Republic of the Philippines

DEPARTMENT OF EDUCATION
MIMAROPA Region
Division of Oriental Mindoro
Gloria District
PAPANDUNGIN ELEMENTARY SCHOOL
Gloria

Profile and Performance of Kindergarten Pupils of Papandungin Elementary

School: Basis for Intervention
SY. 2020-2021

Basic Research Proposal

Presented at
Department of Education
Division of Oriental Mindoro
Sta. Isabel, Calapan City

Proponent:

RIO D. DIMAALA
Principal I

December 2019
 I. Introduction and Rationale

The first years of life are important because what happen in the early childhood

can matter in a lifetime (Hardvard, 2009). Kindergarten education having the youngest

learners in the education system has significant role for the behaviour, academic and

technical development of the child for it is the period when the young mind absorptive

capacity for learning is at its sharpest.

The Department of Education K to 12 curriculum which includes the kindergarten

is the bold step to transform learners as dynamic as they could for the acquisition of

lifelong skills to achieve independence and sustainability. In order to achieve this goal, it

focused on the child’s total development according to their individual needs and socio-

cultural background through complementary and integrative services for cognitive

development, health and safety care, nutrition, sanitation, psychosocial emotional,

cultural and values formation. Kindergarten pupils at this young age are trained to be

able to become productive and responsible in their simple way with the guidance and

support of parents and kindergarten teacher.

Other than this, Republic Act 10157 and Republic Act 10533 mandated the state

for the compulsory and mandatory kindergarten education that effectively promotes the

physical, social, cognitive, emotional skills stimulation and values formation for the 5 year

old Filipino children to sufficiently prepare them for grade 1. This is because officials of

the Department of Education (DepEd) believed that Kindergarten is a transition stage

between informal to formal literacy. This is the period of greatest growth and

development, when the brain develops most rapidly almost at its fullest. It is the period

when walking, talking, self-esteem, vision of the world and moral foundations are

established. Children at this stage should be immersed with activities, games and play to

naturally acquire the skills and competencies appropriate for their holistic development as

emergent literates and be ready for formal school (Osana, 2011).

 Kindergarten pupils having different characteristics and like an empty sheet

should be given the best attention and service that could be to encourage them for

schooling and having different students are a hard task because of the different

characteristics innate to them. Other than this, are the different factors affecting like the

readiness, interest, learning capacity, family income and environment.

School readiness assessment is an effective gauge to measure what prospective

kindergarten pupils could achieve when they are in grade I and they could be in the future

and what kindergarten teacher has made out of their patience and commitment to deal

with the children’s diverse learning development. However, kindergarten pupils’

readiness does not solely rest on the teachers. A much closer issue to discuss are the

natural characteristics of the kindergarten pupils which could be defined by their profile

such as gender, ordinal position of the family, previous educational exposure and family

income and the other factors which might affect the achievement of the developmental

domains expected and set by the department for them.

The past and present observations and the experienced of our kindergarten

teacher in dealing, handling and teaching these young learners push the researcher to

come up for this study. Her difficulty of handling and teaching these learners who are the

youngest, considered an empty slate and with different profiles which might also be true

to other kindergarten teachers with in the district, despite of the different assessment

mandated by the department have effect and impact to their growth and development

specially the ability in performing the task found in the Early Childhood Care and

Development Checklist (ECD). Also, the result of ECD from school year 2017-2018 which

had 2 males and 1 female scored below 69 points, interpreted as suggest significantly

delay in overall development and 2 males and 1 female scored 70-79, interpreted as

suggest slightly delay in overall development. In school year 2018-2019 there are 3

males and 1 female scored below 69 points, interpreted as suggest significantly delay in

overall development, 1 male and 1 female scored 70-79 interpreted as suggest slightly
delay in overall development. In school year 2019-2020 there are 2 males and 2 females

scored below 69 points interpreted as suggest significantly delay in overall development

and 1 male and 1 female who scored 70-79 points interpreted as suggest slightly delay in

overall development. This number of pupils who scored below 69 and 70-79 points and

under the significantly delay in overall development and slightly delay in overall

development are those to be the struggling learners in grade 1 if not given proper

intervention of the kindergarten teacher. This data and the difficult experiences of the

kindergarten teacher in handling and teaching the youngest learners inspired the

researcher to undertake this study to see how the profile in terms of gender, ordinal

position in the family, previous educational exposure and family income bear a direct

impact to the performance in terms of the developmental domains such as gross motor,

fine motor, expressive, receptive, cognitive, self-help and socio-emotional and come up

with the proper intervention entitled for the different types of learner to improve their

academic performance.

II. Literature Review

The Department of Education (DepEd) believes that Kindergarten is the transition

period from informal to formal literacy (Grades 1–12), considering that age five (5) is

within the critical years in which positive experiences must be nurtured to ascertain

school readiness. Extensive research has shown that this is the period of greatest growth

and development, during which the brain continuously develops most rapidly and almost

at its fullest. It is also the stage when self-esteem, vision of the world, moral foundations

are established, and their mind’s absorptive capacity for learning is at its sharpest.

Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of

our young learners in an engaging, creative, and child-centered curriculum that is

developmentally appropriate and which immerses them in meaningful experiences.

Provision of varied play-based activities leads them to becoming emergent literates and

helps them to naturally acquire the competencies to develop holistically. They are able to

understand the world by exploring their environment, as they are encouraged to create
and discover, which eventually leads them to becoming willing risk takers and ready to

tackle formal school work. (Deped Order No. 47 s. 2016)

Sidney-Mwaba, O. C., et. al. (2015) stated that there are four (4) factors that can

influence performance, namely: socio- economic factors, course of study, innate

differences and psychological factors. It was also found that over a period of five years

from 2009 to 2013 female psychology students at UNZA consistently obtained a better

classification of degrees than the males in psychology. It is possible to speculate that the

female students gravitate towards registering for psychology because of their intrinsic

liking for the Psychology courses. It is therefore possible to present the argument that the

affinity of female students for psychology courses would make them study psychology

more than their male counterparts and therefore perhaps achieve better results.

As to Combs-Draughn (2016) found out that psychological birth order (first born,

middle, youngest, only child) predicted student motivation in the area of fun seeking (part

of motivation scales). Also found out that, psychological birth order (first born, middle

youngest child) predicted student motivation in the area of reward responsiveness

(another sub scale of motivation scale). They had also mentioned that in order to initiate

positive social change for individual students and address their specific needs, teachers

and administrator can use the results to understand student motivation and design

strategies to motivate students to reach their full potential.

Additionally, Wangu, M. J. (2014) revealed that by overall performance, male

students performed much better as compared to their female counterparts. At subject

level, girls outperformed boys in the languages, while boys led the girls in the Sciences.

The majority views of students (56%), male teachers (65%), head teachers (76%), and

directors (82%) agreed and strongly so that, boys perform better than girls, only a total of

51% of female teachers disagreed and strongly so with this view. There were significant

gender differences by overall performance with more boys passing in form 1 and 2 as

compared to the girls in the same divisions. At subject level girls attained a higher mean
average mark in the languages as compared to the boys. Conversely, boys scored higher

mean average in the sciences than girls. There were no gender differences in the views

of students although majority agreed on the superior performance of boys, just like the

head teachers and directors female and male teachers showed gender differences in

their views. Results also shows that, teachers, negative attitudes and behaviors and ,time

wasting among girls, more reading hours for boys, inadequate facilities, teachers,

dissatisfaction and lack of motivation in girls, irregular attendance to school by girls, low

persistence and their inferiority complex, were the factors for observed gender differences

in the selected school in Kiambu division. They had recommended that; Training in

gender sensitive techniques through workshops for to teachers to change their attitudes

and behaviours, Parental involvement, Girls should be taught time management

techniques, Government should help schools acquire basic learning facilities.

The above cited literature and studies support this study for they found out that

the profile as to gender, ordinal position in the family, previous educational exposure and

family income had the direct impact to performance especially so to the youngest learner

in the educational system the kindergarten pupils.

Theoretical Framework

Kindergarten pupils’ development through formal educational training in school is

governed by different theories.

Psychosocial Theory of Erick Erickson. As cited by Kindra, C. (2019) each stage

in Erikson's theory builds on the preceding stages and paves the way for following

periods of development. In each stage, Erikson believed people experience a conflict that

serves as a turning point in development. In Erikson's view, these conflicts are centered

on either developing a psychological quality or failing to develop that quality. During these

times, the potential for personal growth is high but so is the potential for failure. If people

successfully deal with the conflict, they emerge from the stage with psychological

strengths that will serve them well for the rest of their lives. If they fail to deal effectively

with these conflicts, they may not develop the essential skills needed for a strong sense
of self. Erikson also believed that a sense of competence motivates behaviors and

actions. Each stage in Erikson's theory is concerned with becoming competent in an area

of life. If the stage is handled well, the person will feel a sense of mastery, which is

sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the

person will emerge with a sense of inadequacy in that aspect of development.

This theory is related to the present study because kindergarten have their

psychosocial attributes and characteristics innate as their personal descriptions which if

not given properly given attention and considerations by the kindergarten teachers or

even the individuals around them should exposed to the negative or opposing forces

leading to the poor and untoward growth and development.

Another is the Cognitive Theory of Jean Piaget cited by Kindra, C. (2019). Jean

Piaget's theory of cognitive development suggests that children move through four

different stages of mental development. The theory focused not only on understanding

how children acquire knowledge, but also on understanding the nature of intelligence.

Piaget believed that children take an active role in the learning process, acting much like

little scientists as they perform experiments, make observations, and learn about the

world. As kids interact with the world around them, they continually add new knowledge,

build upon existing knowledge, and adapt previously held ideas to accommodate new

information. During this earliest stage of cognitive development, infants and toddlers

acquire knowledge through sensory experiences and manipulating objects. A child's

entire experience at the earliest period of this stage occurs through basic reflexes,

senses, and motor responses. It is during the sensorimotor stage that children go through

a period of dramatic growth and learning. As kids interact with their environment, they are

continually making new discoveries about how the world works. The cognitive

development that occurs during this period takes place over a relatively short period of

time and involves a great deal of growth. Children not only learn how to perform physical

actions such as crawling and walking; they also learn a great deal about language from

the people with whom they interact.

 This theory is also related to the present study because the cognitive acquisition

of students depend on the previous training or experiences. Previous training and

experiences could also be affected by the economic status of the family.

Furthermore, the Zone of Proximal Development (ZPD) of Lev Vygotsky cited by

McLeod, S. (2019) could also be the guiding principle for this study. The zone of proximal

development (ZPD) refers to the difference between what a learner can do without help

and what he or she can achieve with guidance and encouragement from a skilled partner.

Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.

Vygotsky believed that when a student is in the zone of proximal development for a

particular task, providing the appropriate assistance will give the student enough of a

"boost" to achieve the task. To assist a person to move through the zone of proximal

development, educators are encouraged to focus on three important components which

aid the learning process: The presence of someone with knowledge and skills beyond

that of the learner (a more knowledgeable other), social interactions with a skillful tutor

that allow the learner to observe and practice their skills and scaffolding or supportive

activities provided by the educator, or more competent peer, to support the student as he

or she is led through the ZPD.

Since the kindergarten have the youngest learner and most of them are like an

empty sheets, there’s a need and a must for the kindergarten to guide, tutor and scaffold

this young learners and this could only be done if the kindergarten had enough

knowledge how the profile of these young learners affect the growth and development.

The above cited theories are related to the present study because they give the

insight how the innate characteristics of these young learners affect they’re growth and

development.
Conceptual Framework

IV DV
Profile of kindergarten pupils in Performance of Kindergarten
terms of: Pupils in terms of:

1.1 Gender 1.1 Fine Motor

1.2 Ordinal Position in the Family 1.2 Gross Motor
1.3 Previous Educational 1.3 Receptive Language
Exposure and 1.4 Expressive Language
1.4 Family Monthly Income?
1.5 Socio emotional Domain
1.6 Cognitive Domain and
1.7 Self Help Domain?

Interventions to improve performance of kindergarten pupils

The illustration above shows the profile of kindergarten pupils in terms of gender,

ordinal position of the family, previous educational exposure and family income as the

independent variable while the dependent variable is comprises of the performance of

kindergarten pupils in terms of terms of fine motor, gross motor, receptive language,

expressive language, socio emotional, cognitive and self-help. It is indicated by one

headed arrow to find out the relationship of the profile and the performance of

kindergarten pupils to come up with the proper interventions to improve kindergarten

performance.

III. Research Question

This study will determine the relationship of the profile and kindergarten pupils’

performance of Papandungin Elementary School.

Specifically, this study will find answers to the following questions.

1. What is the profile of the kindergarten pupils in terms of:

a. gender

b. ordinal position in the family

 c. previous educational exposure; and

d. family monthly income?

2. What is the performance of kindergarten pupils in terms of

a. fine motor

b. gross motor

c. receptive language

d. expressive language

e. socio emotional domain

f. cognitive domain and

g. self-help domain

3. Is there a relationship between the profile and the performance of kindergarten

pupils?

4. Based from the result, what is the appropriate interventions to improve the

performance of the kindergarten pupils.

IV. Scope and Limitation

This study is limited to the 20 kindergarten pupils of Papandungin Elementary

School this school year 2020-2021 through their profile and their pre scores on the Early

Childhood Care and Development (ECD).

V. Research Methodology

This present the research design, sampling technique, data collection, ethical

issues, plan for data analysis, time tables, cost estimate and plans for dissemination and

advocacy.
 a. Research Design

Descriptive-correlational method of research will be used in this study. Descriptive

research will be utilized to describe the profile and the pre Early Childhood Care and

Development assessment of the kindergarten pupils.

Correlational method of research will also be used for the relationship of profile

and the pre Early Childhood Care and Development assessment of the pupils.

b. Sampling Technique

The complete enumeration of kindergarten of Papandungin Elementary School

which are the 9 males and 11 females with the total of 20 kindergarten pupils are involved

in the study.

c. Data Collection

This study will use a two-set research instrument. The first one will be a survey

form to gather the data and information on the profile in terms of age, gender, ordinal

position in the family, previous educational exposure and family monthly income. The

second one will be the result of pre assessment of Early Childhood Care and

Development (ECD) or the standardized test conducted by the kindergarten teacher

every June or July of the school year to the seven developmental domain namely: gross

motor, fine motor, self-help, receptive language, expressive language, cognitive and

socio-emotional.

d. Ethical Issues

A permit to conduct the study will be sent to the schools division office for

approval duly noted and check by the district research committee. This study will be

presented also to the parents of kindergarten pupils for permission to allow their children

as the respondents of the study. Finally, the data that will be gathered and the result of

the study will be treated with confidentiality.

 e. Plan for Data Analysis

The descriptive statistics will be used for the description and quantification of the

profile of the kindergarten pupils. The standard scoring system used by the kindergarten

teacher will be used to determine the performance of kindergarten pupils in terms of

seven developmental domains. It has scaled score and interpretation as follow.

Scaled Score Interpretation

1 - 3 Suggest significant delay in over-all development

4 - 6 Suggest slightly delay in over-all development

7 - 13 Average development

14 - 16 Suggest slight advanced development

17 - 19 Suggest highly advanced development

The chi square will be used to determine the relationship of the profile and the

performance in the pre Early Childhood Care and Development (ECD) assessment.

F. Timetable/Gantt Chart

The study will be conducted according to the work plan designed by the researcher.

The plan includes the activities for the target research and its corresponding time frame.

Milestones and Activities Date

Sept. Oct. Nov. Dec Jan. Feb. Marc
. h
Milestones 1: Planning and Design
1.Orientation with the parents and or
guardian
2. Preparation of the post assessment
materials
Milestone 2: Data Collection
1. Distribution of survey form and
interview to the
parents/guardians
2. Conducting post ECD
Assessment
Milestone 3: Data Analysis
 Tabulating of the survey and
interview to the parents
Analysis of profile and ECD
post result
Interpreting the results
Milestone 4: Completing the
research paper
Revising the proposal

G. Cost Estimates

ACTIVITY MATERIALS QUANTITY UNIT TOTAL

NEEDED PRICE COST

Writing and Printing of the bond paper 100 sheets .60 60.00
Research Proposal ink 2 bottles 350.00 700.00

Presentation of Research Bond Paper 1 ream 200.00 200.00

Proposal
Data Gathering and Printing of Bond Paper 2 ream 200.00 400.00
the Final Output
Bond Paper 1 ream 200.00 200.00
Submission of Final Paper Bookbinding 2 copies 120.00 240.00
Notary Fee 1 Copy 200.00 200.00
Registration for Regional 4500.00 4500.00
Research Summit
TOTAL 6500.00

H. Plans for Dissemination/Advocacy

The result of this study will be cascaded through one on one with the kindergarten

teacher of Papandungin Elementary School right after the analysis and interpretation of

the data and conference with the parents this coming year end. Moreover, the result will

be shared also to the other kindergarten teachers of Gloria District through In-service

training and Learning Action Cell.

VI. References

DepEd Order No. 47 Series of 2016. The Omnibus Policy on Kindergarten Education.
June 28, 2016.

Draughn-Coms, A. J. (2016). The impact of psychological birth order on academic

achievement and motivation. Walden University.

Executive Order (EO). No. 778, Series of 2019, otherwise known as “The Early Childhood
Care and Development Council. January 13, 2009.
Kendra, C. (2019). Psychosocial Theory of Erick Erickson. Retrieved from
https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-
evelopment-2795740

Marwaha, S., Goswami, M., Vashist, B. (2017). Prevalence of Principles of Piaget’s

Theory Among 4-7-year-old Children and their Correlation with IQ. Retrieved
from https://www.ncbi.nlm.nih.gov/pubmed/28969287

McLeod, S. (2019). What is the Zone of Proximal Development. Retrieved from

https://www.simplypsychology.org/Zone-of-Proximal-Development.html

Republic Act No 10157. An Act Institutionalizing the Kindergarten Education into the
Basic System and Appropriating Funds Therefore. Metro Manila, July 25,
2011

Sidney-Mwaba, O. C., Kusanthan, T., & Menon-Anitha, J. (2015). Gender Differences in

Academic Performance: A Case of Psychology Students at the University of
Zambia. Studies in Social Sciences and Humanities. Vol. 3, No. 3, 2015, 131-
138

Wangu, M J., (2014). The Impact of Gender Differences on Student’s Academic

Performance in Secondary Schools In Nduberi Division, Kianbu Country,
Kenya in Science Subjects and Languages. University of Nairobi.