An Evaluation of Academic Performance of Grade 1 Pupils with and Without Early Childhood Experience

CHAPTER I THE PROBLEM AND ITS BACKGROUND
Introduction

“Bright minds make bright future!” Preparatory children nowadays are far better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention that serves as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning.

The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests

The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the enormous gap facing children in poverty. Preschool gives our kids the strong foundation they need to be successful in school and in life. Children who attend pre-kindergarten programs have bigger vocabularies and increased math skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number of studies (Patson P. Opido 2010).

The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation.

The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995).

A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness.

An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment.

As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings.

Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction.

Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance.

In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education.

One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers.

The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work.

The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience.

To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain.

The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils.

The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain.

Background of the Study

The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance.

The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names applied to the institutions ( Bustos Alicia and Espiritu 1985).

The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly.

Theoretical Framework

This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B.F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work.

The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves.

Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory.

Conceptual Framework

This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Niño Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration.

Research Paradigm

Independent Variable Dependent Variable

Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study.

Statement of the Problem

This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Niño Elementary School, Division of San Pablo City.

Specifically, this study sought to answer the following questions:

1. What are the mean pre-test scores of the two groups of pupils in terms of the following:

a) Sensory,

b) Concept Formation,

c) Numeracy,

d) Reading Readiness and

e) Construction and Visual- Motor Integration?

2. What are the mean post-test scores of the two groups of pupils in terms of the following:

a) Sensory Discrimination,

b) Concept Formation,

c) Numeracy,

d) Reading Readiness and

e) Construction and Visual Motor- Integration?

3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance?

Hypothesis

The hypothesis stated below was tested in this study.

There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following:

i. Sensory Discrimination,

ii. Concept Formation,

iii. Numeracy,

iv. Reading Readiness and

a. Construction and Visual- Motor Integration?

Significance of the Study

This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons:

Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance.

Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom.

Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils.

Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience.

It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country.

Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained.

Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into.

Scope and Limitation of the Study

The focus of the study to be conducted is An Evaluation of Academic Performance of Sto.Niño Elementary School, Dapdapan, District, Division of San Pablo City.

It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils

The respondents of the study will be eighty (80) pupils of Sto. Niño Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE).

Definition of Terms

For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference.

Public Elementary Schools These are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children.

Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes.

Concept Formation These refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy.

Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Niño Elementary School Public Elementary school situated in Brgy. Sto. Niño, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references.

Related Literature
Philosophy and Goals of Elementary Education Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual.

Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc. DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life.

DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum.

In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum.

Pursuant to DepEd Order No.15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment.

The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum.

The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment.

“ Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources.”

Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium.(Eduardo J. Angara, 1997)

The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as “ Barangay (village) Level Total Protection of Childen Act” has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers).(PTFE 2008).

According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of “hurt feelings” and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will.

Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum.

According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools.

Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine.

Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality.

Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment.

It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period.

Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics.

According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school.

Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford - Binet or similar verbal test.

The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework.

If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure.

However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively.

It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children. The arts integrate all aspects of learning and have sensory components addressing physical, emotional, social and intellectual needs.

Donald J. Richgels (2010) stated that literacy learning begins in the home. Children’s first experiences with the literacy are mediated by the ways in which parents and other caregivers use reading and writing in their lives. (Purcell-Gates, 1996). There are two critical components at work here for children’s interactions with others create contexts for learning; second, literacy is embedded in everyday living activities. Parents help socialize their young children into the activities that are expected in everyday living, including reading and writing.

Richgels likewise added that very young children begins their literacy learning when they interact with their parents and other caring adults as they share books or other kinds of print items. Young children who have opportunities to draw and talk about their drawing are also on their way to knowing about literacy. Their home experiences have a powerful influences on their literacy learning. Children acquire literacy concepts through book sharing, through other literacy activities, and in decontextualized oral language routines.

Senina (1998) studied the “ Academic achievement of Six-Year Old and the Seven-Year Old Grade One Pupils in selected public and private schools in Iloilo City”. The finding of her study revealed that six-year old out performed the seven-year old Grade one pupils particularly if the former had undergone the kindergarten training. Based on the findings, she recommended that early childhood education in the form of Kindergarten and Day Care Centers should be continued and the parents should be encouraged to send their children in preschool.

Nicanor (2000), by interviewing 26 Grade I teachers in Quirino District, Quirino, Isabela, after a six-week pre-school lessons, found that Grade I pupils could hardly make adjustments, especially, during the beginning of the school year. Almost 50 percent of them need the assistance of their parents in going to school. They also had the sleepy attitude that no amount of motivation a teacher employs when the children reaches his time to sleep can do anything. Many of them are playful and very hard to discipline although few are attentive. The Grade I pupils show immunity to tackle grade one work.

Rebustes (2004), in her study, “ The Attitude Towards and the Extent of Implementation of Early Childhood Development Program (ECDP) by the Grade One Teachers”, found that among the six blocks of time to be managed under ECDP by the Grade I teachers to provide the early childhood experiences before the formal school lessons, big group activities given due attention and meeting were singing songs and reciting poems, while teaching children to use small blocks or small piece of materials for construction and manipulation was the emphasis in small group activities. For the supervised recess, teaching the right table manners and teaching proper nutrition and health habits was emphasized; while the children are taught to understand, count, read and write numbers for big group activities. Telling stories with moral lessons was the emphasis of story time.

Talic (2000) conducted a study on the “ Academic Performance of Grade One Pupils with Pre-school Education.” There were 385 Grade I pupils involved in the study. She concluded that the pupils are motivated and trained in different learning areas of experiences during their preschool education, hence the very satisfactory academic performance of Grade I pupils. Likewise, the test scores of the Grade I pupils in the five learning experiences: reading ability, mathematical ability, concept formation, perceptions and spatial ability are very satisfactory. Hence it is concluded that the preschool experiences are contributory factors in the early success of the pupil’s learning endeavour. Generally, the Grade I pupils are very competent in the communicative competence in four skills: listening, speaking, reading and writing. The data manifest the effectiveness of instruction provided by the teachers to the young learners and concluded that there is a significant relationship between the academic performances of Grade I pupils in preschool education and their test scores in the five learning experiences in Grade I.

The findings revealed that the pupil’s early experiences have greatly influenced their performance in the present level of their schooling and there is a significant relationship between the test of Grade I pupils in communicative competence in four skills: listening, speaking, reading and writing. The findings revealed that the pupils are generally competent in four learning areas in communicative competence. The data indicate that the training provided during the preschool education is strongly associated with their later development.

The study of Nebran (1996) dealt on the influence of preschool education on the academic performance, personality development and peer acceptability of Grade I pupils. Her subjects were 291 Grade one pupils taken from seven elementary schools in Manaoag, Pangasinan. Her findings revealed that pupils with pre-school education significantly performed better and had better personality development and acceptability.

Banatao (1990) conducted a study on the factors related to greater achievement and adjustment in grade one and status of the pre-education schools in Cabanatuan City. She found out that there is no significant difference in the academic achievement of pupils with and without pre-school education. Furthermore, pupils with pre-school education had better school adjustment in grade one classrooms. The grade one pupils are generally adjusted favourably in their family, school and community relations, social efficiency, emotional stability and moral and religious tendencies.

In 2001, Lucas made a study which aimed to compare the achievement of the grade one pupils with and without preschool education. In her study, she found out that the achievement mean of grade one pupils with preschool education is higher than the achievement mean of pupils without preschool education.

Ogena (2002) in her study, “Socio-Economic Characteristics of parents and their Reasons for Enrolling their Children in Preschool Classes,” recommended that kindergarten schools should maintain if not improve their services to the fullest particularly along areas of physical development, personal and social developments.

Based on the findings, she concluded that the parent’s reasons for enrolling their children in preschool classes is influenced by educational attainment of parents and the more stable the family is in terms of employment, the more they regard preschool education as very important. Conversely, the lower the educational attainment the more unstable the family in terms of employment the lesser they regard for preschool education. Likewise, the more gainfully employed the parents as shown in their occupation and type of employment, the more they regard preschool education as very important.

The school should find ways to educate the parents of the preschoolers may be during the meeting and conferences. They should not disregard preschool education as something that would relieve them their obligation but they should serve as partners in developing the whole personality of their children.

In summary, the information presented in this chapter had enriched the researcher’s knowledge of the study undertaken and provided rationalization of the research problem. All the reviewed studies dealt with Grade I pupils in different places.

Early Childhood Education

Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms that are often used interchangeably with “early childhood education,” are “early childhood learning,” “ early care,” and “early education.” Much of the first two years of life are spent in the creation of a child’s first “sense of self” or the building of a first identity. ( Audrey Curtis and Maureen O’Hagan)

The Value of Pre-School

Villamin (1990) emphasized that a pre-school provides children’s attitudes, habits, and values that shape their character and which remain with them throughout life. More so, children acquire basic skills in listening, speaking, reading, writing and simple numeracy skills by means of nursery rhymes, fairy tales, folktales, riddles, songs and play. Perez (1991) quoted from Schweinhart (1987), a line that obviously enriches Villamin’s view on the advantages of pre-school education, he said:

“ Early childhood education is not merely the transmission to young minds of the concepts of numbers, letters, shapes, and colors. It is our first public statement of the values we wish to pass to our children. We say that we value personal initiative, collaborative problem solving, tolerance and respect for others. These then, are the values that should be evident in every setting where young children spend their time and have the opportunity to create their future.”

The same view was expressed by Feeny (1991) on the great role of pre-school education in the mental development of children in early childhood as characterized by progressive and increasing functioning of intellectual powers. The child at kindergarten is mentally active and eager. The desire to explore gives children great satisfaction when they actually touch, manipulate, construct and observe; hence, there is need for pre-school to provide a variety of experiences involving experimentation, observation, exploration and investigation ( Irene Palo 2012).

The Importance of Pre-Primary Education

Hymes (1962)”Kindergarten children begin to know and understand more about the world about them. The horizons of their world are extended with each experience. They learn about the nature and properties of things. They increase their vocabulary with its attendant meanings. They learn to express themselves verbally as well as through various art mediums. They develop greater motor coordination. They begin to take responsibility for themselves and to help housekeeping activities of the school. They grow in their acceptance of limitations and controls. They make progress in learning how to get along with other children and how to work independently as well.

Heaver and Hunt (1995) studied some dishearting statistics regarding the effectiveness of primary education in the Philippines. A high dropout rate was found to be prevalent in the first and second grades. A total primary dropout is accounting to 60%. In addition, national achievement tests indicated performance in the earlier grades below 50% of the norm. These findings raised a wide range of questions that are of concern in many countries in the world.

Early childhood training includes attention to manners and proper social behavior required outside of the home, but there is little actual exposure to group situations beyond the family until the preschool experience (www.tanikalangfilipino.com).

Villacruz (2008) emphasized that pre-elementary education in the Philippines is not a part of compulsory education nor is it linked. Virtually all Philippine pre-elementary education takes place in one of two types of institutions: preschools and daycare centers. Preschools, enrol children primarily between ages 3 and 5. They are in session approximately 5 hours per day. Daycare centers, are primarily for the children of working mothers. They accept children from infancy through age 5 and are in session 8 hours per day. In most other respects the two types of institutions are similar in physical facilities, curricula, teaching styles, and classroom activities.

Kessler (1991) stated compensatory early childhood programs such Head Start programs that serve low- income families and preschoolers with special needs are designed to help children acquire skills needed for later school success. Although the goal of school readiness is widely shared among early childhood educators, parents, and policy makers, the strategies for achieving this goal vary greatly. Fundamental philosophical and political differences in beliefs about the purpose of schooling, value orientations, and cultural priorities are central to debate on how to best prepare young children for formal schooling.

Kindergarten retention rates have increased (e.g. Shepard & Smith, 1998), perhaps due to downward shift in curriculum that introduces formal reading and mathematics instruction much earlier. Escalating academic demands in kindergarten have clearly affected preschool programs for even young children. Goffin (1994) rated downward movement of the debate between developmental and academic orientations from elementary education to the preschool setting.

Hurlock (1980), called the early childhood stage the “teachable moments”. There is willingness to acquire skills. This is done by the child by repeating the skills learned until he can do them well. They are adventurous in trying to do new things and becoming skilful with them. Children by nature learn easily because physically and physiologically their bodies are flexible and full of energy. Furthermore, psychologically, it is innate within them of having the potentials to mature and learn skills in the process of growth and development.

Wrap up. A recap of the main activities/lessons of the day is done before the children leave for home. During this time, assignment or homework may be given. Parpan (1995) reported that early Childhood Development addresses the twin problems of low achievement and high dropout rates among children in Grade one through five. An estimated 16% of poor Philippine children who enter school never finish first grade. According to the Department of Education, lacking access to pre-school programs that are commonly available in more affluent communities, many such children are ill for academic and social demands of school life.

Parpan (1995) also revealed that many studies have demonstrated the benefits of preschool education and development program. One study conducted by UNESCO confirmed that these programs reduce dropout rates among children as they proceed in the Philippines showed that part of the reason private school students perform better than their public school counterparts is that they have greater access to preschool enrichment.

Montemayor (1996) found out that delaying the entrance to Grade One of a six year old is just a waste of time and impedes intellectual development. Her study further confirmed the finding of the earlier study conducted among the grade one and kindergarten showed that there is no significant difference in mental, social and emotional growth and development between seven and six year old children.

Nicanor (2000) recommended that Grade one teachers should understand these young learners. They should be patient in dealing with them. The motherly dealings with them will redound to better teaching and learning.

Petilla (2010) stated that the pre- school program is designed to assist school children, ages 3 to 5 to grow independence, solve problems, develop skills, and live comfortably with other children.

A great deal should therefore be afforded to pre-elementary education in terms of supervision and instructional support because it constitutes a very important ladder towards attaining quality basic education to the nation’s future workforce and professionals.

Myers (1992) on the other hand enumerated deficiencies that cause problems upon entry into school and sometime lead to a failure: a) poor health nutrition reduces activity levels and increases absences, b) physical or learning disability, c) delayed cognitive development, d) language problems, delay in learning languages, and need to learn other languages, e) lack of pre-literacy and pre-numeracy skills, f) social/psychosocial insecurity and dependence, g) low expectations of the child body by child parents. However, he recommended typical program solutions to: a) provide health care, food and vitamin supplements, growth monitoring health and nutrition education for parents, b) provide parental orientation education and special programs, particularly those that help the child cope in the real world, c) offer Childhood Development programs which stress language development program or explicitly teach alphabets, writing, ciphering, e) create programs that offer counselling services, focused on general development that helps child’s social “survival skills”, f) help to show child and parents through Early Childhood Programs that children are capable of achieving.

Morgan (1995) also suggested that the child in order to be considered prepared to enter should be: a) physically healthy and well nourished; b)able to handle basic cognitive concepts; c) able to relate well to others; d) able to communicate in every day transactions and in the language of school; e) psychologically self-assured, with a good self concept; f) able to work independently and; g) motivate to learn.

Two studies of Hair (2006) examined patterns of school readiness in children at school entry and how these patterns predict first grade outcomes in a nationality representative sample of first-time kindergarteners from the early Childhood longitudinal Study-Kindergarten Class of 1998-1999 (N=17,219). In study 1, cluster analyses revealed four profiles at kindergarten entry. Comprehensive positive development (30%), social/emotional and health strength (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple-socio economic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The author discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.

Ferguson and Wood (2005) made a study on what schools and families can do to address child readiness and according to this study, family involvement is a variable connection can help ensure that the potential of each child is fulfilled as well as bridge the achievement gap. This document utilizes a “School Snapshot” to illustrate that, with careful planning school can engage families in helping children get ready for school and transition from grade to grade. In addition, this study provides descriptions related research studies that focus on the exploration of issues rather than the intervention success, helping to define what is known about effective family and community connections with school efforts.

Sensory Discrimination

The central importance of sensory discrimination to theories of intelligence can be traced to Galton’s (1883) hypothesis that individual differences in mental ability are correlated with fine differences in sensory discrimination. It was introduced to provide a mechanism linking intelligence to heredity. Galton believed that ancestral inheritance influences the development of the nervous system influence basic information processing abilities (www.personalityresearch.org/action/sense.html).

Concept Formation

According to Van der Veer and Valsiner, (1999), Vygotskian theory (but not the theory of concept formation) has been applied extensively in Mathematics education, most of the research has focused on the mathematical activities of a group of learners or a dyad rather than the individual.

As such, Vygotsky postulated that the child uses a word for communication purposes before that the child has a fully developed understanding of that word. As a result of this use in communication, the meaning of that word (i.e., the concept) evolves for the child: Words take over the function of concepts and may serve as means of communication long before they reach the level of concepts characteristics of fully developed thought. The use of a word or sign to refer to an object (real or virtual) prior to “full” understanding resonates with my sense of how an undergraduate student makes a new mathematical object meaningful to herself. In practice, the students starts communicating with peers, with lecturers or the potential other (when writing) using the signs of the new mathematical object ( symbols and words) before she has full comprehension of the mathematical sign. It is this communication with signs that gives initial access to the new object. It is a functional use of the word, or any other sign, as a means of focusing one’s attention, selecting distinctive features and analyzing and synthesizing them that plays a central role in concept formation (www.personalityresearch.org/action/sense.html).

Numeracy

Numeracy is integral to effective learning in all years of schooling and in all areas of learning. The term numeracy was coined in 1959 by a committee on education in the United Kingdom which said that “numeracy” should “represent the mirror image of literacy”.(Crowther Report). Just as the early definitions of literacy have progressed from “reading and writing”, numeracy is more than “numbers and measurements”. In the eighties, the British Cockroft Committee developed a definition of numeracy. It stated that a numerate person should understand some of the ways mathematics can be used for communication, and this required the possession of two attributes: being “at-ease” with all those aspects of mathematics that enable a person to cope with the practical demands of everyday life and the ability to understand information presented in mathematical terms (www.dest.gov.au/nr/rdon lyres).

Reading Readiness

Reading readiness assessment is typically refers to the assessment of young children around school entry right before kindergarten, at kindergarten entry or over early in the kindergarten year. The tools described as school readiness assessments vary in their purposes and designs. Thus, the people using the phrase “ school readiness assessment” may referring to very different kinds of assessment. The NEGP (National Education Goals Panel) report Principles and Recommendations for Early Childhood Assessment (Shepard, Kagan, & Wurtz1998) identifies and describes five major purposes for assessing young children.

Reading readiness has been defined as the point at which a person is ready to learn to read and the time during which a person transition from being a non-reader into a reader. Other terms for reading readiness include early literacy and emergent reading

To determine the readiness of Grade one entrants to face the rigors of formal schooling, DepEd started to administer the Grade One Readiness Test in school year 2005-2006. The school readiness program is intended to determine the social, motor and readiness skills among Grade One pupils that led to the development of self-confidence, good interpersonal relations and active participation in class activities. It also determines the level of progress of Grade One entrants across different developmental domains that are critical in tracking Grade One competencies ( faigekobre.hubpages.com).

Visual Motor Integration

A visual motor integration (VMI) skill refers to the smooth coordination of the eyes and hands working together. The August-November 2005 issue of “The Indian Journal of Occupational Therapy” relates that your visual-motor skills help you translate visual perceptions into your motor or movement skills such as coordination. Children who have problems with VMI skills may need occupational therapy or additional help at school to improve their skills.

Related Studies

A review of related literature studies was done. This gave the researcher a better understanding of the subject matter being studied.

This early experience exposes the child to all fields which make him more apt to learn in the primary level as the confidence in his learning capabilities which he acquired from the nursery school is lifted to the primary school. This eventually aids and facilitates his learning. The early childhood institution aims at developing the cognitive and affective potential at an early age.

Anderson (2002) is of the view that when children are exposed to early childhood education, they develop superior communication skills, necessary physical ability and social unity needed in adult life and an increased cognitive and effective educational balance.

Miedel and Reynolds (1999) are of the opinion that when families are involved in their children’s early education, children experience greater success once they enter primary school and even in later life. The formal school setting in early childhood education is a supplement to the home and a substitute. It promotes the complete development of the child that the house can easily provide. Most parents are limited in what they can give such as space, variety of equipment, educational materials and experiences of their children.

Many parents are burdened with their own concerns that they are unable to provide the guidance that a child needs as he faces problems and frustrations especially where mothers are the sole support or breadwinner of the family. Children may be left in the care of untrained and unhealthy people in crowded apartment devoid of play materials and playmates that children need leading to neglect and deprivation which may result to lasting severe and negative effects in the life of the child. If however the formative years are characterized by exposure to a wide variety of learning activities and social contacts, skilled teaching, and intelligent guidance, then healthy growth and adjustment occurs. Early childhood education give children a group experience which extends values of family given them a total experience in democratic living in which cooperation is strengthened and competition minimized.

Piaget (1956) spoke on the different effects of the environment on the growth of mental structures of the child which facilitates learning. He said that the environment stimulates learning and the development of the cognitive domain that the early years hold the key to learning. There is therefore the need for special attention to be given to the sensitive nature of early learning by affording the child the right environment where he will develop the potentials and skills for later life experience and education.

The Federal Government of Nigeria recognizes the importance of education in our economic development and social transformation process; hence she has given priority to early childhood education by inculcating its purpose in the National Policy of Education (2004) as follows: Effect a smooth transition from the home to the school; prepare the child for the primary level of education; provide adequate care and supervision of the children while their parents are at work (on the farms, in the markets, offices, etc); inculcate in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys, etc; inculcate social norms; develop a sense of co-operation and teamspirit; learn good habits, especially health habits; and teach the rudiments of numbers, letters, colours, shapes, forms, etc.

The Government has a deliberate attempt to raise the quality of education at all levels in order to make the products of our educational system more useful to the society. Therefore early childhood education will provide that vital physical, psychomotor, affective, cognitive, social potentials which are fundamental to human life that will play very essential roles in the academic performance of children in the primary, educational level and even more in the later life of the individual child. This is the crux of the problem which this study attempt to analyze.

Unutkan (2006) made a study of Pre- School Children’s School Readiness related to scientific thinking skills. The purpose of this study is to compare school readiness of children who had preschool experiences and children without such experiences on the basis of scientific thinking skills. This comparison is held in term of variables of age, gender, and socio-economic status. The questions of the study are as follows: Does preschool variable influence primary school readiness of preschool children in terms of scientific thinking skills? Does age variable influence primary school readiness in preschool children in terms of scientific thinking skills? Does gender variable influence primary school readiness in preschool children in terms of scientific thinking skills? Does socio-economic status variable influence primary school readiness in terms of scientific thinking skills?

According to Zinzitzel (2006) many parents judge the value of a preschool by how much reading is taught there. The philosophy that underlies this book does not support this measure, although it does support parents ' belief that reading is important. After reviewing a large body of research on how children become good readers, a panel of experts commissioned by the National Academy of Sciences concluded that having a preschool language and literacy foundation is important for later reading success. That foundation involves all kinds of experiences with stories, conversation, word play, books and other meaningful print (signs, notes, lists, directions, etc.). Its most important component is a rich vocabulary, in whatever language or languages the child speaks .Providing the range of experiences that will build a strong foundation is more important in the long run than simply teaching children to recite the alphabet or to read simple books.

Nido (2006) present school reform efforts that seek to address this problem assume that establishing high curriculum standards, test-based accountability, and higher-quality teaching in pre-school education can close this gap. Many researchers and experienced educators question that such reforms alone can close or significantly narrow the achievement gap. The achievement gap has deep roots that begin before school entry. Studies show that the foundation for literacy and other academic learning is laid down before age 5.

The international review by Melhuish (2004) on the impact of early years provision on young children found that high-quality care and education was beneficial for young children from three years of age, particularly those from disadvantaged backgrounds. However, there is some evidence to suggest that negative effects on development can occur for younger children, from birth to three years, although there may be other factors that affected these results. (www.dest.gov.au/nr/rdon lyres)

As described by Mayo et.al (2005), a meaningful knowledge base is developed through having many varied experiences with materials, places, and people. Vocabulary building occurs through talking about those experiences. Oral language is developed through participating in back and forth communication, individual conversations, and group discussions. Looking at books and having books read aloud to them also promote children 's oral language skills. Phonological awareness is developed through noticing sounds, playing with the sounds of words, and noticing what sound a word begins with. Print awareness is developed as children notice the usefulness of print. This occurs as they experiment with making notes and scribbling and as they find a word in a line of print. Alphabet knowledge is developed as children recognize and name letters and name the letter that represents a certain sound.

Beginning in the 1980s, leading early childhood experts expressed concern about the wisdom of overly didactic, formal instructional practices for young children (e.g., Elkind, 1986; Zigler, 1987). They feared that short-term academic gains would be offset by long-term stifling of children 's motivation and self-initiated learning. Later research suggests that these early concerns were warranted. Compared to children whose kindergarten experience emphasized child-initiated learning, primary-grade teachers rated children from didactic, teacher- centered kindergartens lower in conduct and work-study habits, and perceived them to be more distractible, less willing to follow directions, and less prosocial (Hart, Charlesworth, Burts, & DeWolf, 1993). (www.dest.gov.au/nr/rdon lyres)

Stipek, Feiler, Daniels, and Milburn (1995) also found motivational differences favoring a child-initiated view of early education compared to a more formalized, didactic approach. They cautioned that early academic gains in reading skills associated with didactic instruction of preschoolers "come with some costs" that could have long-term negative effects on achievement.

DeVries, Reese-Learned, and Morgan (1991) expressed similar concerns, arguing that temporary benefits of highly didactic approaches with young children cannot be justified in light of possible negative consequences for social development.

Today, as Walsh (1989) predicted, the likelihood that children will experience a highly didactic, teacher-centered approach has increased as preschool is absorbed into public schools where a narrowly focused, externally imposed curriculum makes the preschool experience even more like elementary school.

Maria Montessori (1870-1952), an Italian physician and educator, believed that all young children have the ability and the desire to learn words. She developed a way to help them with that learning. Montessori education emphasizes using the five senses- touch, taste, sight, smell, and hearing- to developed cognitive and social skills are combined in a learning game.

Albert Bandura (1925- ) believes that a person’s behaviour can be explained by knowing the other individuals around that person. Children in particular, imitate those models around them.

Sigmund Freud (1856-1939) believed that the pleasure and pain that infants associate with the sensory experiences of feeding and toilet training influence the development of their personalities.

Erik Erickson (1902- ) believes that children form lasting personality characteristics at each stage. Each stage is characterized by a central emotional task that a person must master. There are two possible outcomes, one favourable and the other unfavorable. The successful and unsuccessful mastery of those tasks can determine a child’s emotional health as the child grows older.

The aforementioned studies are related to the present study since they dealt on the factors towards the preparation of pupils for grade one. However, the present study is focused on the evaluation of academic performance of grade one pupils with and without early childhood experience (ECE).

Chapter II

RESEARCH METHODOLOGY

This chapter describes the research design. The description of the respondents, the

data gathering procedures and statistical treatment of data are discussed.

Research Design

This study used the one group Pre-test – Post test Experimental Design (Adanza, 2002), where two groups of children: with Early Childhood Experience (ECE) and without Early Childhood Experience (ECE) took the pre-test and post test.

Based on the result of School Readiness Assessment (SReA) for all Grade One entrants, the researcher made this study to evaluate the academic performance of the two groups of children: with Early Childhood Experience (ECE) and without Early Childhood Experience (ECE). Then post test was given after the Eight-Week Curriculum implementation.

Respondents of the Study

The respondents of the study were the selected 80 Grade One Pupils of Sto. Niño Elementary School.

Pupils were chosen based on the result of school Assessment Test (SReA). Those that undergo schooling before entering Grade One were categorized as pupils with Early Childhood Experience (ECE). Eighty (80) pupils were chosen: 40 pupils from section A are the children with Early Childhood Experience and section B 40(forty) pupils without Early Childhood Experience (ECE) was match paired.

Research Instrument

The researcher made an evaluation of academic performance of pupils with Early Childhood Experience (ECE) and without Early Childhood Experience (ECE) based on the result of School Readiness Assessment Test (SReA).

School Readiness Assessment Test, Pre-test and Post-test were prepared by the researcher and self-made questionnaires based on the perception of classroom teachers on the implementation of School Readiness Assessment Test as the vital instruments in the study.

The School Readiness Assessment Test was composed of the following areas: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual- Motor Integration. The instrument was submitted and checked by the adviser. It was face-validated by the panel of experts for validation. After all comments and suggestions were incorporated, the final copy was made.

Data Collection Procedures

The researcher prepared a letter of request to the school head of Sto. Niño Elementary School for the use of official records, the administration of pre-test and post test to the eighty (80) Grade One pupils as well as the use of School Readiness Assessment Test to the two groups of pupils.

After the validation of the test items, the test questionnaires were reproduced and distributed to the respondents. Since the researcher is a Grade one teacher, she distributed the instrument or pre-test personally to have a smooth test administration.

A pre-test was administered at the start of the school year 2012-2013 among the eighty (80) pupils of Sto. Niño Elementary School. The test item was based on the result of School Readiness Assessment (SReA).

All the respondents were guided throughout the study more so in answering the test item. The distribution and collection of module were completed in a week.

To have a thorough analysis and evaluation of pupil’s accomplishments, the post test was conducted. Results of the above-mentioned test were properly analyzed, interpreted and classified and the data were treated and interpreted.

Statistical Treatment of Data

In the analysis and interpretation of data obtained the following scales and coding format were used.

Mean was used to determine the perception of the pupils on School Readiness Assessment Test. The same tool was used to determine the pre-test and post-test score of the respondents.

The t-test was employed to determine the significant difference between the mean gain scores between the pupils with Early Childhood Experience (ECE) and without Early Childhood Experience (ECE) and their performance. The hypothesis was tested at 0.5 level of significance.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is a presentation of the analysis and interpretation of data with reference on the statements of the problem formulated on this study.

Discussions revolve on the result of the mean pre-test and post test scores of two groups of pupils (with and without early Childhood Experience ) using the School Readiness Assessment Test (SReA).

A. PRE TEST SCORES OF THE TWO GROUPS OF PUPILS IN TERMS OF COGNITIVE DEVELOPMENT

Table 1
Pre-test scores of two groups of pupils in terms of sensory discrimination skills

|Indicators |with ECE |without ECE |
| | | |
|1 |Discriminates Texture |40 |14 |
|2 |Arranges objects according to size from smallest to biggest |40 |23 |
|3 |Sorts objects based on two attributes |40 |6 |
|4 |Identifies same and different shapes |40 |33 |
|5 |Draws geometric forms |37 |25 |

Table 1 shows that forty (40) pupils with Early Childhood Experience got a perfect scores in indicator 1 to 4 indicators and in indicator no.5 thirty-seven (37) pupils got correct answers. It also reveals that pupils without Early Childhood Experience have a hard time in discriminating textures because out of 40 only 14 pupils got a correct answers. In indicator no.2 only 23 pupils out of 40 can arrange objects according to size from smallest to biggest. The lowest score shows in indicator no.3 only 6 pupils got it right, since they have no formal schooling before entering Grade 1 they have a hard time in sorting objects based on two attributes. In indicator number 4, thirty-three (33) pupils got correct answers because they can see different objects everywhere and they can even touch it. In indicator no. 5 twenty-five (25) pupils can draw geometric forms out of 40 pupils.

It indicates that pupils with ECE are more advanced compare to pupils without ECE when it comes to sensory discrimination skills.

Table 2

Pre-test scores of two groups of pupils in terms of concept formation skills

|Indicators |with ECE |without ECE |
| | | |
|1 |Groups and states functions of common household items |40 |14 |
|2 |Shows/ points to left and right sides of body |40 |23 |
|3 |Completes statements showing simple analogy |40 |6 |
|4 |Identifies absurdities in pictures (e.g. Ano ang mali sa larawang ito?) |40 |33 |
|5 |Conserves number |37 |25 |

Table 2 reveals that pupils with ECE got higher scores compared to pupils without ECE in terms of concept formation skills. Groups and states functions of common household items, with ECE got forty (40) without ECE fourteen (14); shows/ points to left and right sides of body, with ECE got forty (40) without ECE twenty-three (23); “Completes statements showing simple analogy” got forty (40) without ECE got only six (6); “Identifies absurdities in pictures (e.g. Ano ang mali sa larawang ito?)” with ECE got forty (40) without ECE thirty-three (33); “conserves number” with ECE got thirty-seven (37) without ECE twenty-five (25).

It also reveals that pupils with ECE could express themselves orally while pupils without ECE could not be able to reason out and they are timid to answer because of lack of school training.

Table 3

Pre-test scores of two groups of pupils in terms of numeracy skills

| |with ECE |without ECE |
|Indicators | | |
| | | |
|1 |Points out which has more or less |40 |37 |
|2 |Counts up to 10 objects |40 |34 |
|3 |Sequences numerals 1-10 |40 |24 |
|4 |Identifies the missing number in a sequence |40 |13 |
|5 |Adds and subtracts combinations to 10 |37 |0 |

From the above scores shown, pupils with Early Childhood Experience have almost obtained all the necessary learning competencies to develop the numeracy skills where thirty-seven (37) pupils can add and subtract combinations 1 to 10. Pupils without Early Childhood Experience got thirty-seven (37) in indicator number 1, thirty-four (34) “can count up to 10 objects” even without formal schooling they can be able to do it correctly because quantity and numbers are a part of child’s life, they know the difference between one or more cookies. Going to supermarket is also a quantity- and number-learning experience. Buying an ice cream cone or a new ball entails an elementary arithmetic procedure. ( Frank and Theresa Caplan 1983) and nobody got correct in indicator number 5 because it needs further explanation on how to put numbers together and how to subtract numbers. That is why pupils with ECE can do/perform it correctly because they’ve learned it already before entering Grade

Table 4
Pre-test scores of two groups of pupils in terms of reading readiness skills

| |with ECE |without ECE |
|Indicators | | |
| | | |
|1 |Identifies shape |40 |35 |
|2 |Recites or sings the alphabet |40 |34 |
|3 |Names upper and lower case letters |40 |3 |
|4 |Matches letter with sound of letter |29 |3 |
|5 |Reads 3-4 letter words |6 |0 |

The scores in Table 4 show the reading readiness skills of pupils with and without Early Childhood Experience using the School Readiness Assessment Test for Grade 1.

The following indicators used to measure readiness skills reveal that having forty with ECE(40) can identify shapes while pupils without ECE thirty-five (35); recites or sings the alphabet, with ECE forty (40) without ECE thirty-four; names upper and lower case letters, with ECE forty (40) without ECE three (3); matches letter with sound of letter, with ECE twenty-nine (29) without ECE three (3); and reads 3-4 words, with ECE six (6) without ECE zero (0).

This table shows that pupils with and without ECE both enjoy singing that’s why most of them can sing the alphabet. But it is merely route memorization only because pupils without ECE could hardly name lower and upper case letter, matches the letter with sound of letter and most specially reading 3-4 letter words.

Table 5
Pre-test scores of two groups of pupils in terms of construction and visual-motor integration skills

| |with ECE |without ECE |
|Indicators | | |
| | | |
|1 |Replicates a pattern by drawing |40 |6 |
|2 |Copies letter/numeral from model |40 |21 |
|3 |Identifies the missing object in a given pattern |30 |16 |
|4 |Sequences events through pictures |22 |5 |
|5 |Assembles simple puzzles |3 |0 |

The table reveals that pupils with ECE got a perfect score in indicator no.1 and 2, and thirty (30) pupils got a correct answer, twenty-two (22) can sequence events through pictures and only three (3) have a hard time in assembling simple puzzles.

Pupils without ECE could not replicate a pattern by drawing because only six (6) pupils can do it correctly. In indicator no.2 only twenty-one (21) out of 40 pupils can copy letter/numeral from model, sixteen (16) in identifying the missing objects in a given pattern. In indicator no.4 they have a hard time in sequencing events through pictures. Nobody could be able to assemble simple puzzles.

B. POST TEST SCORES OF THE TWO GROUPS OF PUPILS IN TERMS OF COGNITIVE DEVELOPMENT

Table 6
Post-test scores of two groups of pupils in terms of sensory discrimination skills

|Indicators |with ECE |without ECE |
| | | |
|1 |Discriminates Texture |40 |38 |
|2 |Arranges objects according to size from smallest to biggest |40 |37 |
|3 |Sorts objects based on two attributes |40 |37 |
|4 |Identifies same and different shapes |40 |39 |
|5 |Draws geometric forms |40 |34 |

The table shows that pupils with Early Childhood Experience (ECE) got perfect scores in all the indicators listed above. It reveals that pupils with preschool are mentally active and their performance is higher than pupils without ECE. On the other hand pupils without ECE can also cope up with the lesson after using 8th Week Curriculum. The improvements show because of the score indicated above. Since the curriculum provides Grade One pupils adequate home to school transition and readiness experience. It is believed that the foundation of the different skills like listening, reading, writing, speaking and in numeracy must be well taught in this level to attain the mastery of learning to the next level of acquiring education (Palo, 2011).

Table 7 shows that pupils with ECE got all perfect in all the indicators listed below. Pupils without ECE got high score in indicator no.2 which is thirty-seven (37) and got lowest score, twenty-seven (27) in indicator number 5 stating “Conserves number”.
Table 7
Post-test scores of two groups of pupils in terms of concept formation skills

|Indicators |with ECE |without ECE |
| | | |
|1 |Groups and states functions of common household items |40 |36 |
|2 |Shows/ points to left and right sides of body |40 |37 |
|3 |Completes statements showing simple analogy |40 |34 |
|4 |Identifies absurdities in pictures (e.g. Ano ang mali sa larawanng ito?) |40 |34 |
|5 |Conserves number |40 |27 |

It reveals also that the pupils without ECE could get a correct answer in the indicators above because of their willingness and determination to learn. The other factor also is their level of maturity the learning is gradually obtained.

Table 8
Post-test scores of two groups of pupils in terms of numeracy skills

| |with ECE |without ECE |
|Indicators | | |
| | | |
|1 |Points out which has more or less |40 |39 |
|2 |Counts up to 10 objects |40 |37 |
|3 |Sequences numerals 1-10 |40 |28 |
|4 |Identifies the missing number in a sequence |40 |23 |
|5 |Adds and subtracts combinations 1 to 10 |40 |1 |

Table 8 reveals that both pupils with and without ECE got a high score in indicator no. 1 and 2. Pupils with ECE got forty (40) and pupils without ECE thirty-nine (39). It also reveals that pupils without ECE could not be able to add and subtract combinations 1 to 10 because only one (1) pupil could perform it correctly. It shows that pupils without ECE need to learn the mathematical process in order to add or subtract numbers.

Children learn not from objects per se nor from what they are told about them- they learn only from their own manipulation of things (Frank and Therese Caplan 1983) this is the reason why pupils without ECE could not be able to do it correctly because they failed to do it at home while the pupils with ECE have this kind of experience in school.

Table 9
Post-test scores of two groups of pupils in terms of reading readiness skills

|Indicators |with ECE |without ECE |
| | | |
|1 |Identifies shape |40 |38 |
|2 |Recites or sings the alphabet |40 |37 |
|3 |Names upper and lower case letters |40 |32 |
|4 |Matches letter with sound of letter |40 |5 |
|5 |Reads 3-4 letter words |37 |0 |

Table 9 shows that pupils with ECE got a perfect score in four (4) indicators listed above except in indicator no.5 having thirty-seven (37) pupils read 3-4 letter words were obtained while there were thirty-eight (38) pupils in indicator no.1 “Identifies shape”; thirty-seven (37) in indicator number 2 “Recites or sings the alphabet”; thirty-two (32) in indicator number 3 “Recites or sings the alphabet”; five (5) pupils in indicator number 4 “Matches letter with sound of letter” ; and zero (0) pupil in indicator number 5. The result reveals that pupils with ECE are more familiar in matching letter with its sound and reading 3-4 letter words compared with pupils without ECE. It implies that pupils with ECE do not just know the letters but also the sound. This is the reason why they can read 3-4 letter words. It is easier to read if the learners know the sound of each letter. It is also important if there is a mastery and not just route memorization.

Table 10
Post-test scores of two groups of pupils in terms of Construction and Visual-Motor Integration skills

|Construction and Visual-Motor Integration |with ECE |without ECE |
| | | |
|1 |Replicates a pattern by drawing |40 |34 |
|2 |Copies letter/numeral from model |40 |36 |
|3 |Identifies the missing object in a given pattern |40 |27 |
|4 |Sequences events through pictures |40 |11 |
|5 |Assembles simple puzzles |34 |3 |

Table 10 shows that pupils with Early Childhood Education got perfect scores in indicators 1, 2, 3, 4 and got thirty-four (34) pupils in indicator number 5 “Assembles simple puzzles”. On the other hand, there were thirty-four (34) pupils without ECE obtained mastery in indicator no.1 “Replicates a pattern by drawing”; thirty-six (36) in indicator number 2 “Copies letter/numeral from model”; twenty-seven (27) in indicator number 3 “Identifies the missing object in a given pattern”; eleven (11) in indicator number 4 “Sequences events through pictures”; and three (3) in indicator number 5 “Assembles simple puzzles”. It reveals that pupils without ECE are very poor when it comes to sequencing events through pictures and assembling simple puzzles.
PART III. TEST OF DIFFERENCE BETWEEN TEST SCORES OF THE TWO GROUPS OF PUPILS

Table 11

Test of Difference between the Post Test Scores of Pupils with

and without Early Childhood Experience

| |Mean |SD |t-value |p-value | |
|Competency |Difference | | | |Interpretation |
|Sensory Discrimination |2.80 |1.924 |3.255 |.031 |Significant |
|Concept Formation |4.60 |3.130 |3.286 |.030 |Significant |
|Numeracy |11.60 |12.116 |2.141 |.09 |Not Significant |
|Reading Readiness |16.80 |18.213 |2.06 |.108 |Not |
| | | | | |Significant |
|Construction and Visual Motor Integration |16.00 |13.210 |2.708 |.05 |Significant |
| |

Legend: p< 0.05 -Significant p> 0.05 – Not Significant

Table 11 shows the results when the test scores obtained by the two group of pupils when testing the different competencies are tested for differences.

The findings may imply that there are significant differences in the competencies shown by the pupils in sensory discrimination (t-value=3.255), gain concept formation (t-value=3.255), and construction and visual motor integration skills (t-value=2.708). Their significance was revealed by their computed t-values where p-values are less than .05 level.

However, there is no significant difference in the competencies obtained by the two group of pupils in numeracy (t-value=2.141) and reading readiness skills (t-value=2.06) after using the eight-week curriculum. Sensory discrimination got a mean difference of 2.80. Concept formation got a mean difference of 4.60; construction and visual motor integration got a mean difference of 16.00; numeracy got a mean difference of 11.60; and reading readiness got a mean difference of 16.80.

The result of the study may imply that the pupils with Early Childhood Experience have a great advantage over pupils without Early Childhood Experience. But it also reveals that pupils without ECE can perform as better as the pupils with ECE because of their level of maturity while entering the grade one level. The pupils without ECE obtained the learning gradually compared to pupils with ECE because they are forced to do some tasks in school at their very young age. There are some instances that after the school year there are pupils even without ECE can become achievers.

Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, recommendations based on the result of the study.

Summary

The main purpose of this study was to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) of Sto. Niño Elementary School.

Specifically it sought to answer the following questions: What are the mean pre-test scores of the two groups of pupils in terms of the following: sensory discrimination, concept formation, numeracy, reading readiness, construction and visual integration? Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance?

The subjects were eighty Grade One pupils of Sto. Niño Elementary School, forty (40) or fifty percent with ECE (Early Childhood Experience) and forty or fifty percent without ECE (Early Childhood Experience).

Pupils were chosen based on the result of School Readiness Assessment Test (SReA). Those who had undergone schooling before entering Grade One were categorized as pupils with early Childhood Experience (ECE) and those who had not undergone schooling before entering Grade One were categorized as without Early Childhood Experience (ECE). After the validation of questionnaire, pre- test was administered by the researcher. After the Eight Week Curriculum implemented, post test was administered by the researcher to the two groups of pupils to have thorough analysis and evaluation of pupil’s academic performance. Upon the retrieval, the data obtained were checked, tallied, tabulated, analyzed and interpreted by the researcher.

This study used the one group Pre-test – Post test Experimental Design (Adanza, 2002), where two groups of children: with Early Childhood Experience (ECE) and without Early Childhood Experience (ECE) took the pre-test and post test. The following statistical treatments were used to measure the data are as follows: mean used to determine the pre-test and post test score of the respondents. The t-test was employed to determine the significant difference between the mean scores between pupils with and without Early Childhood Experience (ECE) and their performance.

Findings

The salient findings of the study are as follows:

There were forty (40) or fifty percent (50%) Grade One pupils with Early Childhood Experience (ECE) and forty (40) or fifty (50%) Grade One pupils without Early Childhood Experience (ECE).

The pre-test scores of pupils with Early Childhood Experience (ECE) in Sensory Discrimination skills were almost perfectly obtained while Construction and Visual Motor Integration got only three (3) correct answers. It may be implied from the result that pupils with Early Childhood Experience (ECE) were advantageous for school works because they had experience going to school. It can be noted that different skills were well performed.

The pre-test scores of pupils without Early Childhood Experience (ECE), Numeracy got the highest scores while Construction and Visual Motor Integration got the lowest score. The findings revealed that pupils without preschool had experience difficulty since they were not much prepared in going to school.

The post scores of pupils with ECE got almost perfect in all the indicators listed. It only shows that they can perform very well and having preschool education is very important for young learners so that they could bring out their best when it comes to academic performance.

The post scores of pupils without ECE have improvements after using the Eight-Week Curriculum. But still they find difficulties in answering some of the indicators. The main reason is they lack preparations in entering Grade I because they did not attend preschool.

The test of difference between the post test scores of pupils with and without Early Childhood Experience revealed significant findings in Sensory Discrimination (with mean difference=2.80), Concept Formation (with mean difference=4.60); and Construction and Visual Motor Integration (with mean difference=16.00).

The test of difference between the two groups in the post test scores in Numeracy (with a mean difference=11.60) and Reading Readiness (with mean difference=16.80) are not significant after using the Eight Week Curriculum.

The findings are significant as shown by the t-values for the indicated competencies in the following skills: Sensory Discrimination (3.255), Concept Formation (3.286) and Construction and Visual Motor Integration (2.708), Numeracy with (t-value=2.141) and Reading Readiness (t-value=2.06) reveal results that are not significant. The null hypothesis tested in the study is partially sustained at 0.5 level.

Conclusions

The following conclusions were derived out of the findings of the study:

1. The pupils with Early Childhood Experience (ECE) can perform better because of their preschool experience.

2. There is a significant difference between the post test score of pupils with and without Early Childhood Experience in terms of the following: Sensory Discrimination, Concept Formation and Construction and Visual Motor Integration. The null hypothesis posited is partially sustained in the study.

3. There is no significant difference between the post test score of pupils with and without Early Childhood Experience in terms of the following: Numeracy and Reading Readiness, thus the hypothesis is partially accepted.

Recommendations

Based on the findings and conclusions made, the following are recommended:

1. Consistent monitoring of School Readiness Assessment Test (SReA) result may be strictly observed.

2. Since it was found out that pupils with Early Childhood Experience (ECE) have a little advantage over pupils without early preparation of schooling, may they be separated from those without ECE. In so doing, the focal point of instruction would be directly given to them in such a manner no consideration of leaving out the other group.

3. Implementation of the Eight – Week Curriculum may be further developed to help the young learners specially the pupils without Early Childhood Experience (ECE).

4. Since it is now a mandate of the DEpEd that all children should take the Early Childhood Education program before they enter the first Grade level, it is hereby further recommended that parents must be responsible enough in the development process of their children cognitive. They may be cooperative and work in hand with the school system.

5. Parents may provide more quality time for their children. Parents may actively engage in working together with the teacher for their children’s progress and development.

BIBLIOGRAPHY

A. BOOKS

Andaya, Olive Joy F., Samson, Pacita L., Tuason, Rebecca Anna D. “Introduction to Early Childhood Education”, Philippine Normal University, Isabela Campus-Alicia, Isabela.2010

Bustos Alicia and Espiritu /Soccoro “Psychological, Anthropological and Sociological Foundation of Education”, Manila: Katha Publishing House, Co., Inc. 1985.

Caplan Theresa and Frank “The Early Childhood Years”, New York: Putnam Publishing Group, 1983.

Clark, Alicia B. “First Grade Readiness: Help your Child by Getting the Timing Right”. 2002.

Curtis, Audrey and O’Hagan, Maureen “Care and Education in Early Childhood: A Student’s Guide to Theory and Practice 3rd Edition, 2 Park Square Milton Park, Abingdon, Oxon OX144RN.2010.

Department of Education Module. The Basic Education Curriculum, Meralco Ave., Pasig City.2002.

Feldman, Robert S. “ Psychology and Your Life”, Mc Graw-Hill Companies, Inc.,1221 Ave. Of the Americas, New York, NY,10020.

Ferguson, Chris and Lucy Wood. “Easing the Transition from Prep to Kindergarten: What Schools and Families Can Do to Address Child Readiness and, A Strategy Brief of the National Center for Family and Community Connections with Schools.2005.

Gardner, John and Walsh, Glenda “ Assessing the Quality of Early Years Learning Environments”, Queen’s University Belfast. June 2007.

Gilmore, June and Jmaes Uphoff. First Grade Readiness. 2002.

Gines, Adelaida C. Educational Psychology. Philippines: Rex Printing Company, Inc., 1999.

Groark, Christina J. “ Evidence-Based Practices and Programs for Early Childhood Care and Education. Corwin Press. 2006.

Kagan, Sharon Lynn “ Readiness 2000: Rethinking Rhetoric and Responsibility”. Phi delta Kappan.2000.

Katz, Lilian G. “Readiness: Children and Schools. Urban, Illinois: ERIC Clearing house on Elementary and Early Childhood Education. 2001

B.UNPUBLISHED MATERIALS

Dato, Amelia Daileg “Readiness for Grade One Pupils With and Without Early Childhood Experiences: A Comparative Analysis”, Unpublished Master’s Thesis, Tarlac State University, Tarlac City. 2009.

Eugenio L.M. “ Value Orientation, Decision Making Styles, and Performance of Elementary Schools Administration”, Unpublished Doctor’s Dissertation, MMSU, Laoag City. 1992.

Isidro, Chantille Rose A. “Instructional Module in Reading Readiness Among Grade One Pupils of Placido Escudero Memorial School” Unpublished Master’s Thesis, Laguna State Polytechnic University, San Pablo City.2012.

Navo, Jocelyn P. “ Factors Correlates and Reading Level of Grade One Pupils in Bula District School Year 1995-1996” Unpublished Master’s Thesis, Univesidad de Sta. Isabel, Naga City, 1999.

Opido, Patson P. “ Factors Affecting Grade School Performance of Student with Preschool Education” Unpublished Master’s Thesis. Isabela.2010.

Palo, Irene D. “Implementation of Eight – Week Curriculum: An Assessment” Unpublished Master’s Thesis, Laguna State Polytechnic University, San Pablo City. 2011.

Walsh, Glenda “ Assessing the Quality of Early Years Learning Environments”, Unpublished Master’s Thesis, Queen’s University Belfast. June 2007.

B. JOURNALS/MAGAZINES

Angara Seeks Program for Quality Early Childhood Education, Manila Bulletin, September 19, 1997.

DECS Order Memo No. 107, S. 1989. Standards for The Organization and Operation of Preschools.
DECS Memo No. 45, S. 1995. Integration of Preschool Experiences in Grade One.

Ferguson, Chris and Lucy Wood. “Easing the Transition from Prep to Kindergarten: What Schools and Families Can Do to Address Child Readiness and, A Strategy Brief of the National Center for Family and Community Connections with Schools.2005.

Hair, Elizabeth “ Patterns of School Readiness in Children and School Entry. Early Childhood research Quarterly, Vol.12. 2006.

Nicanor, Silverio M. “Feedbacks About the Six-Year Old Grade One Pupils Enrolled in Elementary School. The Modern Teacher. Vol. XLIX, No. 1, June 2000.

Petilla, Jupiter L. “ Pre- Elementary Education”. Vol.LIX, No. 7. December 2010.

Quinto, H.S. “ Integration of the Early Childhood Education.“ The Modern Teacher. Manila. 2001.

D. INTERNET LINKAGES

( faigekobre.hubpages.com)

(www.dest.gov.au/nr/rdon lyres)

(www.personalityresearch.org/action/sense.html)

(www.deped.gov.ph)

(www.google.com.ph.)

(www.ilo.org/wcmsp5/groups/public)

(www.tanikalangfilipino.com.ph)

(www.wikipedia.org/wiki/learningtheory)

APPENDIX A: LETTER OF REQUEST

Republic of the Philippines Region IV-A CALABARZON DIVISION OF SAN PABLO CITY Dapdapan District, San Pablo City, Laguna

MRS. MARIETTA AMORAO OLAZO
Head Teacher III
Sto. Niño Elementary School
San Pablo City

Dear Ma’am:

Greetings of Peace be with you!

I would like to secure your permit to conduct a research for my Master’s Thesis in Master of Arts in Guidance and Counselling at Laguna State Polytechnic University- San Pablo City Campus. It is entitled An Evaluation of Academic Performance of Grade One Pupils With and Without Early Childhood Experience of Sto. Niño Elementary School. This study will cater Grade One pupils of our school under your supervision.

In this connection, I am seeking your permission to allow the grade one pupils to be the respondents in my study.

Your positive response regarding these matters would definitely open an avenue to make this professional endeavour of mine is a success.

Respectfully Yours,

FLORENCE B. GLORIOSO-REMENTILLA Researcher

APPENDIX B: LETTER OF REQUEST Republic of the Philippines Region IV-A CALABARZON DIVISION OF SAN PABLO CITY Dapdapan District, San Pablo City, Laguna

Dear Ma’am:

Greetings of Peace!

I am a M.A. student of Laguna State Polytechnic University. At present, I am conducting a research entitled An Evaluation of Academic Performance of Grade One Pupils With and Without Early Childhood Experience of Sto. Niño Elementary School.

I would like to solicit your kind assistance by answering the attached questionnaire. Your honest and sincere response is necessary for the research. Rest assured that whatever the data gathered will be strictly confidential. Thank you very much.

Respectfully yours,

FLORENCE B. GLORIOSO-REMENTILLA Researcher

APPENDIX C
Enclosure No. 1 to DepEd Order No. 13, s. 2006

SCHOOL READINESS ASSESSMENT TEST FOR GRADE I
( Pupil Rating Sheet )
PUPIL’S NAME:________________________________________________________ ( First Name, M.I. Surname)
SEX: - Male - Female Date of Birth:____/____/____ Age of Pupil: _____________
Date of Assessment: ____/_____/______
Attended: Day Care Preschool
| | |ASSESSMENT |
| | | | |
| |Domain |Upon Enrolment |After 8th Week Curriculum |
| | | | | | |
| | |Present |Comments |Present |Comments |
| |
|COGNITIVE |
| |
|Sensory Discrimination / Classification |
| | | | | | |
|1 |Discriminates Texture | | | | |
| |Arranges objects according to size | | | | |
|2 | | | | | |
| |From smallest to biggest | | | | |
| |Sorts objects based on two | | | | |
|3 | | | | | |
| |Attributes | | | | |
| | | | | | |
|4 |Identifies same and different shapes | | | | |
| | | | | | |
|5 |Draws geometric forms | | | | |
| |
|Concept Formation |
| | | | | | |
|1 |Groups and states functions of common household items | | | | |
| | | | | | |
|2 |Shows/ points to left and right sides of body | | | | |
| | | | | | |
|3 |Completes statements showing | | | | |
| | | | | | |
| |simple analogy | | | | |
| | | | | | |
|4 |Identifies absurdities in pictures | | | | |
| |(e.g. Ano ang mali sa larawang ito?) | | | | |
| | | | | | |
|5 |Conserves number | | | | |
| |
|Numeracy |
| | | | | | |
|1 |Points out which has more or less | | | | |
| | | | | | |
|2 |Counts up to 10 objects | | | | |
| | | | | | |
|3 |Sequences numerals 1-10 | | | | |
| | | | | | |
|4 |Identifies the missing number in a | | | | |
| |Sequence | | | | |
| | | | | | |
|5 |Adds and subtracts combinations to 10 | | | | |
| |
|Reading Readiness |
| | | | | | |
|1 |Identifies shape | | | | |
| | | | | | |
|2 |Recites or sings | | | | |
| | | | | | |
|3 |Names upper and lower case letters | | | | |
| | | | | | |
|4 |Matches letter with sound of letter | | | | |
| | | | | | |
|5 |Reads 3-4 letter words | | | | |
| |
|Construction and Visual-Motor Integration |
| | | | | | |
|1 |Replicates a pattern by drawing | | | | |
| | | | | | |
|2 |Copies letter/numeral from model | | | | |
| | | | | | |
|3 |Identifies the missing object in a | | | | |
| |given pattern | | | | |
| | | | | | |
|4 |Sequences events through pictures | | | | |
| | | | | | |
|5 |Assembles simple puzzles | | | | |

CURRICULUM VITAE

A. Personal Data

Name: FLORENCE GLORIOSO REMENTILLA Address: Blk. 26 Lot 7 Sto. Niño Homes Subd., Brgy. Sto. Niño, San Pablo City, Laguna Sex: Female Date of Birth: December 9, 1976 Civil Status: Married Citizenship: Filipino Spouse: Eugenio P. Rementilla Child: Jireh G. Rementilla

B. EDUCATIONAL ATTAINMENT

Elementary: Tanza Elementary School Brgy. Tanza, E.B. Magalona, Negros Occidental March 1990

Secondary: Tanza National High School Brgy. Tanza, E.B. Magalona, Negros Occidental March 1994

College: Bachelor of Science in Elementary Education San Pablo Colleges Hermanos Belen St., San Pablo City Laguna March 2001

Graduate Studies: Laguna State Polytechnic University Brgy. Del Remedio, San Pablo City Laguna

Master of Arts in Education Major in Guidance and Counseling April 2013

C. ELIGIBILITY Licensure Examination for Teachers Professional Regulation Commission August 25, 2002

D. SEMINARS ATTENDED ❖ Seminar on English Proficiency and Process Skills October 22-24, 2012 San Pablo Central School, San Pablo City

❖ Division-Wide Capacity Building of all Grade I Teachers on K to 12 Basic Education Curriculum Implementation Demonstration Teacher May 14-19, 2012 Maria Paz Garden Resort, Brgy. Sta. Felomina San Pablo City

❖ National Seminar on Mother Tongue - Based Multi Lingual Education July 29-31, 2011 Baguio Convention Center, Baguio City

❖ 49th National Conference Workshop on Culture and Arts Education November 17-19, 2010 San Pablo Central School, San Pablo City

E. WORK EXPERIENCES Primary Teacher Light Christian Academy 1996 - 1999 San Pablo City Primary Teacher CREST Christian Academy 1999 – 2001 San Pablo City Primary Teacher Brightland School International 2001 – 2002 Calauan, Laguna Teacher III Sto. Niño Elementary School 2003 - to date San Pablo City

frementilla@yahoo.com

-----------------------

I. School Readiness
Assessment (SReA)

- With Early Childhood Experience (ECE)

- Without Early Childhood Experience (ECE)

Pupil’s Academic Performance

a. Sensory Discrimination

b. Concept Formation

c. Numeracy

d. Reading Readiness

e. Construction and Visual Motor Integration

Bibliography: Bustos Alicia and Espiritu /Soccoro “Psychological, Anthropological and Sociological Foundation of Education”, Manila: Katha Publishing House, Co., Inc. 1985. Caplan Theresa and Frank “The Early Childhood Years”, New York: Putnam Publishing Group, 1983. Clark, Alicia B. “First Grade Readiness: Help your Child by Getting the Timing Right”. 2002. Gilmore, June and Jmaes Uphoff. First Grade Readiness. 2002. Gines, Adelaida C. Educational Psychology. Philippines: Rex Printing Company, Inc., 1999. Groark, Christina J. “ Evidence-Based Practices and Programs for Early Childhood Care and Education. Corwin Press. 2006. Katz, Lilian G. “Readiness: Children and Schools. Urban, Illinois: ERIC Clearing house on Elementary and Early Childhood Education. 2001 B.UNPUBLISHED MATERIALS Dato, Amelia Daileg “Readiness for Grade One Pupils With and Without Early Childhood Experiences: A Comparative Analysis”, Unpublished Master’s Thesis, Tarlac State University, Tarlac City. 2009. Eugenio L.M. “ Value Orientation, Decision Making Styles, and Performance of Elementary Schools Administration”, Unpublished Doctor’s Dissertation, MMSU, Laoag City. 1992. Navo, Jocelyn P. “ Factors Correlates and Reading Level of Grade One Pupils in Bula District School Year 1995-1996” Unpublished Master’s Thesis, Univesidad de Sta. Isabel, Naga City, 1999. Palo, Irene D. “Implementation of Eight – Week Curriculum: An Assessment” Unpublished Master’s Thesis, Laguna State Polytechnic University, San Pablo City. 2011. B. JOURNALS/MAGAZINES Angara Seeks Program for Quality Early Childhood Education, Manila Bulletin, September 19, 1997. DECS Order Memo No. 107, S. 1989. Standards for The Organization and Operation of Preschools. DECS Memo No. 45, S. 1995. Integration of Preschool Experiences in Grade One. Hair, Elizabeth “ Patterns of School Readiness in Children and School Entry. Early Childhood research Quarterly, Vol.12. 2006. Quinto, H.S. “ Integration of the Early Childhood Education.“ The Modern Teacher. Manila. 2001.