v1 Ub Kinder

EFFECTS ON THE USE OF INSTRUCTIONAL MATERIALS ON LEARNERS
PARTICIPATION AND PERFORMANCE IN KINDERGARTEN
A Thesis Proposal
Presented to
The Graduate School
University of Batangas
Batangas City
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
by
(please put the name)
2019
Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
Chapter 1
The Research Problem
Introduction
Early childhood is the most fundamental and critical stage of human development. It
is a period of life where the human brain rapidly develops and is known to be the best
stage to enhance skills. The first six years of life are most vital. A child under this stage
has innate desire to learn, and this is best done through meaningful and real
experiences.
The learning and development of every child involve a series of complex and
dynamic processes that are best attended in positive manner. Thus, the quality of the
early childhood education a child receives has a direct impact on positive child
development. Many different curricula or teaching approaches can create an enriched
learning environment for children which affect their developmental changes. This
curriculum should reflect current research on child development and it should include
specific learning goals for children. Well-planned learning activities can also be
embodied different philosophy or approach to early childhood education.
The Philippines adopted the K to 12 Curriculum as the country’s educational system.
Republic Act 10157 also known as the Kindergarten Education Act makes
kindergarten “the first stage of compulsory and mandatory education.” The
kindergarten education program is comprised of one year of preschool education for

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children aged 5 and above. The framework of the kindergarten curriculum is aligned
with National Early Learning Framework. It has seven (7) developmental domains
which refer to the aspects of growth and changes in children namely: socio-emotional
development; values development; motor development; aesthetic development;
mathematics; natural environment; and language, literacy and communication. These
domains should be nourished to materialize a Filipino five-year old child functionally
literate and holistically developed.
Education begins at home, but parents cannot meet all the educational needs of their
children, so they entrusted them to other social institutions for their fullest
development. Froebel as cited by Estrada, (2011) saw the need to give young
adequate preparation before starting more formal schooling. He established the first
kindergarten or “children’s garden” where he best expressed what he wanted for
children under six years of age.
Furthermore, Developmentally Appropriate Practice (DAP) is imperative when
teaching young children because it involves teaching and guiding children according to
their individual levels of knowledge and growth. DAP embraces the notion that children
learn best through hands-on, exploratory play experiences rather than abstract
worksheets and teacher-directed instruction, such as that which is currently
dominating the kindergarten scene (Copple & Bredekamp, 2009).
Kindergarten teachers use several teaching methods to ensure that each pupil is
learning what they need to know. The same teaching methods are designed to help

pupils who excel remain challenged, as well as to help them who are lagging to catch
up, because they incorporate a wide range of instructional strategies.
Furthermore, teachers must be equipped with the skills necessary to improved the
academic performance in relation to the achievement of their pupils. This happens to
be essential, so that they can successfully teach and accommodate all the needs of
the learner guided by their mentors. Teachers who are trained to use various
evidence-based teaching methods, both instructional and behavioral, are better
prepared to educate in these diverse learning environments and will naturally excel as
an educator. Understanding and using specific strategies will allow teachers to
improve their pupils achievement levels, provide a wider range of instructional
alternatives. It’s teacher’s awareness of the various tools and resources that builds a
bridge across educational achievement gaps. (Martel, 2009)
However, teachers in some kindergarten classroom setting encounter difficulties
using appropriate teaching strategies to the young learners to improve their
performance. Pupils at the age of five have small span of attention thus affecting their
level of performance and engagement in different lessons. The answer to this may be
attained if the teachers develop a more effective method for the pupils to facilitate
learning. Also, teacher’s behavior and attitude in teaching and handling their
kindergarten pupils are also a big factor in the child’s development. kindergarten
classrooms require an allotted time for children to engage in exploratory play activities
and it should not be lessened. Lack of trainings among pre-school teachers handling

their pupils and the improper choices of teaching strategies, instructional materials are
the reasons behind the decrease of their academic standing in their selective
academic institutions.
To resolve the educational problem, the educational sector should re-examine
teaching contents, improves of teaching methods, and should use new approaches,
strategies and other relative instructional materials in improving the academic standing
of every learner. In addition, in keeping abreast with the new trends in teaching
methodologies, the sector must recognize the effects of the new methods on the lives
of their pupils. Moreover, teachers must know how to motivate their pupils in order to
maximize and recognize their potentials and eventually make them desirable members
of the society.
This is the reason why the researcher decided to conduct this study of determining
the mostly utilize and the “Effects on the Use of Instructional Materials on
Learners Participation and Performance in Kindergarten.” The basic aim of this
research was a continuous search of ways of directing, guiding and facilitating pupils
for a better learning experience. It is hoped that the results of this study would be a
great help to make learning in Kindergarten enjoyable and child centered and child
friendly.

Statement of the Problem
The study will assess the relationship on the “Effects on the Use of Instructional
Materials on Learners Participation and Performance in Kindergarten.” in District
of Calapan.
Specifically, it will seek to answer the following questions:
1. What are the instructional materials used in kindergarten?
2. How the school heads and teachers helps as regards on the availability and
adequacy of instructional materials to improve learners participation and
performance in kindergarten?
3. Is there significant difference on the use of instructional materials on learners
participation and performance in kindergarten?
4. What is the level and the effect on the use of instructional materials on learrners
participation and its purpose for the kindergarten?
5. Based on the findings, what instructional materials may be prepared to improve
learners participation and the level of performance of kindergarten pupils
Conceptual Framework
Learning is achieved through many channels. One important channel of learning is
the method of teaching used in the classroom. In the Philippines, classroom teachers
have tried different instructional strategies/techniques and materials in teaching
kindergarten pupils in school. However, the quest for the best teaching method has
never stopped and has been a serious educational endeavor.

Friedrich Froebel, one of the most famous and influential early years educational
philosophers also regarded childhood as extremely important life stage. He contributed
our thinking about how children learn. He claimed that the children’s intellectual
development begins as soon as they are born and advocated play as an excellent
medium of learning. The term kindergarten which implies the fostering of a child’s
nature, drawing on it, guarding it, tending and cultivating it like a good gardener
tending a young plant was of course one of his most illustrative and enduring
concepts.
Furthermore, he also introduced the fundamental principles of Kindergarten Method.
The first one is self-activity. He emphasizes that child is born with some instincts. He
must do something so that child instinct will be active making his self-development.
Froebel thinks that children are active by nature. Thus, pupils are self-active.
Early Childhood Education (ECE) is the next principle. It states that children like play
by nature. Playing is a natural activity among children. So, children must be taught by
playing and some indoor and outdoor activities for it gives them to be more
participative in every classroom activity. When pupils are taught using activities
involving a form of play as a technique, they will learn many things easily. It feels that
activities in a form of play is purest, essential and most spiritual activity of the children
gives them a sense of joy, contentment, fulfillment and rewarded by means of add on
learning.

The third principle is social participation wherein children can develop their self-
activities only in the society. Man is a social animal and as such the children can make
their developments in the society. Froebel wants the children to become social
animals. For this purpose, he explained that collective plays are necessary for the
children. By collective games, the children will develop the feeling of cooperation,
sympathy and oneness. In this regard, the children, will become social animals.
Lastly, pre-primary teaching training which highlights that children should be given
all freedom to learn, to play and to do work. The children like freedom by nature and
such there should be full freedom for children in teaching. The teacher should guide
the children, but this should not restrict their free development. (Kail, 2016)
The foregoing concepts and studies on the review of literature and related studies
helped in designing of the paradigm of the study. The researcher devised the
paradigm of the study as reflected in Figure 1.

INPUT PROCESS OUTPUT
 Kindergarten
Performance
Proposed
Questionnaires instructional
 Distinct
materials to
features of Documentary
Instructional improve the
Analysis
Materials in level of
Kindergarten Focus Group performance of
Discussion Kindergarten
Pupils
Figure 1
Research Paradigm on the Effects on the Use of Instructional Materials on

Learners Participation and Performance in Kindergarten
The paradigm identifies the input variables which refer to the distinct features of
instructional materials in kindergarten and level of kindergarten performance.
The process variables pertain to the assessment made through questionnaire,
documentary analysis and focus group discussion. The findings of study will serve as

basis of the output variable which is the proposed instructional materials to improve
the performance of kindergarten pupils.
The researcher believed that the teaching strategies used by teachers influence the
rate of performance and develops a meaningful learning for pupils. The study is of
great help to improve and enhance the learning which may result to a good and high
rate of engagement and performance of the kindergarten pupils.
Scope, Delimitation, and Limitation of the Study
The study focused on the relationship between respondent’s profile and level of
performance among kindergarten pupils in Division of Calapan, Province of Oriental
Mindoro SY 2019-2020.
Further, it also described the distinctive features of instructional techniques/strategies
and materials that are designed for the kindergarten relative to different areas Level of
performance of the Kindergarten pupils were also considered. Lastly, different
enhancement activities to improve the performance of the Kindergarten pupils were
suggested.
The study was limited to the answers given by the respondents to the questionnaires,
documentary analysis and focus group discussion which were administered by the
researcher to the ( ) kindergarten teachers.
This study is only delimited to other grade level in the Division of Calapan, Province
of Oriental Mindoro.
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Significance of the Study
The researcher strongly believes that this study is of great importance to the
following:
To School Administrators. This study may give them ideas on the kind of supervisory
assistance that might be extended to their teachers in order to cope with classroom
problems and plan better ways to use appropriate procedures to improve kindergarten
performance.
To Kindergarten Teachers. The result of this study can change their views and
perspective in teaching. Likewise, the outcome of this study may serve as an eye
opener for the teachers to think other alternative strategies that can help the
kindergarten pupils become active learners. Moreover, the insight of this study may
provide information to help them explore more on different ways on engaging
Kindergarten pupils in such a way that is more appealing and interesting.
To Kindergarten pupils. The product of this study might provide them the opportunity
to enjoy and discover learning in the most productive and cooperative way.
To Future Researchers. This study may help them to continue and gather information
relevant to varied instructional strategies/techniques in teaching pre-elementary pupils
and use this research as a reference of their work.
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Definition of Terms
For better understanding of the study, the following terms are hereby defined
conceptually and operationally:
Arts. According to (dictionary.com 2018) it refers the class of objects subject to
aesthetic criteria; works of art collectively, as paintings, sculptures, or drawings. In this
study, it refers to the activities of pupils like coloring, drawing, painting and molding.
Child. It refers to a young person especially between infancy and youth.
(merriam dictionary.com) In this study, this term refers to a boy or girl between 4-6
years old
Early Childhood. It is defined as the period from birth to eight years old. A time of
remarkable brain growth, these years lay the foundation for subsequent learning and
development. (UNESCO, 2010)
Early Childhood Education. This refers to a group setting deliberately intended to
effect development changes in children from birth to the age entering first grade.
(Corpuz, 2011) In this study it refers to education that consist of group of activities and
experiences that are intended to affect the developmental changes in children prior to
their entry into elementary education.
Kindergarten. This refers to a school or clan for young children usually from the age
of four to six in which the development of basic skills and socialization is furthered
through games, music, handicraft, group play, etc.( Funk and Wagwalls, Standard
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College Dictionary p.357) In this study, it refers to the school where young learners
where taught basic skills in learning before they reach grade one.
Numeracy Skills. It is the ability to understand and work with numbers.
(http://www.dictionary.com/). In this study it refers to competencies in numbers such
as; ability to count, recognize and understand the concept of numbers.
Play. It refers to conduct, course, or action of a game. (merriam dictionary.com) In
this study, it refers to an activity participated by one or more people for the purpose of
amusement or recreation.
Preschool Education. It is education that focuses on educating children from the ages
of infancy until six years old.
(http://www.newworldencyclopedia.org/entry/Preschool_education) In this study, this
refers to informal schooling or the larger meaning of education of the preschool child.
Teaching Strategy. The refers to the teacher’s systematic procedures of getting
lesson across the child (Corpuz, 2011). In this study, this refers to varied techniques
used by Kindergarten teachers in teaching young pupils.
Word Literacy. Traditionally meant as the ability to read and write. (merriam
dictionary.com) In this study, it refers to the skill wherein pupils can identify,
understand, interpret, create using printed and written materials associated with
varying context.
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Chapter 2
Review of Related Literature
Related Literature
This chapter will present the related sudies and literature that have relevance to the
study. The researcher has reviewed the previous studies and literature in both local
and foreign findings that are related to the present study.
Literature
Objectives of Preschool Education
Preschool education aims to develop the child in all aspects (physical, social,
emotional, moral, spiritual and cognitive) in order to prepare them to adjust and cope
with life situations within the context of their experience, to maximize the child’s
potential to variety of carefully selected and meaningful experiences considering their
interest and capabilities, and to develop the child in all aspects so that he becomes a
self-propelling, thinking and contribution individual, able to make decisions which will
prepare them for the more complete demands in future life.
The specific objectives in developing communication skills includes ability to
distinguish similarities and differences in the sounds of words and phrases, skill in
perceiving gross and subtle similarities and difference in objects or groups of objects,
facility in following simple and precise directions, develop an adequate listening and
speaking vocabulary; and develop the desire to express ideas and shares
experiences. (Inclosure No. 1 to DECS Order 107 s. 1989).

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Philosophy and Goals of Preschool
The philosophy for pre-school education considers the child, the school, and the
teachers with the support of the family in maximizing the child’s potential. Preschool
education is based on the knowledge that each child is a unique individual with his
own biological make-up, interest, capabilities, and way of viewing the world. He has a
tremendous capacity for learning. He is active and he understands the world differently
from adult. With the acquisition of a wide vocabulary, his language has made him
capable of communicating his ideas and feelings. Motor consideration is more defined.
The preschool child in the process of becoming therefore, if properly developed, can
become a critical thinker and a socially sensitive, self-directed, creative, responsible,
and a caring individual. With this knowledge about children, preschool should provide
a safe environment where children can explore a variety of actual materials,
equipment and learning experiences, hence respect for the child views. The process of
learning and relevance of bearing experiences should be given importance. (DECS
Order No.107 s. 1989)
As the Department of Education prescribes the following qualifications and profile for
teachers ( DECS Order No. 107 s. 1989) in pre-schools: a bachelor of Science degree
with specialization in Early Childhood or Kindergarten Education with at least 18 unit in
ECCD; male or female between the ages of 21-35; training, experiences and interest
in working with young pupils and certified physically and emotionally fit.
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Early childhood is the most intensive period of development where rapid brain growth
is occurring. This affects the cognitive, social and emotional growth for the entire
lifespan. Adequate stimulation and nutrition in the first to five years of life are essential
for optimal development. These enhancing developments helps ensure that each child
reaches his/her own developmental potential. (Sinno, et. al. 2013)
Learning Areas for the Preschoolers
A. Word Literacy Skills
As mandated by Department of Education (RA 10157), word literacy skills is under
the domain Language, Literacy and Communication. This domain provides
opportunities on early literacy learning for self-expressions through language using the
mother tongue or the child’s first language. They are expected to develop
communicative skills in the first language and foster positive attitudes toward reading
and writing.
One of the most striking accomplishments of the preschool years as pointed out by
Tomblin (2010) is the child’s effortless development of speech and language. With
respect to spoken language development, the preschool years represent a period of
learning language. As children enter school, they are expected to use these newly
developed language skills as tools for learning and increasingly for social negotiation.
The important role of spoken and written communication in school-aged children’s
lives suggests that individual differences in these skills may entail risks in terms of
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broader academic and psychosocial competence. This skill primary includes the
recognition of letter and sound, pre reading and print skills.
Also he stress out that children with limitations in phonological process are at risk for
early decoding problems, which can then lead to problems of reading comprehension.
Children with problems of listening comprehension are at risk for reading
comprehension problems even if they can decode words.
B. Numeracy Skills
Numeracy is the ability to apply mathematical concepts in all areas of life. It
involves understanding numbers, counting, solving number problems, measuring,
sorting, noticing patterns, adding and subtracting numbers. Babies can distinguish
between quantities and match numbers in small sets of objects and at about two years
of age children start to chant the counting words, though they may not be in the right
order. Between two and half to three years children are more accurate in their counting
when asked to count with no obvious purpose and will be aware that adults use
number and counting to solve real world problems. By age of three years children can
recognize the number of items represented without counting; name up to three or four
objects; and select correct numbers of objects. By about five years children have a
secure understanding of cardinal numbers; and may recognize patterns to 10, for
example on dominoes (Geist, et. al. 2009).
According to Frost et. al. (2012) play materials and everyday life activities may be
properly utilized to provide the child with initial number experiences. Talking about
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birthdays provide the opportunity for learning the names of the days and the months.
Number concepts are also developed through the manipulation of cards with 10 dots.
A manipulative toy that may be provided includes clock faces with movable hands,
dominoes and egg cartons. Number experiences also include buying and selling at a
miniature store set-up in a corner inside the classroom.
The specific objectives in developing initial number concepts and processes are the
following: introduce beginning number and processes, develop the ability to recognize
numbers 0-10, provide meaningful experiences by introducing use of coins of different
denominations, develop appreciation for the numbers, and develop beginning skill in
problem solving.
C. Arts and Coloring
Children are expected to develop their aesthetic sense and creative expressions
through drawing, painting, and manipulative activities. Aesthetic development involves
the love and pursuit of beauty in art, music, and movement, and creates opportunities
for the creative expressions and emotions, thoughts feelings and ideas. (RA 10157)
According to Alcodia (2012) there are several things that teachers must provide
children to help free their creativity namely time, space, materials, climate and
occasions.
Children need time to explore and do their best work. Thus, when a child is
engaged in creative work, the teacher must see to it that the child is not unduly
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interrupted. This requires teachers to plan the activities carefully such that children
are given enough time to explore, experiment and complete their creative work.
The other one is space. Children need a place conducive to creative work.
Creative work is fostered by a space that has natural light, well ventilated, with
harmonious colors, comfortable and child sized. This require teachers to carefully
plan the learning environment. Providing space that inspire children to create
helps children unfold the creativity within them.
Moreover, children learn best when they have hands-on experiences with
materials. Teachers can build a collection of materials without spending gre at
amounts of money by using recycled materials or by making them. Also, children
learn best in climate or atmosphere of encouragement and acceptance. The
classroom atmosphere should neither be too permissive nor to strict. Instead, it
should encourage exploration, risk taking, innovation, and uniqueness along with a
certain amount of mess, noise and freedom.
In this regard, children need time to celebrate their best and most exciting work.
Teachers can provide the occasions for children to celebrate their creativity like art
exhibit. There is no best way of helping children achieve their creative potential.
Therefore, teachers need to continue to experiment and test alternatives to see
what works and what Is effective in their classroom, to fulfil the demand of their
pupils.
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Moreover, art plays important role in enhancing/honing fine motor skills. It
involves the use of tools such as crayons, pencils, art brushes and markers. In
manipulating these tools, pre-schoolers gain motor control skills that will help them
as they learn to write. Also, he stated that children’s arts proceed through a series
of stages such as scribbling stage wherein it involves forming horizontal lines and
zigzags, shape stage which they can draw shapes; design stage where there is a
combination of simple shapes and the last stage is pictorial stage where they can
draw recognizable objects. (Estrada, 2011)
D.Listening to Stories
Good listening skills promote the development of learning, social, and literacy skills in
children. Story time is an excellent time to teach these skills to children with visual
impairments. Good listening comprehension is essential for true understanding of
language concepts. The development of listening skills is essential for the
development of literacy skills. Listening does not take the place of reading. Excellent
listening skills support the development of literacy skills. Listening is development of
auditory perceptions. Auditory perception is how the brain interprets what it has heard
or what we do with what we hear. Story time is an important listening activity that, with
the right support, helps children build listening skills. (Barclay, 2012)
Moreover, Right and Straton (2012) stressed that every child should have a story
time that encourages the child's participation by giving them toys to hold that are
related to the story, imitating animal sounds in the story, saying the repeated parts of
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the story, appealing to personal interests, encouraging talking about the story with the
reader, allowing time for talking about new or interesting words in the story, relating to
familiar experiences, suggesting new experiences to try, fitting the level of
understanding and attention span, opening the door to the fun of communicating in
print and braille; and creating the desire to read.
Meaningful experience is what builds understanding of what is heard. It is what
provides the foundation for understanding basic concepts with language and
essentially literacy. Carefully pairing verbal information with objects and action during
a child's hands-on experience helps build understanding of essential concepts.
Teaching Strategies/Techniques. The concept and methods of teaching is probably
as old as education itself. The proper use of method in teaching is based on the nature
and need of the learners being directed and this method has to do with the way a
teacher communicates the learning areas to pupils. Teaching strategies/techniques
are natural combination of teacher’s traits, their pupils and environment. They are
employed by the teacher to make learning more interesting and productive.
Leviste (2010) defined strategy and technique as a skillful planning and management
of anything. It is a manner of performing the various steps and procedure. It refers to
acts or the quality of acts executed by the teacher in presenting the subject matter to
the pupils. It is the skill of the teacher in accomplishing the tack of teaching.
Different approaches differ in the level of teacher and pupils’ participation. However,
it must be noted that they are somewhat perspective in nature and not necessarily
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universal in usage. For every classroom situation, a method that is effective in one
setting may not be effective in another setting. Thus, every teacher must take into
consideration the experiences of their learners as well as the environment they are
exposed to.
On the other hand, Vlach and Burcie (2010), teaching preschoolers in any
educational institution should provide actual and practical activities that will enhance
and hone the skills and understanding of learners in order to produce literate
individuals.
Word Literacy Strategies
Play-based learning. As children play, they are able to make sense of their worlds,
naturally and socially, independently or with others and in a structured or unstructured
setting. Play-based learning activities not only foster cooperative learning, they offer
learners decision-making opportunities while engaging intrinsically motivating
behavior. Play is beneficial to a child’s development – it enhances their learning of the
curricula, their social skills, their abilities and attitudes towards learning (Martlew,
Stephen and Ellis, 2011).
In addition to this, Frost, et. Al. (2012) affirmed that play-based instruction can foster
teacher-student meaningful engagement, suitable to the student’s interest and
abilities. Teachers can embed play-based learning experiences in their instruction
since opportunities for play has been reduced – reduction and elimination of recess in
schools. Thus, play should be a fundamental part of every school curriculum.
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In support, Estrada (2011) gives emphasis that play-based instruction wherein there
is a common goal develops cooperation and willingness to finish the task in the part of
the child. The children able to perform well as well as engage themselves in the
teaching learning process.
Peer Tutoring. It is a flexible, peer-mediated strategy that involves pupils serving as
academic tutors and tutees. Typically, a higher performing pupil is paired with a lower
performing pupil to review critical academic or behavioral concepts. Peer tutoring
models are flexible and can be altered to meet individual pupil or class learning
needs. The academic task should showcase the appropriate model based on content
and learning goals. While there is some upfront planning and instruction, once pupils
develop an understanding of procedures, groups or dyads can be altered dependent
upon the setting, activity, or desired learning outcomes.
Moreover, peer tutoring is most widely used because it is a widely-researched
practice across ages, grade levels, and subject areas. The intervention allows pupil to
receive one-to-one assistance. Learners have increased opportunities to respond in
smaller groups. It promotes academic and social development for both the tutor and
tutee. Learners engagement and time on task increases. Peer tutoring increases self-
confidence and self-efficacy and the strategy is supported by a strong research base.
This strategy utilizes in teaching word literacy because it helps the pupils grow and
develop together with the at-risk pupils. (Hott and Walker, 2012)
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Differentiated Instruction. It is differentiating the process by which the pupils learn,
the products or demonstration of their learning. The environment on which they learn
and the content they are learning is not a mutually exclusive exercise. It is not a single
strategy but rather an approach to instruction that incorporates a variety of strategies.
It is a responsive instruction designed to meet individual pupil needs. (Broach et.al,
2012)
Logo/Symbol labeling. It’s a common strategy in teaching word literacy. It includes
activities will have children reading signs, logos, brand names, and other words all
over their home and community. Begin the process by reading signs and labels at
home and when the children are out in the community together-while driving, going for
a walk, or waiting for the bus, read signs, logos, and other words you see. It's the
perfect activity to try any place! These activities encourage children to see themselves
as readers by discovering all the words in their home and community which already
allows them capable of reading. As they collect and read these words, they will
recognize how many different things they can read. By reading it guides them
understanding words they see every day, children come to see themselves as readers,
genuine members of the "literacy club." (Clark,2009)
Songs/Videos for Sound Recognition. The mapping of sounds to letters should be
taught to children explicitly. Moreover he discussed that drilling of letter-sounds can be
boring. The simple use of flash cards in front of a class of preschoolers will not teach
letter identification as effectively as activities that require a hands-on
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experience. Examples in teaching letter identification includes, but are not limited to,
tracing sandpaper letters, making collage letters of beginning sounds, constructing
letters, finding letters and sounds in books and environmental print, and of course,
beginning sound objects. He recommends using songs, language games and activities
that children enjoy and teaching the children to read some words visually is a good
practice as is embedding reading instruction that encourage language literacy.
Children with limitations in phonological process are at risk for early decoding
problems, which can then lead to problems of reading comprehension. Children with
problems of listening comprehension are at risk for reading comprehension problems
even if they can decode words. (Tomblin, 2010)
Numeracy Literacy Strategies/Techniques
Teaching with manipulatives. Manipulatives are concrete objects that can be
viewed and physically handled by pupils in order to demonstrate or model
abstract concepts. They represent a category of mathematical tools that are
referenced in mathematics standards such as the Mathematics Process
Standards included in Principles and Standards for School Mathematics (NCTM,
2000) or the Standards for Mathematical Practice included in the Common Core
State Standards for Mathematics (National Governor’s Association et al, 2010).
De Walle et.al (2013) defined a mathematical tool as, “any object, picture, or
drawing that represents a concept or onto which the relationship for that concept
can be imposed. Manipulatives are physical objects that students and teachers
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can use to illustrate and discover mathematical concepts, whether made
specifically for mathematics. More recently, virtual manipulative tools are
available for use in the classroom as well; these are treated in this document as a
tool for teacher modeling and demonstration.
He emphasized the importance of authentic learning experiences and the use of
concrete tools as an important stage in development of understanding. Children
begin to understand symbols and abstract concepts only after experiencing the
ideas on a concrete level. Thus, children whose mathematical learning is firmly
grounded in manipulative experiences will be more likely to bridge the gap
between the world in which they live and the abstract world of mathematics.
The National Kindergarten Curriculum Guide (2011) stated the goal of
mathematics curriculum program is to help the learners develop understanding
and insights into the pattern of mathematics through the use of concrete objects
or materials. The activities are designed to help the learners see relation ships and
interconnections in math and enable them to deal with mathematical ideas and
concepts with ease. It emphasizes the use of concrete materials in introducing
and reinforcing understanding of mathematical concepts and developing
mathematical skills (e.g. Counting, recognizing patterns, measuring, using non-
standard units, making simple graphs, adding and subtracting.)
Explicit teaching. It is teacher-centered and focused on helping pupils
learn basic skills and information. With direct instruction, teachers follow a sequence of
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events, generally stating the objective, reviewing skills necessary for new information,
presenting new information, questioning pupils, providing group instruction and
independent practice, Explicit instruction is based on research studies relating to
effective teaching practices. It involves using highly structured and sequenced steps to
teach a specific skill. With this approach, the educator intentionally aims to teach
pupils with LDs using a series of actions in three main stages: preparing for the lesson,
interacting with pupils over the course of the lesson, consolidating the lesson taught
(Gauthier et. al 2013).
Corpuz and Salandanan (2011) viewed direct instruction as a way of teaching which
aims to help the learners acquire some basic skills and procedural knowledge. It is
described as “straightforward done in step-by-step fashion”. In employing this
methodology, several basic steps are to be followed: provide rationale, demonstrate
skill, provide guided practice, check for understanding and provide feedback and
extended practice and transfer. It also works well for introducing other teaching
methods, or actively involving pupils in knowledge construction.
Play-based teaching. Young children’s activities during play can enhance their
numeracy skills and help them develop mathematical ideas. A number of studies have
shown that young children who have a good start with numeracy and who engage with
mathematical ideas in the early years make better progress in school mathematics
(Aunio & Niemivirta, 2010)
27

Hand in hand, Ginsburg and Ertle (2015) suggested that standard practice in the
early childhood classroom does not reflect research findings. Research findings
regarding ‘Big Math for Little Kids’ (BMLK), a mathematics curriculum designed to help
teachers intentionally use play-based, developmentally appropriate mathematics
instruction for four and five year-old children indicate that the BMLK curriculum has a
positive impact on young children’s development of mathematical knowledge (Presser
et al, 2015).
Differentiated Instruction. This strategy makes pupil interested in learning
mathematics, it makes the learner do more, it decreases negative emotions towards
the subject, lastly it makes the pupils experience failure and realize that in learning; it
gives the right appreciation that doing mathematics can be considered an enjoyable
tasks. (Magayon and Tan, 2016)
Reis and Boeve (2009) claimed that when pupils are given the opportunity to select
their own content-based reading materials on their area of interest, they can read more
appropriately; the learner will have flexibility in solving practical problems as with
regards as to number sense activities, on the part of the teacher as the manager of
every classroom it is their obligation to encourage learners’ critical thinking.
Kail (2016) affirms that schools should adjust and to find the essential teaching
strategies in each child being the learner and to discover their unique intellectual
strengths through employing the available methods as it is patterned in the multiple
28

intelligences (MI) of Howard Gardner. It has implications that children will able to
perform well in the lessons.
Charts, Graphs and Organizers. Makiko et. al (2015) recognized graphic organizers
as effective tools for visualizing cognitive processes and useful in employing them in
the classroom. At the same time, it is necessary for teachers to consider what kind of
situations learners are in, and decide when to, how to, and why use graphic
organizers.
Arts and Coloring Strategies/Techniques
Modelling. According Estrada (2011) observing and imitating others is a form of
learning. By imitating the model, children become aware of the procedures needed to
perform the task or use the strategy. This technique of modelling provides high levels
of student-teacher interaction.
Modelling is a demonstration, a method whereby the learners follows the steps of the
learning process. It is a good tool for stimulating children’s learning for following the
direction of the teacher however this strategy has disadvantages. When the teachers
demonstrate, pupil tends to be passive learners and oftentimes the result of
demonstration is predictable. (Leviste, 2010)
Show and tell. Show and tell in the classroom can help strengthen children’s
oral skills, especially if it is a structured activity. It helps foster public
speaking skills and helps children feel comfortable with talking in front of a
29

group of peers. It teaches children appropriate social skills. Open up doors to
making new friends. Once a child has gone through his show and tell, other
kids may want to talk to him about it. (Ravermann, 2017)
It is a time-tested way for building classroom community. In a nutshell, show and tell
is a time for pupils to share things about their lives, either by bringing in objects or
photographs to show their classmates or by telling stories. When early childhood
educators incorporate show and tell, we are showing our students that we care about
their lives outside of school. We are also teaching them skills for presenting things to a
big group, listening to one another, and asking meaningful questions about their
classmates. Show and tell presents a unique opportunity for combining academic
skills, like the effective use of oral language, with community building. (Leviste, 2010)
Story Telling Strategies/Techniques
Think Aloud. Leviste (2010) thinking and reading aloud is the very best way to instill
in the children the love for reading. It also promotes language and literacy skills. He
also give emphasis that children’s language and development is positively influenced
when adults encourage them to become involved in the story by prompting them to
make connections to their prior experiences thus leading to well-comprehend story.
Big Book. A big book is needed so the learners can all see the pictures and the
words as you are reading. There should be many repeated phrases to aid in
instruction. You need an easel to place your book on for ease of use. A pointer is
needed to point to the words as you read so that the learner may follow along. Shared
30

book reading (SBR) is a reading approach that can be used with any grade of learner
to engage pupils in reading comprehension and learning text features. It uses a big
book to model how to read a book, how to use picture clues, as well as it allows the
pupils to follow along while you read. It consists of three readings, focusing on
comprehension, choral reading, and on a particular text feature. This can be done as a
whole class and will work with any grade, depending on the book that you choose;
however, it may be more engaging for lower lever learners. SBR is important because
it focuses on three important strategies in reading. Focusing on comprehension
models’ questions and strategies that learners can use when they are reading their
own books; it also whether the learner is able to comprehend a text. Choral reading
allows everyone that are involve participating in the text with support; allowing them,
will give them the opportunity and the chances to read. Finally, focusing on the text
features will aid in your instruction later; using the text features within the text gives the
learner context in which these features can be used. SBR is a whole class instruction
and allows all readers from various levels to interact and work together. (Estrada,
2011)
Digital Storytelling. It is about using technology to tell a story. It is similar to
traditional storytelling, but in this case, we use computers to complement and add to
the storytelling experience by using a variety of tools and aids like Microsoft Word,
blogs and other websites. It allows the author, pupils in this case, to be creative and
use a variety of media including images, audio and video. In addition can be used to
31

reinforce subject matter, to share an experience or present some new information in a
creative and interesting way. It can be used as homework, classroom group projects,
or a holiday project for pupils. You may want to start by giving your pupils something
small and perhaps ask them to create a short 30 second video report on a movie that
they have watched recently. Another assignment that would interest many of them
would be to make a video on their own lives.
Moreover, it requires various tools to create the story, including a computer. An
internet connection, a camera or a video recording tool, a voice recorder or
microphone, a music keyboard and a scanner can also be used. These tools can
enhance and bring life to a digital story. It can be simple or complex, depending on the
creator’s skill set. Professional storybooks are created with video software like iMovie,
or Movie Maker, and other audio and image editing software. Professionals may even
create their own music to go with the video. (Alcodia, 2012)
Kail (2016) viewing videos can help word learning. Preschool children who usually
watch videos usually have longer vocabularies than others who watch occasionally.
Other programs that promote word learning are those that tell stories. The benefits of
these are greatest when pre-schoolers watch them with adults. However these videos
become irrelevant when children find difficulty in relating what they see in the video to
those objects and actions as experienced in their own lives. Selection of videos for
children is essential and critical.
32

Research Literature
The researchers reviewed some studies which are related to the present study.
Relevant findings from previous conducted researches are discussed here to provide
basic knowledge and means of comparison on the imminent findings of the study.
On the issue of teachers‟ gender of the effects surrounding academic achievement, it
was revealed that there was no significant influence of teachers‟ gender on student’s
academic achievement in English language. Thus, there was no difference in the
scores of pupils taught by the male and female teachers. (Alufohai and Ibhafidon,
2015)
Hand in hand is the analyses conducted in the study made by Driessen, (2009) , it
can be concluded that the sex of teachers was not found to significantly influence the
achievement, attitudes or behavior of pupils in primary school
However according to Wikberg (2013), it is suggested that one reason that Art
education is femininely gendered is that the subject is strongly associated with
expressing feelings. Concerning the gendering of the art world, more women than men
are professional artists today.
Moreover, women storytellers enjoy telling stories containing a range of emotions and
lots of conversation. They find it easy to match their voices and facial expression to the
characters in their stories. Girls are more verbal than boys and often demonstrate
amazingly versatile vocabulary and expression. (LeFever, 2013)
33

Mathematics tends to be regarded as a masculine domain. The literature in gender
studies suggests that society as whole believes that females are less mathematically
capable than men. (Patra and Mech, 2010)
Study conducted by Armstrong, (2015) revealed that anecdotal evidence from
teachers suggests that younger teachers are better able to engage and build rapport
with their pupils because they are closer in age to pupils and because successful
teaching require high levels of energy. Younger teachers are also likely to be more
familiar with the current curriculum and may therefore be more familiar with the content
they are required to teach to students.
From the analysis of data on the influence of teachers‟ age on the academic
achievement of students, it was revealed that students taught by teacher between the
ages of 21 and 34 years achieved a higher score than those of 49 years and about,
while students taught by teachers between the ages of 36-48 years achieved a higher
score than then those of 21-34 years and 49 years and above. According to Martin
and Smith, the middle aged teachers were found to be more effective than the young
and old teacher. . (Alufohai and Ibhafidon, 2015)
Furthermore, Ayugi, et. al. (2013) in her study revealed there is significant
relationship between the number of years teachers have been teaching the subject
and student academic achievement. As the number of years of experiences
progresses, student achievement increases and vice-versa.
34

It was supported by the findings of the study by Asiyai (2016) , which showed that in-
service training could enhance teachers’ teaching effectiveness by improving their
content knowledge, pedagogical knowledge and pedagogical content knowledge.
Thus, teachers’ knowledge of teaching approaches, application of theories and
principles of learning, their use of representations, models, analogies and diagrams
to elucidate facts and concepts, for students’ meaningful and productive learning
were enhanced by in-service training of their teachers. Students’ academic
performance also improved as a result of in-service training of their teachers. The
study concludes that there is a significant relationship between in-service training
and teaching effectiveness as well as academic performance of students.
There are different known causes for early grades children’s low performance in
mathematics, such as differences in cognitive functions or inadequate opportunities for
learning essential mathematical skills (Geary, 2013). The early numeracy skills
measured, namely, relational skills in a numerical context and counting skills, were
weaker over the kindergarten year in low-performing children, and, although their skills
improved, they did not catch up to their average peers. (Aunio and Heiskari, 2014)
Macaraig (2016) in her study enumerates the strategies used in teaching
Mathematics 1. Real objects were used in counting 0-100, ordering sets from least to
greatest and vice-versa, adding and subtracting without regrouping. Pictures were
used in presenting lesson in comparing sets of objects, shapes and fractions. Games
or contest were applicable in adding and subtracting numbers, telling the days of the
35

week, months of the year and period of time. Group presentation and discussion were
used in analyzing and solving word problems
Cho (2013) stated in her study in General Trias Cavite that when children are
nurtured in supportive environment they learn not to use aggression. She also
concluded that kindergarten pupils have conceptualized number sense and have
manifested in their behavior in daily experiences. Number sense is visualized in a
variety of contexts. A relevant teaching strategies result is significant program. Further
it was noted that kindergarten pupils need more instructional materials and devices for
a better conceptualization of number sense.
Bautista’s (2013) study evaluated the implementation of new kindergarten curriculum
in the National Capital Region (NCR). It was found out that the teachers in the public
preschools mostly use the traditional classroom setting wherein pupils eat and listen
while the teacher is talking because of using traditional strategies such as storytelling,
singing, reading, poems and such. Lack of materials are being used facilitate the
lesson. Teacher focused more on books, charts and pictures and workbooks. She
recommended that DEPED should continue in providing trainings for the pre-school
teachers for them to be updated on the current strategies in teaching Early Childhood
Education. Schools should allocate funds in establishing playgrounds and apparatus.
Bissonnette et al. (2010) published an article in The Review of Applied Research on
Learning (translated title) entitled What Teaching Strategies are Effective in Promoting
Fundamental Learning for Students with Learning Disabilities at the Elementary Level.
36

The article was a meta-synthesis that aimed to identify strategies that promoted
reading, writing and math skills for students with LDs who were at risk for failure. The
meta-synthesis grouped results reported in 11 meta-analyses, from 362 research
studies over a period of 40 years, involving 30 000 students with LDs at risk for failure,
both at the elementary and secondary levels. These studies were carried out using
experimental designs that permitted the researchers to establish comparisons and to
draw reliable conclusions.
The results of the various meta-analyses showed that structured and guided
teaching, also known as explicit instruction, were those which favoured the learning of
fundamental skills in reading, writing and math for students with LDs at risk for failure
at the elementary level. He concluded that explicit instruction should be utilized as the
basis for teaching reading, writing and math, which could also include steps for
reciprocal teaching.
Reciprocal teaching is an interactive verbal technique where learners with LDs work
in small groups and take turns acting as the teacher. An example of this would be in
order to explain and apply the four strategies which result in readers who are able to
understand a text, which includes: predicted, questioning, clarifying and summarizing.
It is therefore interesting to see explicit instruction used in combination with reciprocal
teaching, especially during the guided practice stage.
Additional educational supports also support additional effective methods for
supporting learners with LDs, according to these researchers. These include tutoring,
37

information available to educators and learners with LDs and communications with
parents, which all constitute additional educational support mechanisms that can help
improve the performance of pupils with LDs in the areas of reading, writing and math.
In addition, these methods can be used in tandem with explicit instruction and
reciprocal teaching.
Finally, the effects obtained using a constructivist approach for pupils with LDs on
41
reading; writing and math achievement were below the minimum level chosen for this
study. Consequently, the authors do not recommend this teaching strategy when there
are other educational strategies that have proven to be much more effective, including
explicit instruction and reciprocal teaching.
Synthesis
Most of the ideas and concepts reviewed concentrated on varied strategies used in
teaching kindergarten and the effect of teacher’s profile in their level of performance.
These significantly influenced the framework of the present study and contributed
much to the content of the present work. On the other hand, the studies reviewed also
contributed to this study. Generally the cited studies, like the other studies were done
for the betterment of enhancing the performance of kindergarten pupils.
The idea of Martlew, Estrada, Hott, Clark and Tomblin was similar to the present
study because it focuses on the various strategies used in teaching language skills
among kindergarten pupils and its effect on their learning development. However, it
38

differs from the present study because it only focuses on one area of development
which is language.
The work of De Walle, Gauthier, Corpuz, Aunio, and Gisburg focused on citing
strategies used in teaching young learners in mathematics in enhancing their
numeracy skills which is similar to the content of the present study but it differs in a
way that the cited works only focuses on this learning area of development.
Moreover, the idea of Estrada, Ravermann, and Leviste was similar to the present
42
study because they enumerate strategies utilized by teachers in teaching telling stories
to young learners however it differs from the present study because the cited ideas
were limited to telling stories strategies.
The study conducted by Alufohai and Ibhafidon and Driessen, show similarities to the
present study because they revealed that teacher’s sex of teachers was not found to
significantly influence the achievement, attitudes or behavior of pupils in primary
school. However, the cited study differed because their findings include all subject
areas.
The cited studies of Wikberg, LeFever, Patra and Mech, suggested that female is
better in teaching arts and telling stories in teaching mathematics the study made by
revealed that Mathematics tends to be regarded as a masculine domain which made
them similar to the present study. However, the present study does not only focus on
arts and telling stories but also in language and numeracy skills.
39

Both the studies made by Alufohai, Ibhafidon and Armstrong, revealed that younger
teachers are better able to engage and build rapport with their students because they
are closer in age to students and because successful teaching requires high levels of
energy thus increasing the level of academic performance of the pupils which has
similarities with the present study because it focused on the effect of teacher’s profile
such as age in pupils development. However, the cited studies focused only on
teacher’s age.
Furthermore, the present study is like the work of Ayugi, et. al. and Asiyai showed
that pupils’ academic performance also improved as a result of in-service training of
their teachers but differed from the present study because the study focused on other
teacher’s profile such as age, sex and years on service.
Evidently, despite the mentioned similarities, the present work has its own identity
because it was done in an island, therefore, is not a duplication of any the reviewed
studies.
These studies, however, greatly enhanced the researcher’s understanding of concept
mapping.
40

Chapter 3
Research Methodology
This chapter presents the research design of the study in terms of research
and methodology. It discusses the research methods and procedures employed by the
researcher to gather the needed data. It includes the research design, respondents,
sampling techniques, the data gathering instruments used with its construction,
validation, administration and retrieval, and the statistical treatment of data.
Research Design
The study used descriptive method. Descriptive research involves collection of data
in order to test the hypothesis or to answer questions concerning the current status of
the subject of the study. According to Penwarden (2014), descriptive research is a
method to gather quantifiable information by describing, recording, and analyzing the
gathered data to measure and interpret the significance of something about a group of
respondents.
This design involves the description, recording, analysis and interpretation of
the conditions that now exist. Descriptive research describes and interprets what is. It
is concerned with condition of relationship that exists; practices that prevail; beliefs,
processes that are going on; effects that are being felt, or trends that are developing.
41

This design was used because it best responds to the purpose of the study on
instructional strategies/techniques and level of performance among Kindergarten
pupils.
Ardales (2017), said the process of Descriptive research goes beyond more
gathering and tabulation of data. It involves interpretation of meaning or significance
of what is described.
Subjects of the Study
The respondents of the study were ( ) kindergarten teachers and ( ) kindergarten
pupils from the Division of Calapan, Province of Oriental Mindoro. The researcher is
confident they can objectively assess and analyze the indicators of the study and can
give reliable responses to the questionnaire.
Sampling Technique
The research used the purposive sampling to determine the respondents for the
study. According to Punch (2016): “Purposive sampling is a process in which the
researcher used his good judgment in selecting the respondents who best need and
serve the purpose of this study.”
Data Gathering Instrument
The study utilized research-made questionnaire, documentary analysis, and focused
group discussion (FGD) as main data gathering instruments.
42

Questionnaire
The main instrument used in gathering data was the researcher-made questionnaire
which consisted of 2 parts. Part I, was concerned with the respondents’ profile. Part II,
was about the utilization of different instructional strategies/techniques in teaching
kindergarten in different learning areas such as word literacy, numeracy, arts and
coloring, and listening to stories.
Documentary analysis and focused group discussion were also utilized in gathering
data about the level of performance of kindergarten pupils with primary concern in
word literacy, numeracy, arts and coloring, and listening to stories.
Interview
The unstructured interview was conducted personally, yet informally by the
researcher to support the questionnaire. Some unclear, confusing and doubtful
answers in the questionnaire were clarified and ironed out during this process.
Construction of the Instrument
To formulate the concept and framework of the study and to determine the variables
and indicators to be used, the researcher read literature and studies related to the
problems of the study. She presented a proposed title with introduction, statement of
the problem, research design, respondents and sampling technique and the initial
draft to the questionnaire to his Thesis Adviser who in turn, suggested some changes,
additions and rejections. She considered these when she finalized the draft.
43

Validation of the Questionnaire. Consultations with her thesis adviser and experts
in the field of kindergarten was undertaken to ensure that no item is similar and
duplicated. The instrument was presented to some experts in kindergarten education
for comments, suggestions, and recommendations. The procedure was systematically
and orderly undertaken until the instrument will be validated.
The researcher pre-tested the instruments a teacher who was not among the
sampled respondents. The purpose of this try-out was to find out if there were still
vague or confusing items in the questionnaire. The result of this pre-test were
analyzed and considered for the finalization of the instrument.
Administration of the questionnaire.
The researcher administered the questionnaire to the target respondents after
securing the approval from the Division Office Through the help of her colleagues,
and the small number of respondents, she was able to get one hundred percent
(100%) retrieval of the floated questionnaire.
The questionnaire was personally distributed by the researcher to the respondents
to each participating schools. Retrieval was personally done by the researcher.
Statistical Treatment of Data
The data that were yielded by the questionnaire were tallied, tabulated and subjected
to the following statistical treatment in order to ensure validity, reliability of the results.
44

Frequency and Percentage Distribution
This was applied in treating the data on the profile of the respondents and their
sources of stress and anxiety.
Formula:
P= f
n X 100
Where:
P = Percentage
F = Frequency
n = number of respondents
Weighted mean
To compute the Effects on The Use of Instructional Materials on Learners
Participation and Performance in Kindergarten; and the coping mechanism with
regard to the aforementioned terms.
45

The responses of the respondents were categorized into five and were given
corresponding weight. The weights were multiplied by the number of replies in each
category and were added and then divided from the sum of the product.
To qualify the responses on the rating scale, the five-point Likert scale method
of measuring attitudes were asked. Each statement have five responses, which were
classified under the degree of frequency with weights 5,4,3,2, and 1. The respondents
were acted to every perception item by checking one out of five possible answers or
responses. Thus, the score was the sum of the weight of the responses checked.
Formula:
WM = fw
Where:
Wx = weighted mean
fw = sum of the product of the frequency
n = number of respondents
The equivalent point assigned to each indicated item the extent of existence of
the conditions as perceived by the respondents was determined by estimating each
weighted average, which becomes the verbal description:
46

Scoring of responses. The items in the questionnaire were rated with five options
using 5 as the highest score and 1 as the lowest score.
Likert Scale Verbal Description
4.50 – 5.00 5 Very High Extent (VHE)
3.50 - 4.49 4 High Extent (HE)
2. 50 – 3.49 3 Moderate Extent (ME)
1.50 – 2.49 2 Low Extent (LE)
1.0 – 1.49 1 Very Low Extent (VLE)
47

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v1 Ub Kinder

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EFFECTS ON THE USE OF INSTRUCTIONAL MATERIALS ON LEARNERS

PARTICIPATION AND PERFORMANCE IN KINDERGARTEN

(please put the name)

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

The Research Problem

development. Many different curricula or teaching approaches can create an enriched

embodied different philosophy or approach to early childhood education.

The Philippines adopted the K to 12 Curriculum as the country’s educational system.

kindergarten “the first stage of compulsory and mandatory education.” The

kindergarten education program is comprised of one year of preschool education for

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

development; values development; motor development; aesthetic development;

mathematics; natural environment; and language, literacy and communication. These

domains should be nourished to materialize a Filipino five-year old child functionally

literate and holistically developed.

kindergarten or “children’s garden” where he best expressed what he wanted for

children under six years of age.

Furthermore, Developmentally Appropriate Practice (DAP) is imperative when

worksheets and teacher-directed instruction, such as that which is currently

dominating the kindergarten scene (Copple & Bredekamp, 2009).

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

up, because they incorporate a wide range of instructional strategies.

academic performance in relation to the achievement of their pupils. This happens to

evidence-based teaching methods, both instructional and behavioral, are better

an educator. Understanding and using specific strategies will allow teachers to

improve their pupils achievement levels, provide a wider range of instructional

bridge across educational achievement gaps. (Martel, 2009)

However, teachers in some kindergarten classroom setting encounter difficulties

using appropriate teaching strategies to the young learners to improve their

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

To resolve the educational problem, the educational sector should re-examine

Learners Participation and Performance in Kindergarten.” The basic aim of this

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Materials on Learners Participation and Performance in Kindergarten.” in District

Specifically, it will seek to answer the following questions:

1. What are the instructional materials used in kindergarten?

adequacy of instructional materials to improve learners participation and

3. Is there significant difference on the use of instructional materials on learners

participation and performance in kindergarten?

participation and its purpose for the kindergarten?

5. Based on the findings, what instructional materials may be prepared to improve

learners participation and the level of performance of kindergarten pupils

Learning is achieved through many channels. One important channel of learning is

have tried different instructional strategies/techniques and materials in teaching

never stopped and has been a serious educational endeavor.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

philosophers also regarded childhood as extremely important life stage. He contributed

Furthermore, he also introduced the fundamental principles of Kindergarten Method.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

paradigm of the study as reflected in Figure 1.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Research Paradigm on the Effects on the Use of Instructional Materials on

instructional materials in kindergarten and level of kindergarten performance.

The process variables pertain to the assessment made through questionnaire,

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

the performance of kindergarten pupils.

rate of engagement and performance of the kindergarten pupils.

Scope, Delimitation, and Limitation of the Study

performance among kindergarten pupils in Division of Calapan, Province of Oriental

Further, it also described the distinctive features of instructional techniques/strategies

performance of the Kindergarten pupils were also considered. Lastly, different

enhancement activities to improve the performance of the Kindergarten pupils were

researcher to the ( ) kindergarten teachers.