gatekeepers in which wants for understudies, educators, and watchmen are unmistakably
illustrated. Comes about related with sort two activities join understudies' upgraded
thoughtfulness regarding their own specific academic propel, more taught decisions about
courses, and an understanding of school game plans related to their direct. Watchmen are
presumably going to create in their perception of school ventures and game plans. They
will make shared characteristic in speaking with educators and a more unmistakable point
of confinement as to watching their adolescents' progress and responding to their issues.
Instructors are depended upon to make arranged instruments for talking with watchmen
and an ability to tap the parent framework to bring out family sees on children's progress
(Fowey, 1988).
Schools enhance their relationship with families by asking them to volunteer in

school practices and go to class events. Families who volunteer grow more agreeable and
okay with their children's schools and educators. Volunteering attempts that tap parental
endowments enhance school programs and, particularly in upper assessments, empower
individualized learning. The usage of a volunteer coordinator is urged especially at
discretionary school levels, where coordination of volunteer blessings and time with
educator and understudy needs ends up being continuously mind boggling. Schools are
tried to describe the term volunteer widely enough to suit a broad assortment of parental
blessings and timetables. They are furthermore tried to urge understudies to volunteer in
their gathering as a noteworthy part of the learning technique. Sort three activities are
expected to enhance understudies' capacities in talking with adults; outfit them with
introduction to a wide arrangement of adult aptitudes, occupations, et cetera and help them
develop their own specific capacities with the support of volunteer aides and guides.
Watchmen are most likely going to develop a more noticeable gratefulness for the work of
instructors, develop their own specific aptitudes, and turn out to be dynamically pleasing
in working with their adolescents and interfacing with others at school. Finally, teachers
will have the ability to give cautious thought to individual understudies in this way of
4
volunteer offer help. They are furthermore subject to wind up doubtlessly more open to
incorporating gatekeepers in moved ways and develop an appreciation for the parental
capacity base (Franken &Waller, 2000).
Most parental participation in children's preparation occurs in the home. Schools

must guarantee upon what watchmen are currently doing by helping them to assist and
team up with their youths at home learning practices that reinforce what is being told in
school. Schools should expect to fabricate watchmen's understanding of the instructive
projects and the capacities their children need to make at each stage in their coaching.
Schools ought to moreover light up watchmen about their structures of taking after
understudies and diverse practices with the objective that gatekeepers may help settle on
decisions that are in their adolescents' best favorable circumstances. Sort four activities
may help associate any social or class withdraws among home and school conditions.
Schools are henceforth tried to arrange a menu of canny work that taps watchmen's
reinforce aptitudes and incorporates them in the learning shapes. Schools ought to in like
manner work with gatekeepers to ensure that understudies set academic goals, prepare for
calling moves, and make fitting course conclusions. Comes about related with sort four
activities fuse improved understudy test scores and diverse capacities associated with
homework. Understudies are in like manner more inclined to view themselves as learners
and to see their people as teachers. Sort four activities are in like manner associated with
more homework completed and better perspectives toward schoolwork. Watchmen may
begin to see their youths more as learners and make confide in their own abilities to train
and reinforce the informational method. They are also more slanted to partake in talks of
schoolwork with their youths. Sort four practices can help instructors develop better
homework assignments. Notwithstanding different things, instructors are depended upon
to make more conspicuous satisfaction with family commitment as they witness the support
an extensive variety of families can give understudies (Fuller, 1985)
Counting watchmen in organization, essential administration, and bolster parts is

yet another procedure for supporting joins among schools and gatekeepers. As parental
enthusiasm for essential initiative, when it is broad program incorporating gatekeepers in
learning reinforces practices likewise, is connected with improved understudy comes
4
about. Parent and gathering relationship in fundamental authority may moreover help make
schools more capable to the gathering. Parental enthusiasm for school fundamental
authority may be fortified by consolidating gatekeepers in school site sheets, parent-
instructor affiliations, and diverse admonitory gatherings. Comes about because of sort five
activities join the upsides of systems that are set up for the advantage of understudies.
Understudies are moreover inclined to wind up detectably aware of family depiction in
school decisions. Watchmen are depended upon to make open entryways for information,
notions of proprietorship, a perception of procedures, and a sentiment relationship with
various families. Educators will most likely end up being continuously aware of the piece
of gatekeepers' perspectives in approach progression (Gomora, 1992).
Schools and families must draw much of the time upon gathering resources for
reinforce their attempts to teach kids. Honestly, amass representatives and resources may
be tapped for each of the other five sorts of affiliation: talking with families, volunteering,
supporting learning, and appreciating school sheets. Understudy results are most vital when
families, schools, and gathering affiliations and pioneers participate. Adolescents are given
more open entryways for learning and for associating school data with certifiable open
entryways. They interface with individuals, other than their people and teachers, who
reinforce the importance of learning. Comes about related with sort six activities join
extended capacities and presents for those understudies participating in advantageous
extracurricular undertakings. Understudies may moreover develop a predominant
perception of this present reality and business decisions. Parent-related outcomes fuse
recognition with close-by resources they can tap to reinforce their adolescents and families.
They will in like manner most likely connect with various families in the gathering.
Educators are depended upon to develop a perception of advantages open to upgrade the
instructive projects. They should in like manner develop a breaking point as to working
with and tapping an arrangement of gathering assistants (Halle, Kurtz-Costas & Mahoney,
1997).
Bermudez and Padron, (1990) built up that the incorporation of gatekeepers

suggests that watchmen appreciate no less than one school related activities, for instance,
parent-teacher social affairs, volunteering at school, enabling their tyke with homework
4
asking the youth to redesign achievement and so forth. The commitment of gatekeepers in
each period of youth preparing is essential and the watchmen leave durable etchings on the
life of their children.
Loir (1999) set up that understudies examining, creating and other capability
capacities are affected by their experiences inside and outside the classroom. Homework
is a basic learning open entryway for child (Choi, 2001; Davidson, 2005). Bar-On (2004)
Watchmen should help the children to complete their homework successfully, which will
add to improve their dauntlessness. Gatekeepers should be down to earth as for the
conceivable outcomes and limits of their youths (Olson, 1999).
Researchers set up that, notwithstanding the way that the way of utilization will
help make sense of if a program is successful, information on execution quality and
consistency is sometimes given (Hagelstein, Graham & Weiner, 1991).. This is a critical
inadequacy of many surveys gave a record of here. The route in which watchmen and
youths do program works out how far they follow the program specific is much of the time
a matter of hypothesis and ought to be a requirement for further research (Pederson & Wilk,
1993).
Similarly calls attention to for more conspicuous execution quality, both in

association with examination and reporting. Many audits fused into Erin’s overview
contained no information about the proximity or nonattendance of key intervention
characteristics, forsaking it ill-defined whether programs offered watchmen get ready,
exchanges or diverse sorts of offer assistance. As Erin watches, this information is key if
research is to perceive the effect size of particular ventures and in addition the positive and
negative effects of each of the intervention characteristics, and how strong these effects are
(Penalize & Gilly, 1986).
Meta-examination of parent engagement intercessions with school-developed

youths, using criteria proposed by the American Psychosocial Association Task Force on
Evidence-Based Interventions in School Psychology (Room & Falbo, 1996). Set up that
the youths have shown player insightful results when their people exhibited dynamic
consideration in their learning technique and centrality of parent's participation is
4
incredibly apparent from the way that it fabricates the data and eagerness of child in
academic activities (Salisbury, Branson, Albrecht, Funk & Boltzmann, 1997).
Propelling gatekeeper consideration since instructors can't do everything school in

the middle and parental consideration in a tyke's guideline close by environmental and
fiscal components may impact tyke change in regions, for instance, understanding, lingo,
and social capacities. Different audits around there have demonstrated the noteworthiness
of family participation and relationship in the years going before entering school (Fuller,
Bridges & Pay, 2007).
There is little research available on the association between parental incorporation

and educational achievement of discretionary school understudies. A larger piece of the
investigation around there has been driven solely with grade school understudies (McCain
& Mustard, 1999). The piece of parental relationship in children's preparation has
transformed into a central issue in educational course of action and research. Investigate
disclosures reinforce the nearness of a positive association between parental commitment
and educational accomplishment, especially in the helper school years. In any case, current
learning as for the nature and enormity of the effects of parental commitment in
discretionary preparing is clashing and obliged in degree (Kissassi, 1994).
Parental consideration may have to a great degree fundamental in school-based

activities of their children. These activities may incorporate contacts with instructors,
checking the interest of youths in school, watching their activities in school, checking their
periodical academic propel reports. Each one of these things might be to a great degree
helpful in more lifted sum academic achievements of adolescents. Watchmen end up being
more stressed over the learning openings that discretionary schools give. As youths move
from the inside assessments to the discretionary school (Casely-Hayford, 2002).
Watchmen in like manner come to fruition their enlightening wishes for their
children. As understudies complete school direction, gatekeepers end up being
continuously stressed over their young person's further preparing and about the effects of
assistant school programs on postsecondary openings (Levine, 2003; Ablex, King & Court,
1986). Parental excitement for children's preparation, adolescents' self-respect and locus of
4
control, and later enlightening satisfaction (Stevenson & Stigler, 1992; Epstein
(2001).Impact of money related qualities on adolescent outcomes. The intervening some
portion of watchmen feelings and practices and the parental Involvement (Glass, McGaw
& Smith, 1981). Parental Support and Family Education on Pupil Achievement and
Adjustment (Schering & Christopher, 1993). Schering (1995) set up those effects of
learning-style-responsive versus standard survey systems on achievement, study, and
perspectives of provincial eighth grade math understudies
Statement of the problems
This research is aimed to study "Impact of ECE rooms on Parents satisfaction and
students’ performance at secondary level”
Objectives of the Study
The objectives of the study were:
1. To check the parental involvement in academic activities of their children studying

in secondary schools in District Toba Tek Singh.
2. To promote a positive and caring school culture.
3. To find out the views of parents involvement and student performance towards
Significance of the Study
The study will be helpful in following ways:

1. This study will help to identify the causes of failure of students at secondary level.
2. This study will make possible to know the difficulties faced by the teachers and
students in curriculum at secondary level.
3. This study will be helpful to reduce the causes of failure of students at secondary
level.
4. This study will motivate teachers to develop possible solutions of the problem faced
by the students during the learning process.
4
5. This study will also provide a gaudiness to manage these problems.
Hypothesis
 There would be a positive parental involvement in academic activities of their

children studying in secondary schools in District Toba Tek Singh.
 There would be a significant difference among parents’ level of satisfaction with

the quality of ECE education between male and female parents.
Limitations
The research on the topic can be conducted on multi-national level. But due to certain
difficulties like shortage of time, lack of finance and journey problem it was limited only
to the District Toba Tek singh.
Delimitations
The study was delimited to the following:
1. The study was delimited only to some selected Government elementary schools
in district Toba Tek singh.
2. The sample was delimited up to 60 students which are relating in teaching
process and also up to 60 experienced teachers.
3. To the teachers of the elementary level
4
Chapter 2
REVIEW OF LITERATURE
An extraordinary piece of the sociological examination has focused on the courses
in which school strategies and practices associated with evaluation can work to
intentionally load get-togethers of understudies, for example by setting them in get-
togethers doled out as 'hopeless cases' not meriting additional support, or through entering
them for examinations in which they can't fulfill a high survey (Ango & Sila, 1986). Thus
the discourse has much of the time in view of issues of deliberateness regarding instructors,
who may make judgments which general mean methodical detachment, or more especially
'institutional dogmatism'. Learning and learners' Both the substance and the methodology
for evaluation of the ECE Profile had proposals for the improvement of "learning" and
unmistakable sorts of "learners" in these Reception classrooms (Aremu & Sokan, 2003).
Over the span of late years, playgroup has been ending up being progressively
asking. Aptitudes effectively tended to in first grade are by and by foreseen that would be
aced in the midst of the kindergarten year. Arrange heading has transformed into the
discretionary instructing system (Walberg, 1984). As playschool teachers "fight" to give
rule that deals with the new request, little time is left for child facilitated activities or center
based learning. The weakness to discretion has been uncommonly associated with a custom
educational programs game plan, and investigators proposed showing self-heading
capacities in early youth guideline with a particular true objective to avoid custom
educational modules circumstances in the most recent years (Trusty, 1999).
Start, early youth particular educational modules programs at government financed

schools, and medicinal concentrations gave the best care. In any case, what constitutes
"quality?" Each of these surveys develop their examinations as for a substitute plan of
factors whereupon to make sense of whether a program was a "quality" program or not
(Okoye, 1982).
Rothstein (2006) who takes note of that there will be more prominent sorting and
stratification in schools when guardians esteem peer aggregate arrangement, instead of
showing adequacy or different parts of school "quality" (under suppositions of 'single
4
intersection' in inclinations). His outcomes show that guardians don't esteem school
adequacy, yet appear to exercise decision on the premise of schools' student sythesis. Is it
important here that while financial experts in the field of instruction have concentrated on
target test-based measures of school "quality" and on inclinations uncovered by practiced
decision, analysts in different fields have made more across the board utilization of self-
detailed evaluations of value and articulations of prosperity and inclination. This
distinction is constructing incompletely with respect to absence of option information in
the financial matters of instruction, and mostly in light of an unavoidable doubt of
subjective judgments or expressed measures of inclination. This is reasonable, and the
legitimacy of subjective measures has been investigated by financial analysts with blended
outcomes (Krueger & Schakde, 2007).
Figuring out how to direct emotions has been distinguished as a standout amongst
the most critical assignments of early childhood. Without a doubt, there are results of poor
regulation, as youthful children who are less capable every now and again show conduct
issues later in childhood, incorporating trouble with family connections and school
adjustment (Goodyer, 1990). The more capable children are at managing their feelings, the
more improbable they are to encounter these troubles, and the more probable they are to
appreciate scholarly achievement over the long haul (Gove, 1972).
The emotional atmosphere that children encounter every day importantly affects
general emotional improvement and emotional regulation. The emotional atmosphere of a
family is reflected in relationship qualities, for example, connection, conjugal connections
and child rearing styles and in the measure of positive and negative feeling showed toward
individuals from the family (Furstenberg, Nord & Peterson, 1983). At the point when a
child's emotional atmosphere is negative, coercive or eccentric, children are at hazard in
turning out to be profoundly emotionally receptive, because of successive, surprising
emotional presentations or as a result of emotional controls. In these sorts of situations, not
just children are watching feeling deregulation in their folks, however they are less
emotionally secure (Furstenberg & Nord, 1985; Furstenberg, Morgan & Allison, 1987;
Furstenberg & Cherlin, 1991).
4
Conversely, when children live in a responsive, reliable environment in which they
feel acknowledged and sustained, they feel emotionally secure and allowed to express
feelings since they are sure their emotional needs will be met. Children additionally feel
secure emotionally when they comprehend what practices are normal and what the
outcomes will be the point at which they get out of hand. The emotional atmosphere of the
family is an impression of an assortment of intracranial procedures and progression. There
are four imperative segments of the emotional environment that conceivable influence the
improvement of emotional regulation the general consistency and emotional security of the
earth; parental desires and development requests; the level of positive emotional
communicated in the family and the level of negative emotional communicated in the
family. These parts of the family emotional atmosphere are ordinarily analyzed in research
by means of investigations of parent child connection, child rearing style, family
expressiveness, communicated feeling and conjugal relations (Eisenberg, Cumberland &
Spinrad, 1998).
Pons, Harris and Rosnay (2004) additionally showed youthful children's

understanding that an indication of a past occasion can impact one's present emotional
state. About portion of the 3-year-old in the review judged that survey a photo of a lost pet
would make a story hero feel pitiful. By age five, more than 80 percent of children
accurately connected an update about past occasions with the hero's present emotional
state. In related work, Harris, Olthof, Meerum & Terwogt (1981) recommended that
youthful children comprehend that emotional power fades after some time. All the more
amazingly, children know that one successful strategy for easing negative feelings is to
permit enough time to go to disregard the disquieting occasion. In this manner, an
understanding that contemplations can impact ensuing sentiments develops in early
childhood.
Jinnah and Walter (2008) discuss positive reaction predisposition which implies
that guardians' assessment on quality has a tendency to be superior to anything real
administration gave. This is thought to be the consequence of the absence of data,
constrained potential outcomes to partake and decide. Guardians likewise tend to trust that
their youngsters get qualified kid mind.
4
Teacher youth extents, the direction and get ready of instructors, the disapproving
of method for teachers, and educator kid interchanges are essential points of view for
watchmen to consider in the assurance of a wonderful early immaturity preparing program.
Prosperity and furniture and show were components that add to choice early youthfulness
direction programs (Ogunniyi, 1983).
A minute strategy for describing quality is through the instructive modules each
program employments. Early youth guideline programs join both academic and social
capacities as a noteworthy part of the instructive modules. Notwithstanding the way that
pros agreed that both academic and social capacity training are parts of magnificent early
pre-adulthood programs, the change of the two movements from program to program
(Ogunniyi, 2010). The bigger piece of kindergarten instructors exhibited social and eager
capacities were more key than academic aptitudes in dealing with a productive
kindergarten year and beyond communicating that envision play should be the activity of
need and not be compelled for a consideration on regular academic capacity rule (Odulaja
& Ogunwemimo, 1989).
Watchmen end up being more stressed over the learning openings that assistant
schools give. As youths move from the middle assessments to the discretionary school,
gatekeepers in like manner come to fruition their enlightening wishes for their children. As
understudies complete school preparing, gatekeepers end up being continuously stressed
over their youngster's further guideline and about the effects of discretionary school
programs on postsecondary schools openings (Asikhia, 2010).
The dynamic interest of all the "partners" (for example guardians, program
executives, program work force, analysts, and subsidizing offices) in the recognizable
proof or improvement of estimation exercises is fundamental. The different gatherings in
any program will have singular interests and possibly clashing appraisal motivation.
Without data on the improvement procedure, it is hard to decide if the estimation device
has been produced to address the factors that are identified with parent fulfillment or to
highlight positive parts of the program. To be helpful, an estimation apparatus ought to
help guardians in imparting shortcomings or lacks that can be routed to upgrade program
viability (Atieno, Simatwa & Ayodo, 2012).
4
Employments of fulfillment information control the choice of estimation
instruments, and, thus, the estimation instruments utilized impact the sorts of information
that are acquired. For instance, both the inquiries asked and the gathering strategies utilized
might be controlled to give positive information helpful to a chief in protecting the utility
of a program despite the fact that the information may give little direction to significant
program assessment and change. In perusing the survey of research that takes after,
exceptional consideration ought to be given to the routes in which the objectives of the
assessment may have impacted the estimation instruments utilized and the information that
were acquired (Barnard, 2004).
The analysis provides a solid underwriting of approaches intended to bolster

parental efforts. Pupil exertion, parental exertion and school exertion each independently
have a positive impact on accomplishment. Parental exertion and student exertion
supplement each other – that is, more exertion from guardians actuates more exertion from
kids, and bad habit versa. However, school exertion is not complimentary along these lines
more exertion by schools induces less exertion by students while prompting more exertion
by guardians. The study finds that schools react emphatically to students however not
guardians endeavors. Numerous financial components have an impact in a roundabout way
through parental effort (Chambers & Schreiber, 2004).
Reidmiller (1997) likewise found the instructive level of parents as a component

related with the parental choice to enlist their youngsters into early youth training
programs. The minding way of educators was one of the main three elements that impacted
parental choice of early youth education programing for kids. Wellbeing and individual
careroutines in early adolescence training projects are essential needs that must be met
(Duke, 2000).
4
Chapter 3
METHODOLOGY
In this section the scientist utilized Methodology for gathering information about the
theme, for example, the Impact of ECE rooms on Parents fulfillment and understudies
execution at optional level in region Toba tek Singh. In this part the sort research is
managing. The means are as: populace, test of study, methods, instruments, that is surveys,
assets accumulation of information and subsequently the technique utilized for study.In
this section a scientist methodology was utilized for gathering information about the theme,
namely, the impact of ECE rooms on parents’ fulfillment and students’ performance at
secondary level. The study was executed at optional level in region Toba Tek Singh. The
means of research principally included, but were not limited to, population of the study,
test of study, sampling, resources and instruments like surveys and accumulation of
information. After description of these means and resources in this section, the technique
utilized for study is described in detail.
Population of the Study

Population is a little and all around characterized gathering of individuals under
research-based study. It may includeare the different substances utilized for researchh. In
principal, sStudents and their parents of the students areconstitute the population of the
study.
Sample of the Study

The number of inhabitants in the review research was comprised of the
understudies, the students, of local Government high optional schools of localToba Tek
Singh (N= 60) and the parents of these students (N= 60).
4
Types of Research
Sort Basic research method was used for the aforesaid purpose.of research utilized
was Basic. The concentration throughout the research was to explore Exploration to
concentrate the iImpact of ECE rooms on pParents fulfillment and understudies that of
learning-by-doing on the students execution at auxiliary level in area selected randomly
from different schools of Toba Ttek Singh. Essential research is likewise called
immaculate research/major research. In this sort research is precise research. It gives the
bearing toward more prominent learning and comprehension of the essential parts of the
marvel without application is item at the top of the priority list. This examination utilizes
as a part of all branches of learning.
Sampling techniques
Purposive sampling techniques used in this study.
Resources of the Study

In this study used the following resources:
1. Facilities available in the relevant Research Institute relating with theat GC

University.
2. Mobile & PTCL phone for making contact.
3. Computer software for data analysis, and and Internet.
4. Main Library of GC University.
Instrument for the Data Collection

Two questionnaires were used for collecting data. These questionnaires consisted
of several MCQs items (each). Prepare only twoThree types of questionnaires for this
study were preparedbecause standard questionnaire was not provided by the supervisor.,
one for the students, one for the teachers and one for the parents.
The questionnaires contained the following questions.
1 What type of early childhood education program did you choose for your child?
2 What type of Regular Early Childhood Program does/did your child attend?
4
3 What type of separate class does/did your child attend?
4 What type of home setting does/did your child attend?
5 The level of the activity used in the ECE room?
6 The activity used in ECE room teaches what?
7 Is your child able to read Urdu and English?
8 Is your child able to understand counting?
9 Is your child able to identify the things?
10 is your child able to solve simple addition problems?
11 Does your child know the table of mathematics?
12 Is your child able to write counting?
13 The level of performance of the student studying in ECE room?
14 Do the students do their homework?
15 The remarks of the teacher about the student performance?
16 The environment of the ECE room during teaching?
17 The involvement of the students during the teaching?
Procedure of the Study

This review was masterminded to know the effect of ECE rooms on Parents
Satisfaction and understudy's execution at auxiliary level in District Toba Tek Singh amid
2017. The kind of research was fundamental and expressive. The understudies were
contemplating in Government schools in District Toba Tek Singh. The example of study
was 60 understudies and 60 parents of the students.
4
Data Analysis
The information data regarding the principal objective of the research work was
gathered via questionnaires and surveys in terms of responses of students, parents and
teachers. This data was then converted into digital form in Excel sheets, broke down on
PC. The consequences statistical results of the aforesaid questionnaires and surveys were
then built into tabular form. These tabular information was then used to display it in the
form of bar-graphs.of information were composed as tables. Toward the end, discoveries
gotten obtained in % age were used to infer or draw any specific conclusions. , reach the
inferences and henceforth made the proposals. These conclusions were then further
assessed for future recommendations.
Chapter 4
ANALYSIS OF THE DATA

This chapter presents the results of this research. Statistical Procedure for Social
Science (SPSS) 16 version was used for data analysis. Analysis consists of; Descriptive
statistics and independent sample t-Test.
Students Parent Response of students’ parents
4
Table 1 shows the results of the survey about the type of early childhood education
program which are used by parents for their child. The options included regular EC
program, separate classes and home. Quantitatively, 80% of the parents showed their
intention for ECE method, 3% for separate classes and about 16.7 % for the home option
for early childhood education for their child. The same results are graphically displayed in
Figure 1.
Table 1 : Question 1: The response of parents in a survey regarding the methods Formatted: Font: Not Bold
Formatted: Font: Not Bold
adopted for the early childhood education
Formatted: Centered
Question 1
Response F %
Regular EC program 48 80 Formatted: Centered
Separate class 2 3.3 Formatted: Centered
Home 10 16.7 Formatted: Centered
Total 60 100.0 Formatted: Centered
4
Table 1 show that what type of early childhood education program did you Formatted: Centered
chooses for your child is regular EC program which is quantitatively 80%. 3% parent’s
response is separate classes’ option while according to about 16.7 % parents choose the
home option for early childhood education for their child. Figure 1 also present the result
below
Figure 1
4
90
80
70
60
50
40
30
20
10
0
Regular EC Home Separate class
program
Figure 1: The response of parents in a survey regarding the methods adopted for the
early childhood education
4
Table 2 shows that what type of regular early childhood program does/did your
child attend which is preference private preschool quantitatively 36.7%. 56.7% parent’s
response is regular public school while according to about 6.7 % parents choose the home
option for early childhood education for their child. Figure 2 also present the result below
Table 2 :
Question 2: Type of regular early childhood program attended Formatted: Heading 3, Centered, Adjust space between
Latin and Asian text, Adjust space between Asian text and
numbers
Response F %
Private preschool 22 36.7 Formatted: Centered
Regular public school 34 56.7
Home 4 6.7
Total 60 100
Formatted: Centered
Table 2 shows that what type of regular early childhood program does/did your
child attend which is preference private preschool quantitatively 36.7%. 56.7% parent’s
response is regular public school while according to about 6.7 % parents choose the home
option for early childhood education for their child. Figure 2 also present the result below
4
Figure 2
60
50
40
30
%
20
10
0
Regular public school Private preschool Home
Figure 2: Type of regular early childhood program attended Formatted: Centered, Indent: First line: 0.5"
4
Table 3 shows that what type of separate class does/did your child attend which is
preference private preschool quantitatively 33.3%. 58.3% parent’s response is regular
public school while according to about 8.3 % parents choose the home option for early
childhood education for their child. Figure 3 also present the result below.
Table 3:
Question 3: Type of separate classes attended
Response F %
Private Preschool 20 33.3 Formatted: Centered
Regular public school 35 58.3 Formatted: Centered
Home 5 8.3 Formatted: Centered
4
Table 3 shows that what type of separate class does/did your child attend which is
childhood education for their child. Figure 3 also present the result below.
Figure 3
70
60
50
40
30
20
10
0
Regular public school Private Preschool Home
Figure 3: Type of separate classes attended
4
Table 4 shows that what type of home setting does/did your child attend which is
with a parent quantitatively 51.7%. 45% parent’s response is with a family member while
according to about 3.3 % parents choose the with a sister option for early childhood
education for their child. Figure 4 also present the result below.
Table 4 :
Question 4: Type of home setting
Response F %
with a parent 31 51.7

with a family member 27 45.0
with a sister 2 3.3

Total 60 100.0
Table 4 shows that what type of home setting does/did your child attend which is
with a parent quantitatively 51.7%. 45% parent’s response is with a family member while
according to about 3.3 % parents choose the with a sister option for early childhood
education for their child. Figure 4 also present the result below.
4
Figure 4
4
60
50
40
30
20
10
0
with a parent with a family member with a sister
Figure 4: Type of home setting
Table 5 shows that activity used in the ECE room is according to which is Subject
to teach quantitatively 53.3%. 30% parent’s response is with environment while according
to about 16.7 % parents choose Irrelevant to subject option for early childhood education
for their child. Figure 5 also present the result below
4
Table 5 :
Question 5: Activity used in the ECE room
Response F %
Subject to teach Formatted: Centered

32 53.3
Environment Formatted: Centered
18 30
Irrelevant to subject Formatted: Centered
10 16.7
Total Formatted: Centered
60 100
4
Table 5 shows that activity used in the ECE room is according to which is Subject Formatted: Centered
to teach quantitatively 53.3%. 30% parent’s response is with environment while

according to about 16.7 % parents choose Irrelevant to subject option for early childhood
education for their child. Figure 5 also present the result below
Figure 5
60
50
40
30
20
10
0
Subject to teach Environment Irrelevant to subject
Figure 5: Activity used in the ECE room
4
Table 6 shows that the activity used in ECE room to teach the students which is Up to the Formatted: Font: Not Bold, Font color: Text 1
Formatted: Justified
mental level quantitatively 16.7%.66.7% parent’s response is with Below the mental level
while according to about 16.7 % parents choose Above the mental level, . Figure 6 also
present the result below.
Table 6:
Question 6: Activity used in ECE room to teach the students which is Up to the mental Formatted: Font: Not Bold
level
Response F %
Up to the mental level Formatted: Centered

10 16.7
Below the mental level Formatted: Centered

40 66.7
Above the mental level 10 16.7 Formatted: Centered
Formatted: Centered
Table 6 shows that the activity used in ECE room to teach the students which is Up to the
mental level quantitatively 16.7%.66.7% parent’s response is with Below the mental level
while according to about 16.7 % parents choose Above the mental level, . Figure 6 also
present the result below.
4
Figure 6
80
70
60
50
40
30
20
10
0
Below the mental level Up to the mental level Above the mental
level
Figure 6: Activity used in ECE room to teach the students which is Up to the mental Formatted: Centered
level
4
Table 7 shows that the activity used in your child able to read which is urdu Formatted: Justified
quantitatively 56.7%. 25% parent’s response is with english while according to about 18
% parents choose both; child able to read, Figure 7 also present the result below
Table 7:
Question 7: Activity used to read
Response F %
Urdu 34 56.7
English 15 25
Both 11 18.3
Total 60 100.0
Table 7 shows that the activity used in your child able to read which is urdu
quantitatively 56.7%. 25% parent’s response is with english while according to about 18
% parents choose both; child able to read, Figure 7 also present the result below
4
Figure 7
60
50
40
30
20
10
0
Urdu English Both
Figure 7: Activity used to read
4
Table 8 shows that child able to understand counting which is read quantitatively Formatted: Justified
18%. 26.7% parent’s response is with write while according to about 55% parents choose
both for the child able to read and write. . Figure 8 also present the result below
Table 8 :
Question 8: Ability to read and write counting Formatted: Font: Not Bold
Response F %
Read 11 18.3 Formatted: Centered
Write 16 26.7
Both 33 55.0
Total 60 100.0
4
Table 8 shows that child able to understand counting which is read quantitatively
18%. 26.7% parent’s response is with write while according to about 55% parents choose
both for the child able to read and write. . Figure 8 also present the result below
Figure 8
60
50
40
30
20
10
0
Both Write Read
Figure 8: Ability to read and write counting
4
Table 9 shows that child able to identify the things is some quantitatively 46.7%.
43% parent’s response is with all commonly used while according to about 10% parents
choose Not at all. . Figure 9 also present the result below.
Table 9 : Formatted: Centered
Question 9: Ability to identify things Formatted: Font: Not Bold
Response F % Formatted Table
Some 28 46.7 Formatted: Centered
All commonly used 26 43.3
Not at all 6 10.0
Total 60 100.0
4
Figure 9
4
50
45
40
35
30
25
20
15
10
5
0
Some All commonly used Not at all
Figure 9: Ability to identify things Formatted: Centered
4
Table10 :
Response F %
Simple 24 40.0 Formatted: Centered
Complex but without carry 30 50.0
Both 6 10.0
Total 60 100.0
4
Figure 10
60
50
40
30
20
10
0
Complex but without Simple Both
carry
Figure 10: Ability to identify things Formatted: Centered
Table 11 shows that child know table of mathematics is first option quantitatively
45%. 26% parent’s response is with 2 & 3 while according to about 28% parents choose
up to 5 option. . Figure 11 also present the result below.
Table 11 :
Question 11: Knowledge of table of mathematics Formatted: Font: Not Bold
4
Response F %
2 27 45.0 Formatted: Centered
2&3 16 26.7
up to 5 17 28.3
Total 60 100.0
Formatted: Centered
Table 11 shows that child know table of mathematics is first option quantitatively
45%. 26% parent’s response is with 2 & 3 while according to about 28% parents choose
up to 5 option. . Figure 11 also present the result below.
Figure 11
4
50
45
40
35
30
25
20
15
10
5
0
2 up to 5 2&3
Figure 11: Knowledge of table of mathematics
4
Table 12 shows that child able to write counting up to is first option quantitatively
45%. 45% parent’s response is with 50 while according to about 10% parents choose up
to 3rd option. . Figure 12 also present the result below.
Question 12: Ability to write counting Formatted: Font: Not Bold
Response F %
50 27 45.0
100 6 10.0
Total 60 100.0
4
Figure 12
50
45
40
35
30
25
20
15
10
5
0
Nine Fifty Hundred
Table 13 Figure 12: Ability to write counting
4
Table 13 shows that the performance of the students studying in ECE room is first
option excellent quantitatively 46.7%. 41.7% parent’s response is with good while
according to about 11.7% parents choose up to average option. . Figure 13 also present
the result below
Table 13 : Question 13: Performance of studentsQuestion 13
Response F %
Excellent 28 46.7 Formatted: Centered
Good 25 41.7
Average 7 11.7
Total 60 100.0
Formatted: Centered
4
Table 13 shows that the performance of the students studying in ECE room is first
option excellent quantitatively 46.7%. 41.7% parent’s response is with good while
according to about 11.7% parents choose up to average option. . Figure 13 also present
the result below
4
Figure 13
50
45
40
35
30
25
20
15
10
5
0
Excellent Good Average
Figure 13: Performance of students Formatted: Centered
4
Table 14 shows that student done their home work is without guidance
quantitatively 33%. 55% parent’s response is with parents guidance while according to
about 11.7% parents choose with the help of tutor. . Figure 14 also present the result
below
Table 14 :
Question 14: Homework guidance
without guidance 20 33.3
with parents guidance 33 55

with the help of tutor 7 11.7
Total 60 100
4
Table 14 shows that student done their home work is without guidance
quantitatively 33%. 55% parent’s response is with parents guidance while according to
about 11.7% parents choose with the help of tutor. . Figure 14 also present the result
below
Figure 14
60
50
40
30
20
10
0
with parents guidance without guidance with the help of tutor
Figure 14: Homework guidance
4
Table 15 shows that remarks of teacher about the student performance are excellent
guidance quantitatively 20%. 65% parent’s response is with good while according to about
15% parents choose with the not satisfied. . Figure 15 also present the result below
Table 15 :
Question 15: Remarks of teacher about students’ performance
Excellent 12 20
Good 39 65
Not satisfied 9 15
Total 60 100
4
guidance quantitatively 20%. 65% parent’s response is with good while according to about
15% parents choose with the not satisfied. . Figure 15 also present the result below
Figure 15
4
70
60
50
40
30
20
10
0
Good Excellent Not satisfied
Figure 15: Remarks of teacher about students’ performance
Table 16 shows that the environment of ECE room during teaching is learning
quantitatively 35%. 43% parent’s response is with average while according to about 13%
below average. . Figure 16 also present the result below
4
Table 16 :
Question 16: Environment of ECE room during teaching
Learning 21 35
Average 26 43.3
Below average 13 21.7
Total 60 100
quantitatively 35%. 43% parent’s response is with average while according to about 13%
below average. . Figure 16 also present the result below
Figure 16
4
50
45
40
35
30
25
20
15
10
5
0
Average Learning Below average
Figure 16: Environment of ECE room during teaching Formatted: Centered
4
Table 17 shows that the involvement of the student during the teaching is 25%
quantitatively 26.7%. 30% parent’s response is with 50% while according to about 13%
above 50%... Figure 17 also present the result below.
Formatted: Heading 3, Centered, Adjust space between

numbers
Table 17 :
Question 17: Involvement of the student during the teaching Formatted: Heading 3, Centered, Adjust space between
numbers
25% 16 26.7
50% 18 30
above 50% 26 43.3
Total 60 100
4
Table 17 shows that the involvement of the student during the teaching is
25% quantitatively 26.7%. 30% parent’s response is with 50% while according to
about 13% above 50%... Figure 17 also present the result below.
Figure 17
50
45
40
35
30
25
20
15
10
5
0
above 50% equal 50% equel 25%
4
Figure 17: Involvement of the student during the teaching Formatted: Centered
Table No. 18 shows that Mean and Standard Deviation of the all responses of
Parents responses.
Table 18:
Mean and Standard Deviation of the all responses of Parents (N= 60)
4
Items Mean Std. Deviation
Item 1 1.37 .758 Formatted: Centered
Item 2 1.70 .591 Formatted: Centered
Item 3 1.75 .600

Item 4 1.52 .567
Item 5 1.63 .758
Item 6 2.00 .582
Item 7 1.65 .820
Item 8 2.37 .780
Item 9 1.63 .663
Item 10 1.70 .646
Item 11 1.83 .847
Item 12 1.65 .659
Item 13 1.65 .685
Item 14 2.17 .557
Item 15 1.95 .594
Item 16 1.87 .747
Item 17 2.17 .827
Parents responses.
Students’ Response
4
Table 19 shows that are you like to study in regular ECE program is quantitatively
90%. 1.6% student’s response is with separate while according to about 6.4% above in
home. Figure 18 also present the result below
Table 19:
Question 1: Type of regular ECE program liked by students Formatted: Font: Not Bold
Response F %
Regular ECE program 68.3 90 Formatted: Centered
Separate 18.3 1.6 Formatted: Centered
Home 13.3 6.4 Formatted: Centered
Total 60 100 Formatted: Centered
Formatted: Centered
4
Table 19 shows that are you like to study in regular ECE program is quantitatively
90%. 1.6% student’s response is with separate while according to about 6.4% above in
home. Figure 18 also present the result below
Figure 18
100
90
80
70
60
50
40
30
20
10
0
Regular ECE program Home Separate
Figure 18: Type of regular ECE program liked by students
4
Table 20 shows that are you study in private preschool is quantitatively 26.7%. 60%
student’s response is with regular public school while according to about 13% above in
home. . Figure 19 also present the result below
Table 20:
Question 2: Type of school in which the students study
Response F %
Private preschool 16 26.7 Formatted: Centered
Regular public school 36 60.0
Home 8 13.3
Total 60 100.0
Table 20 shows that are you study in private preschool is quantitatively 26.7%. 60%
student’s response is with regular public school while according to about 13% above in
home. . Figure 19 also present the result below
Figure 19
4
70
60
50
40
30
20
10
0
Regular public school Private preschool Home
Figure 19: Type of school in which the students study
4
Table 21 shows that students study in different classes. In KG 1 66.7% students
involved and also other classes. . Figure 20 also present the result below
Table 21:
Question 3: Level of ECE class
Response F %
KG 1 40 66.7
KG 2 11 18.3
Prep 9 15.0
Total 60 100.0
4
4
Table 21 shows that students study in different classes. In KG 1 66.7% students
involved and also other classes. . Figure 20 also present the result below
Figure 20 Formatted: Font: Not Bold
80 Formatted: Centered
70
60
50
40
30
20
10
0
KG 1 KG 2 Prep
Figure 20: Level of ECE class
4
Table 22 shows that how do you done your homework with a parent is Formatted: Justified
quantitatively 56.7%. 21.7% student’s response is with family while according to about
21.7% with a tutor. . Figure 21 also present the result below
Table 22 :
Question 4:
How do the children do their homework

Response F %
With a parent 34 56.7

With family 13 21.7
With a tutor 13 21.7
Total 60 100.0
Table 22 shows that how do you done your homework with a parent is
quantitatively 56.7%. 21.7% student’s response is with family while according to about
21.7% with a tutor. . Figure 21 also present the result below
Figure 21
4
60
50
40
30
20
10
0
With a parent With family With a tutor
Figure 21: How do the children do their homework
4
Table 23 shows that activity used in the ECE room is easy with a parent are
quantitatively 46.7%. 36.7% student’s response is with difficult while according to about
16.7% with according to the mental level. . Figure 22 also present the result below
Table 23:
Question 5: Activity used in ECE room
Response F %
Easy 28 46.7
Difficult 22 36.7
According to the mental level 10 16.7
Total 60 100
Table 23 shows that activity used in the ECE room is easy with a parent are
quantitatively 46.7%. 36.7% student’s response is with difficult while according to about
16.7% with according to the mental level. . Figure 22 also present the result below
Figure 22
4
50
45
40
35
30
25
20
15
10
5
0
Easy Difficult According to the mental
level
Figure 22: Activity used in ECE room
4
Table 24 shows that activity used in the ECEece room to teach the students is easy Formatted: Justified
with up to the mental level are quantitatively 47.5%. 27.9% student’s response is with
below the mental level while according to about 23% with above the mental level. . Figure
23 also present the result below.
Table 24:
Question 6: Quality of the activity used in ECE room
Response F %
Up to the mental level 28 47.5
Below the mental level 17 27.9

Above the mental level 15 23.0
Total 60 100.0
4
Table 24 shows that activity used in the ece room to teach the students is easy
with up to the mental level are quantitatively 47.5%. 27.9% student’s response is with
below the mental level while according to about 23% with above the mental level. .
Figure 23 also present the result below.
Figure 23
4
50
45
40
35
30
25
20
15
10
5
0
Up to the mental level Below the mental level Above the mental level
Figure 23: Quality of the activity used in ECE room
Table 25 shows that the are you able to read which is urdu quantitatively 75%. 15%
student’s response is with english while according to about 10 % students choose both;
child able to read english and urdu. . Figure 24 also present the result below.
4
Table 25:
Question 7: Ability to read
Response F %
Urdu 45 75 Formatted: Centered
English 9 15 Formatted: Centered
Both 6 10 Formatted: Centered
Total 60 60 Formatted: Centered
Formatted: Centered
Table 25 shows that the are you able to read which is urdu quantitatively 75%.
15% student’s response is with english while according to about 10 % students choose
both; child able to read english and urdu. . Figure 24 also present the result below.
Figure 24
4
80
70
60
50
40
30
20
10
0
Urdu English Both
Figure 24: Ability to read
40%. 48% student’s response is with write while according to about 11.7% students
choose both for the able to read and write. . Figure 25 also present the result below
4
Table 26:
Question 8: Ability to understand Formatted: Font: Not Bold
Response F % Formatted: Centered
Read 24 40.0 Formatted: Centered
Write 29 48.3
Both 7 11.7
Total 60 100.0
4
40%. 48% student’s response is with write while according to about 11.7% students
choose both for the able to read and write. . Figure 25 also present the result below
Figure 25
60
50
40
30
20
10
0
Write Read Both
Figure 25: Ability to understand
4
26.7% student’s response is with all commonly used while according to about 26.7%
students choose Not at all. . Figure 26 also present the result below.
Table 27:
Response F % Formatted: Centered
Some 28 46.7 Formatted: Centered
All commonly used 16 26.7

Not at all 16 26.7
Total 60 100.0
26.7% student’s response is with all commonly used while according to about 26.7%
students choose Not at all. . Figure 26 also present the result below.
Figure 26
4
4
50 Formatted: Centered
45
40
35
30
25
20
15
10
5
0
Some All commonly used Not at all
Figure 26 : Ability to identify things
Table 28 shows Are you able to solve simple addition problem is simple
quantitatively 48.3%. 18.3% student’s response is complex but used while according to
about 33% students choose option both. . Figure 27 also present the result below.
4
Question 10: Ability to solve simple addition problems Formatted: Centered, Tab stops: 1.06", Left
Formatted: Font: Not Bold
Response F %
Simple 29 48.3 Formatted: Centered
Complex but
11 18.3
without carry
Both 20 33.3
Total 60 100.0
Table 28 shows Are you able to solve simple addition problem is simple Formatted: Centered
about 33% students choose option both. . Figure 27 also present the result below.
Figure 27
4
60
50
40
30
20
10
0
Simple Both Complex but without
carry
Figure 27: Ability to solve simple addition problems
4
Table 29 :
Question 11: Response to number of questions
Response F %
2&3 28 46.7
up to 5 13 21.7
Total 60 100.0
Table 29 shows that students know table of mathematics is first option

quantitatively 31.7%. 46.7% student’s response is with 2 & 3 while according to about
21.7% students choose up to option 5. . Figure 28 also present the result below.
Figure 28
4
50
45
40
35
30
25
20
15
10
5
0
2&3 2 up to 5
Figure 28: Response to number of questions
4
Table 30 :
Question 12: Ability to write counting Formatted: Font: Not Bold
Response F %
50 20 33.3
100 9 15.0
Total 60 100.0
Formatted: Centered
4
Figure 29
4
60
50
40
30
20
10
0
equel 9 equel 50 equel 100
Figure 29: Ability to write counting
4
Formatted: Justified
Table 31 shows that the result of the students is first option excellent quantitatively
38%. 36.7% student’s response is with good while according to about 25% students choose
below to average option. . Figure 30 also present the result below.
Table 31: Formatted: Centered
Question 13: Result of students
Response F %
Excellent 23 38.3 Formatted: Centered
Good 22 36.7
Below average 15 25
Total 60 100
Formatted: Centered
Table 31 shows that the result of the students is first option excellent
quantitatively 38%. 36.7% student’s response is with good while according to about 25%
students choose below to average option. . Figure 30 also present the result below.
4
Figure 30
60
50
40
30
20
10
0
equel 9 equel 50 equel 100
Figure 30: Result of students
4
Table 32 shows that student done their homework is 1 hour quantitatively 31.7%.
48% student’s response is with parents guidance while according to about 20% students
choose more than 2 hours. . Figure 31 also present the result below.
Table 32 :
Question 14: Time taken in doing homework
4
Response F %
1 hour 19 31.7 Formatted: Centered
2 hours 29 48.3 Formatted: Centered
more than 2 hours 12 20.0
Total 60 100.0
Table 32 shows that student done their homework is 1 hour quantitatively 31.7%.
48% student’s response is with parents guidance while according to about 20% students
choose more than 2 hours. . Figure 31 also present the result below.
Figure 31
4
60
50
40
30
20
10
0
2 hours 1 hour more than 2 hours
Figure 31: Time taken in doing homework
quantitatively 40%. 38% student’s response is with good while according to about 21.7%
student chooses with the satisfactory. Figure 32 also present the result below.
4
Question 15: Remarks of teacher about the student performance
Excellent 24 40 Formatted: Centered
Good 23 38.3
Satisfactory 13 21.7
Total 60 100
4
quantitatively 40%. 38% student’s response is with good while according to about 21.7%
student chooses with the satisfactory. Figure 32 also present the result below.
Figure 32
45
40
35
30
25
20
15
10
0
Excellent Good Satisfactory
Figure 32: Remarks of teacher about the student performance
4
quantitatively 41.7%. 41.7% students’ response is with average while according to about
16.7% below average. . Figure 33 also present the result below.
Table 34 :
Question 16: Environment of ECE room during teaching
Response F %
Learning 25 41.7 Formatted: Centered
Average 25 41.7
below average 10 16.7
Total 60 100
Formatted: Centered
quantitatively 41.7%. 41.7% students’ response is with average while according to about
16.7% below average. . Figure 33 also present the result below.
Figure 33
4
45
40
35
30
25
20
15
10
0
Learning Average below average
Figure 33: Environment of ECE room during teaching
4
Table 35 shows that the student understand the lesson your teacher teach you is first
time quantitatively 40%. 21.7% students’ response is with on repetition while according to
about 38.3% with the help of tutor. Figure 34 also present the result below.
Table 35 :
Question 17: Understanding of lesson
Response F %
First time 24 40 Formatted: Centered
on repetition 13 21.7 Formatted: Centered
with the help of tutor 23 38.3

Total 60 100
4
Table 35 shows that the student understand the lesson your teacher teach you is first
time quantitatively 40%. 21.7% students’ response is with on repetition while according to
about 38.3% with the help of tutor. Figure 34 also present the result below.
Figure 34
45
40
35
30
25
20
15
10
0
First time with the help of tutor on repetition
4
Figure 34: Understanding of lesson
students.
Table 36:
Mean and Standard Deviation of the all responses of Students (N= 60)
4
Items Mean Std. Deviation
Item 1 1.45 .723
Item 2 1.87 .623
Item 3 1.48 .748
Item 4 1.65 .820
Item 5 1.70 .743
Item 6 1.78 .825
Item 7 1.35 .659
Item 8 1.72 .666
Item 9 1.80 .840
Item 10 1.85 .899
Item 11 1.90 .730
Item 12 1.63 .736
Item 13 1.87 .791
Item 14 1.88 .715
Item 15 1.82 .770
Item 16 1.75 .728
Item 17 1.98 .892
students.
Table no. 37 results indicate that there are no significant differences in parents’
level of satisfaction with the quality of ECE education between male and female parents.
4
Table No. 37:
Gender differences in parents’ level of satisfaction with the quality of ECE education (N =
60)
Fathers Mothers Formatted Table
(n=30) (n=30) 95% CI
Variables M SD M SD T p LL UL
Responses 31.76 3.191 29.73 4.322 2.073 .043 .069 3.996
Table no. 37 results indicate that there are no significant differences in parents’
level of satisfaction with the quality of ECE education between male and female parents.
4
Chapter No. 5
SummaryConclusions and Future Directions
The type of early childhood education chosen by parents for their children may be
home based or a separate class. In this regard, 80.3% of the surveyed parents showed their
response in favor of ECE class while 19.7 % in favor of home guidance.What type of early
childhood education program did you chooses for your child is regular EC program which
is quantitatively 80%. 3% parent’s response is separate classes’ option while according to
about 16.7 % parents choose the home option for early childhood education for their child.
What type of regular early childhood program does/did your child attend which is
childhood education for their child. What type of separate class does/did your child attend
which is preference private preschool quantitatively 33.3%. 58.3% parent’s response is
regular public school while according to about 8.3 % parents choose the home option for
early childhood education for their child. What type of home setting does/did your child
attend which is with a parent quantitatively 51.7%. 45% parent’s response is with a family
member while according to about 3.3 % parents choose the with a sister option for early
childhood education for their child.
ECE room is according to which Subject is to teach quantitatively 53.3%. 30%

parent’s response is with environment while according to about 16.7 % parents choose
Irrelevant to subject option for early childhood education for their child. The activity used
in ECE room to teach the students which is Up to the mental level quantitatively
16.7%.66.7% parent’s response is with Below the mental level while according to about
16.7 % parents choose Above the mental level.
4
The activity used in your child able to read which Urdu quantitatively 56.7% is.
25% parent’s response is with English while according to about 18 % parents choose both;
child able to read. Child able to understand counting which is read quantitatively 18%.
26.7% parent’s response is with write while according to about 55% parents choose both
for the child able to read and write. Child able to identify the things is some quantitatively
46.7%. 43% parent’s response is with all commonly used while according to about 10%
parents choose Not at all. Child able to identify the things is some quantitatively 46.7%.
choose Not at all. Child knows table of mathematics is first option quantitatively 45%. 26%
parent’s response is with 2 & 3 while according to about 28% parents choose up to 5
options. Child able to write counting up to is first option quantitatively 45%. 45% parent’s
response is with 50 while according to about 10% parents choose up to 3rd option. The
performance of the students studying in ECE room is first option excellent quantitatively
46.7%. 41.7% parent’s response is with good while according to about 11.7% parents
choose up to average option.
Student done their homework is without guidance quantitatively 33%. 55% parent’s
response is with parent’s guidance while according to about 11.7% parents choose with the
help of tutor. Remarks of teacher about the student performance are excellent guidance
quantitatively 20%. 65% parent’s response is with good while according to about 15%
parents choose with the not satisfied. The environment of ECE room during teaching is
learning quantitatively 35%. 43% parent’s response is with average while according to
about 13% below average The involvement of the student during the teaching is 25%
quantitatively 26.7%. 30% parent’s response is with 50% while according to about 13%
above 50%. You like to study in regular ECE program is quantitatively 90%. 1.6%
student’s response is with separate while according to about 6.4% above in home.
You study in private preschool is quantitatively 26.7%. 60% student’s response is

with regular public school while according to about 13% above in home. Students study in
different classes. In KG 1 66.7% students involved and also other classes. How you done
your homework with a parent do is quantitatively 56.7%. 21.7% student’s response is with
family while according to about 21.7% with a tutor. Activity used in the ECE room is easy
4
with a parent are quantitatively 46.7%. 36.7% student’s response is with difficult while
according to about 16.7% with according to the mental level.
The students’ response regarding the questionnaire that whether Activity the
activities used in ECE room comply with their mental level was distributive in nature. In
quantitative terms, 47.5% of the total students surveyed are of the view that the activities
in the ECE room are of their mental level. However, 23% students are of the view that the
ECE room activities are below their mental level while 27% students think that the ECE
room activities are above their mental level. used in the ECE room to teach the students
are easy with up to the mental level is quantitatively 47.5%. 27.9% student’s response is
with below the mental level while according to about 23% with above the mental level.
YouThe survey concerning the ability of the students to read Urdu and English made it
known that able to read which is urdu quantitatively 75% of the students taught in ECE
room environment are capable to read Urdu. However, only 15% students are found to be
able to read English, while only 10% are able to read both Urdu and English.. 15% student’s
response is with English while according to about 10 % students choose both; child able to
read English and Urdu. Child able to understand counting which is read quantitatively
40%. 48% student’s response is with write while according to about 11.7% students choose
both for the able to read and write. Child able to identify the things is some quantitatively
46.7%. 26.7% student’s response is with all commonly used while according to about
26.7% students choose Not at all. You able to solve simple addition problem is simple
about 33% students choose option both. Students know table of mathematics is first option
quantitatively 31.7%. 46.7% student’s response is with 2 & 3 while according to about
21.7% students choose up to option 5.
Child able to write counting up to is first option quantitatively 45%. 45% parent’s
response is with 50 while according to about 10% parents choose up to 3rd option. The
result of the students is first option excellent quantitatively 38%. 36.7% student’s response
is with good while according to about 25% students choose below to average option.
Student done their homework is 1 hour quantitatively 31.7%. 48% student’s response is
with parent’s guidance while according to about 20% students choose more than 2 hours.
4
As far as the grading of the students’ performance, by teachers, is concerned, 40.6%
of the teachers surveyed are of the view that the students’ performance is Excellent, 37.8%
think it is Good and 21.6% Remarks of teacherresponded in favor of just Satisfactory. about
the student performance are excellent quantitatively 40%. 38% student’s response is with
good while according to about 21.7% student chooses with the satisfactory. The level of
learning environment of ECE room during is found to be above average by 41.6% students,
average by teaching is learning quantitatively 41.7% students and below average by .
41.7% students’ response is with average while according to about 116.7% students.below
average. Quantitatively, 40% of the students understand the lesson only after one time
teaching, 21.7 % of the students do the same after one time repetition while 38.3% need
the tutor’s help to grasp the lesson. The student understands the lesson your teacher teach
you is first time quantitatively 40%. 21.7% students’ response is with on repetition while
according to about 38.3% with the help of tutor. Results also indicate that there are no
between whether they are male and or female parents.
Conclusions
The data obtained by questionnaires and surveys provide a solid basis to infer that
nearly half of the students and approximately the same proportion of teachers and parents
Less than half of the respondents are of the view point that favored that statement thatthe
early childhood education program is very good for the students. regular EC program. The
majority of the students surveyed are found to be of the view that ECE environment is
particularly best for KG 1 level. A large number of the respondents favored the statement
that class you study KG 1. Basically tThe learning environment of the ECE room during
teaching is generally learning found satisfactory. Results also indicate that there are no
between male and female parents.
DiscussionRecommendations and Future Directions
4
Children are the possible destiny of any nation. However, the height of this destiny
depends on the guideline that they get today, a comparable kind of preparing they will
apply on themselves or their nation future (Abby, et al., 1999). The presented research in
this thesis has surfaced up the need that the Government will must improve the outcomes
and life chances of all youths all the schools regarding the ECE environment. Such an
action taken by Government is expected to enhance the Schools will be logically
dependable to gatekeepers for the educational progress and as well as to assist in achieving
the desired goals particularly set for early childhood education.achievement of
understudies. Children are the possible destiny of any nation depends on the guideline that
they get today, a comparable kind of preparing they will apply on themselves or their nation
future (Abby, et al., 1999).
Results also indicate that there are no significant differences in parents’ level of
satisfaction with the quality of ECE education between male and female parents.
Built up that teachers who were then demonstrating a segment of the adolescents
who had shared were met. Data was accumulated on 60 individuals, and on 60 examination
kids (Bauch & Golding, 1995). Set up that on a review to survey how an example of close-
by experts and preparing providers knew and grasped their close-by gatherings, and how
they helped learners to make a positive sense of duty regarding society (Hagelstein,
Graham & Weiner, 1991).
Parental consideration may need to be more vigilant regarding have to a great

degree fundamental in the school-based activities of their children. These activities may
incorporate include contacts with instructors, checking the interest of youths their kids in
school, watching their activities in school and periodically, checking their periodical
academic propel progress reports. Each one of these things measures may prove, in the
long run, might be to a great degreevery helpful in more achieving the academic goals set
initially for the students as well as for the teachers. However, parents lifted sum academic
achievements of adolescents. Watchmen may end up being more stressed over the learning
process if they do not play their active role in the teacher-student-parent triangle.openings
that discretionary schools give. As youths students move from the inside school level to
assessments to the discretionary schoothe college level, they can grow mentally and
4
morally in a better way provided they have achieved the pre-set goals in their early
childhood education.l, watchmen in like manner come to fruition their enlightening wishes
for their children. As understudies complete school direction, gatekeepers end up being
assistant school programs on postsecondary openings (Levine, 2003; Fan & Chen, 2001).
T Researchers he present research suggests that s thatparents must also

appreciate and support the school related activities. For instance, they must be collaborative
in watchmen appreciate no less than one school related activities, for instance, parent-
teacher social affairs, volunteering at school and in the (Aremu, 2000; Fuller, 1985) ,
enabling their tyke with hhomework asking tasks assigned by teachers.the youth to
redesign achievement and so forth (Halle, Kurtz-cossets & Mahoney, 1997; Gamoran,
1992). The Hence, the commitment of gatekeepers parents towards the quality of early
childhood education of their kids is as necessary as that of their kids themselves as well as
of their teachers.in each period of youth preparing is essential and the watchmen leave
durable etchings on the life of their children (Franken & Wallen, 2000; Fowowe, 1988).
Set Definitely, the performance of the students at higher levels will be up to the
mark and satisfactory only if their parents, teachers and the environment all play their vital
role in their early childhood education scenario. up that the youths have shown player
insightful results when their people exhibited dynamic consideration in their learning
technique and centrality of parent's participation is incredibly apparent from the way that
it fabricates the data and eagerness of child in academic activities (Fakeye & Ogunsiji,
2009; Salisbury et al., 1997). Each one of these things might be to a great degree helpful
in more lifted sum academic achievements of adolescents. Watchmen end up being more
stressed over the learning openings that discretionary schools give (Eamon, 2005; Eitle,
2005). As youths move from the inside assessments to the discretionary school, watchmen
in like manner come to fruition their enlightening wishes for their children (Balogun, 1982;
Deslorges & Abouchar, 2003). In this regard, certain benchmarks must be set for all of
these three active components involved directly in the progress of early childhood
education of kids. As understudies complete school direction, gatekeepers end up being
4
assistant school programs on postsecondary openings (Levine, 2003).
Scheuing (1995) set up those effects of learning-style-responsive versus standard

survey systems on achievement, study, and perspectives of provincial eighth grade math
understudies.
Over the span of late years, kindergarten has been ending up being progressively
asking. Aptitudes effectively tended to in first grade are by and by foreseen that would be
aced in the midst of the kindergarten year. Arrange heading has transformed into the
discretionary instructing system (Walberg, 1984; Wedgwood, 2006).
Activity based learning must be child-centered and the goal-centered.As

kindergarten teachers "fight" to give rule that deals with the new request, little time is left
for child facilitated activities or center based learning Furthermore, these activities must be
facilitated both by parents and teachers.. The conventional early childhood methods are
now known to be of no use. An objective-based activity is much better than a whole day
workout without any desired goal for kids. The weakness to discretion has been
uncommonly associated with a custom educational programs game plan, and investigators
proposed showing self-heading capacities in early youth guideline with a particular true
objective to avoid custom educational modules circumstances in the most recent years
(Trusty, 1999; Deming, 1982; Carnevale &Desrochers, 1988). Reasonable learning,
regarding social and moral values, can be established through an organized ECE
environment with the mutual co-operation of parents and teachers in particular, and the
society members in general. social and excited direct learning was prescribed to diminish
criminal development in later years (Yahaya, Hashim, Jamaludin & Kadir, 2010; Walters
& Soyibo, 2001). . Youths who appreciated early youthfulness guideline programs stayed
married longer than the people who did not participate in these ventures. An impressive
part of these social points of interest are associated with potential monetary favorable
circumstances (Sander, 2001; Altbach, 1983).
The instructions in the ECE room environment must be simple, easy to understand
and enjoyable for both the teacher and the taught. The ECE room environment must also
4
be well furnished with physical equipment and the related items so that the teacher can
effectively inculcate the desired level of concepts and skills. Moreover, exchange of views
among the students, parents and the teachers may also be helpful both for the teachers as
well as for the students to find out the factors which may cause hurdles in achieving the
desired two-sided goals. Teacher youth extents, the direction and get ready of instructors,
the disapproving of method for teachers, and educator kid interchanges are essential points
of view for watchmen to consider in the assurance of a wonderful early immaturity
preparing program. Prosperity and furniture and show were components that add to choice
early youthfulness direction programs (Ogunniyi, 1983). A minute strategy for describing
quality is through the instructive modules each program employments (Ajayi & Adeyemi,
2011; Alexander, Entwisle & Bedinger, 1994).
Early youth childhood guideline programs join both academic and social capacities
as a noteworthy part of the instructive modules. Notwithstanding the way that pros agreed
that both academic and social capacity training are parts of magnificent early pre-adulthood
programs, the change of the two movements from program to program (Bronstein et al.,
1994; Carnevale & Desrochers, 1999; Ogunniyi, 2010; Yeung, Linver & Brooks-Gunn,
2002).
A theme that is, to a great extent, talked abouttaken often into consideration is the
means by which social and environmental factorsassets influence a kid's instructionmental
and physical growth. To get higher levels of performance in academic and non-academic
fields, it seems mandatory to apply effectively all the early childhood education (ECE)
measures and activities. Numerous contend that youngsters in groups of high monetary
status approach more assets and have a higher advancement of training in the home. A
grasp of an "academic" culture "is identified with intrigue and subjective capacity required
for perusing exercises (Balogun, 1982).
4
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Appendix I
Questionnaire (for Parents)
The information required for the thesis of M.Phil at GC University Faisalabad.
The information will be remained in confidential and not use for any other purpose
Robina Shakar student of M.Phil at GC University Faisalabad. Session 2015-2017

Topic:- Impact of ECE rooms on Parents satisfaction and students performance at
secondary level in district Toba tek singh.
Name of child _________________ Parents name ____________
Name of school _____________________________________________________________
1 What type of early childhood education program did you choose for your Regular EC Separate Class Home
child Program
2 What type of Regular Early Childhood Program does/did your child private preschool Regular public Home
attend school
3 What type of separate class does/did your child attend private preschool Regular public Home
school
4 What type of home setting does/did your child attend? With a parent With a family With a
member sitter
5 The activity used in the ECE room is according to Subject to teach Environment Irrelevant
to subjects
6 The activity used in ECE room to teach the student Up to the mental Below the Above the
level mental level mental
level
7 Your child able to read Urdu English Both Urdu

and
English
8 Your child able to understand counting Read Write Both
9 Your child able to identify the things Some All commonly Not at all
used
10 Your child able to solve simple addition problems Simple Complex but Both
without carry
11 Your child know table of mathematics such as 2 2&3 Up to 5
12 Your child able to write counting up to 9 50 100
13 The performance of the student studying in ECE room is Excellent Good Average
4
14 Students done their home work Without With parents With the
guidance guidance help of
tutor
15 The remarks of the teacher about the student performance Excellent Good Not
satisfied
16 The environment of the ECE room during teaching is Learning Average Below
average
17 The involvement of the students during the teaching is 25% 50% Above
50%
Any other suggestion in your opinion __
4
Appendix II
Questionnaire (for Students)

The information required for the thesis of M.Phil at GC University Faisalabad.
The information will be remained in confidential and not use for any other purpose
Robina Shakar student of M.Phil at GC University Faisalabad. Session 2015-2017
Topic:- Impact of ECE rooms on Parents satisfaction and students performance at secondary level in
district Toba tek singh.
Name of Student _____________________ Class _____________________________

Name of school _____________________________________________________________
1 Are you like to study in Regular EC Separate Class Home

Program
2 Are you study in private preschool Regular public Home

school
3 In which class you study KG 1 KG 2 Prep
4 How do you done your homework With a parent With a family With a tutor
member
5 The activity used in the ECE room is Easy Difficult According to

mental level
6 The activity used in ECE room to teach the student Up to the mental Below the Above the
level mental level mental level
7 Are you able to read Urdu English Both Urdu

and English
8 Are you able to understand counting Read Write Both
9 Are you able to identify the things Some All commonly Not at all
used
10 Are you able to solve simple addition problems Simple Complex but Both
without carry
11 Are you know table of mathematics such as 2 2&3 Up to 5
12 Are you able to write counting up to 9 50 100
13 Your result is Excellent Good Below

Average
4
14 you complete your home work in 1 hour 2 hours More than 2
hours
15 The remarks of your teacher about your performance Excellent Good Satisfactory
16 The environment of the ECE room during teaching is The environment Learning Average Below
of the ECE room during teaching is average
17 You understand the lesson your teacher teach you First time On repetition With the help
of tutor
Any other suggestion in your opinion ________________________________________
4
Schools Names of the Schools which were surveyed
1. Government Girl’s High School No. 2 Toba Tek singh.

2. Government Girls High School Jafria T.T singh.
3. Government Girls Latif High School T.T Singh.
4. Government Girls High School No. 3 Gobind pura T.T singh.
5. Government Girls High School 351 G.B Nagra T.T Singh.
6. Government Girls High School 256 G.B Phalor T.T Singh.
7. Government Girls High School 258 G.B T.T singh.
8. Government Girls High School 257 G.B T.T Singh.
9. Government Girls High School 388 J.B T.T Singh.
10. Government Girls High School 392 J.B T.T Singh.
11. Government Girls High School 324 J.B Para T.T Singh.
12. Government Girls High School 318 J.B T.T Singh

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In The Name of Allah The Most Gracious and Most Merciful

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IN THE NAME OF ALLAH THE MOST GRACIOUS

AND MOST MERCIFUL

Thesis is submitted in partial fulfillment

Thesis submitted in partial fulfillment of the requirements for the degree of

Thesis is submitted in partial fulfillment

DIRECTORATE OF DISTANCE LEARNING EDUCATION

sisters and brothers

And specially my husband Mr. Sher Ali

Who supported me during my studies

Furthermore, I would also dedicate it to my sons

Talha Ali and Hamza Ali

Signature of Supervisor ………………….

Member of Supervisory Committee

Member of Supervisory Committee

Objectives of the Study

Significance of the Study

Terms of the Study

Chapter No.2 LITERATURE REVIEW

Need for Early Childhood Education

Benefits and Costs of Early Childhood Education \

Early Childhood Education Options

Benefits of early childhood education

Parental Satisfaction in Children’s School-based Learning Activitie

Parent Involvement in the Development Process

The Role of Socio-Economic Factors

Why Is Parent Satisfaction a Concern

Parental and teacher element

Types of Parental Satisfaction

Population of the Study

Sample of the Study

Resources of the Study

Instrument for the Data Collection

Procedure of the Study

Limitation of the Study

Delimitation of the Study

Chapter 04 ANALYSIS OF THE DATA

Descriptive Statistics (Parents)

Descriptive Statistics (Students)

Chapter No. 5 SUMMARY

Conclusion regarding students

Keyword’s: Parents satisfaction, Students performance

Training has accomplished incredible significance in 21st century. It is being

Noteworthy sorts of parental Satisfaction is among the most supportive gadgets

Schools enhance their relationship with families by asking them to volunteer in

Most parental participation in children's preparation occurs in the home. Schools

Counting watchmen in organization, essential administration, and bolster parts is

Bermudez and Padron, (1990) built up that the incorporation of gatekeepers

Similarly calls attention to for more conspicuous execution quality, both in

Meta-examination of parent engagement intercessions with school-developed

Propelling gatekeeper consideration since instructors can't do everything school in

There is little research available on the association between parental incorporation

Parental consideration may have to a great degree fundamental in school-based

Statement of the problems

Objectives of the Study

The objectives of the study were:

1. To check the parental involvement in academic activities of their children studying

Significance of the Study

The study will be helpful in following ways:

students in curriculum at secondary level.

by the students during the learning process.

 There would be a positive parental involvement in academic activities of their

 There would be a significant difference among parents’ level of satisfaction with