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Chapter I

THE PROBLEM

Introduction

“The first years of life are important because what happens in early childhood

can matter in a lifetime.” (Harvard, 2009)

Early learning experiences of children have a profound effect on their

development. In these early interactions, it directly affects the way connections are

made in the brain. These are crucial to the future well-being of children, and establish

the foundation for the acquisition of knowledge and skills that will affect later learning

and behavior. Ontario (2006) stated that before they go to school, children have been

learning in a variety of environments such as in their homes and in childcare and

community settings. At different stages of development, children arrive at school with

different backgrounds and experiences and at different stages of development. Positive

early experiences with school are of paramount importance to young children.

Children prosper within classrooms that meet their physical and developmental needs

and that provide a secure, respectful, and nurturing environment.

The Kindergarten years are also substantial time in children’s total

development. It provides a variety of learning opportunities and experiences that are

based on assessment information and the strengths, needs, and interests of the

children. It is vital that collaboration of both teachers and community to provide

inspiring and engaging learning experiences that will boost children’s confidence and
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to provide a strong foundation for their future intellectual, physical and social

development.

Republic Act 10157 also known as Kindergarten Education Act states that

kindergarten education is vital to the academic and technical development of the

Filipino child for it is the period when the young mind’s absorptive capacity for

learning is at its sharpest. This act was signed into law by President Benigno Aquino

III on January 20, 2012 makes kindergarten “the first stage of compulsory and

mandatory formal education.” For public schools, the kindergarten education program

will be free of tuition and other school fees. With the Kindergarten Education Act, the

kindergarten education program will be comprised of one year of preschool education

for children aged five and above. The act also pushes for the conceptualization and

development of a regular training program for kindergarten teachers to ensure that

teaching styles, methodologies and approaches are always in line with modern trends

in and issues on education.

The Department of Education (DepEd) having been a strong advocate of early

childhood education has implemented various programs for preschoolers for decades

now. The Department further strengthens this through the inclusion of kindergarten in

the K to 12 basic education curriculums in the country. The Department of Education

believes that Kindergarten is a transition stage between informal literacy and formal

literacy (grade 1-12). This is the period of greatest growth and development, when the

brain develops most rapidly, almost at its fullest. It is a period when walking, talking,

self- esteem, vision of the world and moral foundations are established. Children at

this stage should be immersed with activities, games, and plays to naturally acquire the
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skills/competencies appropriate for their holistic development as emergent literates

and be ready for formal school.

National Association for the Education of Young Children (NAEYC) stated

that kindergarten is a critical year where children’s experiences nurture positive

approaches to learning and prepare children for the more rigorous academic

expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers

should guide the learners using an engaging and creative curriculum that is

developmentally appropriate.

Every Filipino child now has access to early childhood education through

Universal Kindergarten. At 5 years old, children start schooling and are given the

means to slowly adjust to formal education. Education for children in the early years

lays the foundation for lifelong learning and for the total development of a child. The

early years of a human being, from 0 to 6 years, are the most critical period when the

brain grows to at least 60-70 percent of adult size. The Department of Education

(2013) speculated that Kindergarten pupils learn the alphabet, numbers, shapes, and

colors through games, songs, and dances, in their Mother Tongue.

Each Filipino is entitled for a quality 12-year basic education program as

speculated in the Enhanced K to 12 Basic Education Program. In Article XIV, Section

2(1) of the 1987 Philippine Constitution specified that the State shall establish,

maintain, and support a complete, adequate, and integrated system of education

relevant to the needs of the people and society. The proposed bill which would

become the enabling law for the K-12 basic education program, House Bill 6643 or
 4

the Revised Basic Education Reform Act of 2012 has already been passed on second

reading.

It is the aim of the researcher to assess the status on the implementation of

kindergarten program in Inopacan District in terms of enrolments for the last 3 years,

participation rate, teachers’ qualification, instructional materials, budget allocations

and advocacy formation. The researcher has the needed competency with the years of

experience in the teaching profession and being able to observe really what is

happening with the present education wherein there is a need not to sacrifice quality

with that of quantity.

Conceptual Framework

This study is anchored on the legal basis of the Republic Act 10157 also

known as Kindergarten Education Act. It is an act institutionalizing the Kindergarten

Education into the Basic Education System and providing funds therefore. This was

approved last January 20, 2012 with implementing rules and regulations (DepEd

Order No. 32, s. 2012).

Early childhood education was strengthened through the creation of the Early

Childhood Care and Development Act of 2000 (Republic Act No. 8980). In 2011, the

Department of Education disseminated copies of Kindergarten Education Act through

Republic Act No. 10157 making it compulsory and mandatory in the entire nation.

As a provision in this law, children under five years old are required to enroll in

kindergarten in any public elementary school in the country. This goes with the

implementation of the K-12 system in the Basic Education Curriculum.

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The Kinder Program or Kindergarten is the first year of a Filipino child’s

formal opening under the K to 12 Basic Education Program. It is a 10 - month

program provided to children who are at least five (5) years old to prepare them for

Grade 1.

At the heart of the Kindergarten is the child. To ensure that children stay in

school, Kindergarten is engaging and play –based; follows developmentally

appropriate practices; immerses learners in meaningful experiences; and uses Mother

Tongue as the primary medium of teaching and learning.

Studies shows that children who participate in quality early childhood

“perform better in school, and become productive members of the community and

society” (UNICEF Philippines, 2015). That is why Kindergarten is vital to the

development of the Filipino child. Kindergarten is now mandatory and compulsory for

all Filipino children. (Republic Act 10157 and Republic Act 10533).

This study tries to go into the details on the underlying effects and defects, if

any of the Kindergarten Program implementation in the locale schools subjected in

this research work based on legalities of whole Kindergarten Program with the hope of

a more improved implementation.

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Republic Act 10157 or Kindergarten Education Act

Enrolment Participation Teachers’ Instructional Budget Advocacy

for the last Rate Qualifications Materials Allocation Formation

3 years

Challenges

Enhancement Plan

Figure1. Schematic Diagram of the Conceptual Framework

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The schematic diagram presented in figure 1 reflects the conceptual framework

of the research study. The paradigm shows that the study is focused on the Republic

Act No. 10157 known as “Kindergarten Education Act” and Republic Act 10533 as an

Act Enhancing the Philippine Basic Education System by Strengthening Its

Curriculum and increasing the number of years for Basic Education, Appropriating

Funds Therefor and for Other Purposes.

The illustration also depicts that one of the variables of the study is the

Enrolment for the last three (3) years which is a numerical value determined through

the summarized scores obtained from the different schools. Another variable of this

study is the Participation Rate which is also a numerical value determined through the

total number of school age pupils who are official enrolled in every barangay of the

municipality. Teacher’s qualification also is one of the variables of this study which

refers to the conditions of teachers who are teaching Kindergarten in the municipality

of Inopacan, Leyte. Another factor is the Instructional Materials which are very

important in teaching Kindergarten. Budget allocation also is necessary in this

program which partly taken from the school MOOE. The advocacy formation is

likewise significant in which different activities undertaken during the implementation

of this program.

The box of the bottom of the diagram manifests that this research is made with

the intension to formulate enhancement plan through the results of the study. The

formulation will be based on the findings and recommendations which the researcher

could make through the outputs of this research work. The output of this endeavor is

believed to be useful to all the locale community in particular where the respondents
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of this study are found in particular and also to the whole schools division in general.

The proposed enhancement plans are for a well-improved implementation of

Kindergarten Program in the different schools in the locale community of Inopacan,

Leyte and even the entire Leyte Schools Division will be aware of.

Statement of Purpose

The study aimed to determine the status on the implementation of

kindergarten program in Inopacan District for the School Year 2015-2016.

Specifically, the study seeks to answer the following questions:

1. What is the status of the kindergarten program in terms of:

1.1 enrolments for the last three (3) years;

1. 2 participation rate;

1. 3 teachers’ qualifications;

1. 4 instructional materials;

1. 5 budget allocation; and

1. 6 advocacy formation?

2. What were the perceptions of the stakeholders in the implementation of

the kindergarten program?

3. What were the challenges encountered by the teachers & parents in the

implementation of the kindergarten program?

4. Based on the findings of the study, what enhancement can be

proposed?
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Significance of the Study

This study is helpful in assessing the status on the implementation of

kindergarten program in Inopacan District is of great significance. The output of this

study may serve as a basis of the enhancement plan to look into further improvement.

Thus, this study is significant to the following entities:

The Kindergarten pupils are the main recipients of the program. They will be

benefited for the better learning outcomes.

The Teachers are the performer of the implementation. This study will provide

further ideas of the strategies on how to improve some weak points of the program

implementation and they have to check the progress in order to establish better

foundation of learning for the pupils.

The Parents would always look for the school which has something good to

offer their child. Better curriculum gives additional image to the school which attracts

more enrolees. With this kindergarten curriculum, parents would be more comfortable

for they know that their child will learn better if they are engaging kindergarten.

The Community is the location where the main recipients are benefited on the

better learning outcomes.

The School Administrators are the representatives of the agency which this

study will help them basically see to it that the flow of the implementation will

gradually transform the pupils’ performance in order to answer the objectives of the

program.
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The Department of Education is the agency of the government which is

responsible in promoting quality education. It is where there is a need for the strong

support toward the implementation of this program to the fullest extent.

The Researcher will serves as an enlightenment and enrichment in

understanding more about the implementation of the kindergarten program in

Inopacan District.

The Future Researchers will serve as an added reference if they make

researches similar in nature to make it more comprehensive and further validates the

present undertaking.

Definition of Terms

Terms are operationally defined as how it is used in the study to facilitate

understanding.

Advocacy Formation refers to the activities undertaken during the

implementation of the program.

Budgetary Allocation refers to the budget allocated for the implementation of

the Kindergarten program which partly taken from MOOE.

Enrolment refers to the highest enrolment expected in the municipality of the

Inopacan, Leyte for the School Year 2015 – 2016.

Instructional Materials refers to the instructional materials under K to 12

Program which include the availability of the instructional materials namely: visual

and printed.
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K to 12 Program means Kindergarten and the 12 years of elementary and

secondary education. Kindergarten refers to 5 years old cohort that takes a

standardized kinder curriculum. Elementary education refers to primary that involves

six or seven years of education.

Measures refer to the intervention program which the proponent has prepared

to resolve some issues arise during the implementation of the program.

Perceptions of the Stakeholders refer to the views of the parents and other

participants in the implementation of the program.

Participation Rate refers to the total number of school age pupils who are

officially enrolled in every barangay of the municipality.

Stakeholders refer to the teachers and parents that constitute as the informants

of the study.

Status refers to the present state of kindergarten program in terms of

curriculum as to enrolments for the last three (3) years, participation rate, teachers’

qualification, instructional materials, budgetary allocation, and advocacy formation.

Teachers’ Qualification refers to the conditions of teachers who are teaching

Kindergarten in the municipality of Inopacan, Leyte.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This research study applies review of related literature on the Kindergarten

Program implementation to provide the reader facts and concepts relative to the

importance of the department’s program in arriving at an improved school

performance and student achievement. Also, this research study utilizes review of

related studies in the hope to offer findings, recommendations and information on the

implementation of Kindergarten Program.

Related Literature

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School [SHS]) to provide sufficient time for mastery of concepts and skills,

develop lifelong learners, and prepare graduates for tertiary education, middle-level

skills development, employment, and entrepreneurship. Every Filipino child now has

access to early childhood education through Universal Kindergarten. At 5 years old,

children start schooling and are given the means to slowly adjust to formal education.

(Educational Reforms, 2012)

Pursuant to Republic Act No. 10157, otherwise known as the Kindergarten

Education Act, which aims to provide equal opportunities for all children accessible

mandatory and compulsory kindergarten and skills stimulation and values formation to

sufficiently prepare them for formal elementary schooling, the Department of

Education (DepEd) implements the Kindergarten Catch – up Education Program

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(KCEP) to five year-old children and above, who are unable to attend or finish any

kindergarten education during the school year (SY). (DepEd Order No.11 s. 2014).

Shapiro, 1983 speculated that kindergarten instruction was too permissive and

no longer intellectually stimulating for students. He cited also that school reform

efforts brought about several educational experiments such as the free school and open

school movements and ushered in the revival of Montessorisum in many kindergarten

programs. According to Seldon (2007), Montessori programs emphasize that

education is not something the teacher does, but it is a natural process that occurs

when children act on their environment and are involved in activities that inspire

learning.

Kindergarten teachers are clearly placing a greater importance and value on

students entering kindergarten with the necessary social and personal skills versus

coming to kindergarten with the necessary academic/cognitive skills (Denton et al.,

2000; Heaviside & Farris, 1993; Huey-Ling et al, 2003; Piotrkowski et al., 2001;

Rimm-Kaufman et al., 2000; Wesley & Buyssee, 2003). However, this does not mean

that kindergarten students are entering kindergarten with the necessary academic skills

for success in kindergarten (Denton et al, 2000; Rimm-Kaufman et al., 2000). Wesley

and Buyssee (2003) may have discovered the answer to this apparent disconnect

between kindergarten teachers’ views of the importance of personal and social skills

even though students are lacking cognitive skills as they enter kindergarten.

This viewpoint was also reported by West, Germino-Hausken, and Collins

(1993) when they stated that kindergarten teachers felt that it was not important for

students entering kindergarten to know their letters and numbers because they could
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impart these skills to their students during the kindergarten year. Kindergarten

teachers consistently consider it one of their major responsibilities to prepare students

for the personal and social demands of the K-12 school environment. Kindergarten

teachers view themselves as providing students with the appropriate school behaviors

that will assist them in being successful as they begin their school careers (Huey-Ling

et al., 2003).

As cited in the Public Library of Charlotte & Mecklenburg County (2008), an

effective kindegarten program is broad enough in scope to accomodate the varying

ranges in rate, timing and learning development that exist in young children. These

needs center upon the whole child mentally, physically, emotionally and socially. The

program for young child is planned by each teacher who knows about the ways young

children learn best. These are natural ways for children to use their capacities, to grow

and learn many skills.

The Philippine education system can become more competitive among other

countries around the world. Though there are still some problems that the government

needs to solve before they can successfully implement the plan. The proposed program

is good but it still won't work if the needed elements to make it work isn't present.  

Such elements includes the addressed problems mentioned above, especially the

number of public school classrooms plus the adequate supply of classroom chairs,

books, etc. If the government could allot a bigger budget to educational needs, then we

could be one-step ahead towards the success of the K-12 program.

According to Luistro (2013) that in Kindergarten, students learn the alphabet,

numbers, shapes, and colors through games, songs, and dances, in their Mother
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Tongue. Learning in Mother Tongue also serves as the foundation for students to learn

Filipino and English easily.

According to Luistro, (2013) '' Mas madaling matutunan 'yong konsepto 'pag

ang ginagamit ay 'yong kanilang nakagisnang wika... Kahit ano 'yung kanilang

karunungan sa bahay, ito po 'yung ating tinatanggap, na ito po 'yung kanilang initial

na kaalaman at walang mali doon. '' He wanted to empahasized that the teachers need

to adjust to the students' needs and use the language they are familiar with to teach the

necessary concepts. ''We want our schools to be learner-centered, meaning we take

thier needs into account when we teach. As much as possible we try to adjust to

facilitate learning.“ He further mentioned that Mother Tongue as a subject focuses on

the development of reading and speaking from Grades 1 to 3. As medium of

instruction the Mother Tongue is used in all learning areas from Kindergarten to Grade

3 except in the teaching of Filipino and English subjects.

The program aims to uplift the quality of education in the Philippines in order

for graduaqtes to be easily employed. The program also aims to meet the standards

required for professionals who would want to work abroad. Most importantly, the

system aims to fully enhance and develop the students in order for them to be well-

prepared especially in emotional and cognitive aspects. Though this, graduates will be

able to face the pressures of their future workplace. There may be a lot of factors to

consider for the K+12 Education to succeed but as long as they open their minds to

change and they will take it on a positive way, they will definitely attain the most

aspired educational standards which will play a great role in the country's development

and will therefore uplift them from poverty (www.scribd.com, 2012).

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Batas Pambasa Blg. 232 or the education act of 1986 defines elementary

education as the first stage of compulsory education and usually corresponding to six

or seven grades, including preschool. To achieve universal primary education and

objectives of education for all (EFA) the inclusion of preschool currently known as

kindergarten in the basic education cycle making it free and compulsory is presently

being considered at the level.

DepEd-Cordillera Regional Director, Dr. Ellen Donato stressed out that in a

kapihan media forum at the PIA Regional Office stressed out that the K to 12 program

is not a burden of parents in terms of financial resources. But rather, it prepares the

children for the employable skills that could help them get jobs even after only

graduating from high school. Dar (2012) cited that the national government through

DepEd would be providing 13 years of free basic education - Kindergarten, six years

of elementary, four years of junior high school, and two years of senior high school -

to students in public schools.

After going through Kindergarten, the enhanced Elementary and Junior High

curriculum, and a specialized Senior High program, every K to 12 graduate will be

ready to go into different paths – may it be further education, employment, or

entrepreneurship (Department of Education, 2012).

Education Secretary Brother Armin Luistro expressed his appreciation over the

high approval rating, which showed that majority of Filipinos believe that K-to-12 will

better prepare students for work and college education. It is important to us that many

people are now beginning to appreciate the merits of K-to-12, a reform program that

will open more opportunities to our young people. (Department of Education, 2015).
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The Department of Education and the United States Agency for International

Development has also conducted an assessment of on-going information

communications technology for education (ICT4E) initiatives to better integrate ICT

in the K-to-12 Curriculum. Among the initiatives the assessment will include is the

DepEd Computerization Program (DCP), which deploys computer packages to public

elementary and high schools nationwide to support the teaching and learning process.

To date, the program has covered 51 percent of elementary schools and 88 percent of

high schools as of the beginning of school year 2011to 2012 (Department of

Education, 2015).

The improvement of the design and implementation of initiatives such as the

DCP, which have direct bearing to the overall reforms propounded by K-to-12, is an

important undertaking,” Luistro added (www.manilatime.com, 2015).

In a statement, President Benigno Aquino III said that his administration is

prioritizing education and, as proof, the DepEd budget will increase by P32 billion in

2011. The UN Educational, Cultural and Scientific Organization (UNESCO)

recommend that governments spend at least six percent of their GDP for education.

Former Education secretary Mona Valisno stated in a separated study that DepEd

needs at least P100 billion to fully address the shortage of 93,599 classrooms and

134,400 seats and P63 million for textbooks and scholarships. (Department of

Education, 2015).

Proponents of the program allude to the experience of St. Mary’s Sagada, a

school implementing K-12 that has been topping the National Achievement Test in

Mountain Province. However, aside from the K-12, the school also has a 1:20 teacher
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to student ratio and is not suffering any sort of shortage in faculty or facilities. The K-

12 will open doors for more jobs for the youth, even without a college diploma.

DepEd says that a K-12 program will improve the chances for youth employment as it

is aimed to improve technical-vocational skills through focusing on arts, aquaculture

and agriculture, among others. The K-12, it further states, will ensure that students

graduating at the age of 18 will have jobs, thus making them employable even without

a college degree. However, critics are quick to note that the Philippines, that has a

predominantly young population, also has the highest overall unemployment rate in

East Asia and the Pacific Region. According to World Bank study, the country also

has the highest youth unemployment rate. Young Filipino workers are twice as likely

to be unemployed than those in older age groups as they figure in the annual average

of at least 300,000 new graduates that add up to the labor force. (Department of

Education, 2015).

The Department of Labor and Employment (DOLE) reported in 2008 that 50

percent of the unemployed 2.7 million nationwide were aged 15 to 24. Of these,

461,000 or 35 percent had college degrees while about 700,000 unemployed youth

either finished high school or at least reached undergraduate levels. Therefore, the

persistent high unemployment rates may not be necessarily linked with the present 10-

year cycle but instead with the country existing economic system and the

government’s job generation policies. (Department of Education, 2015).

In the present 10-year cycle, the Department of Education argues, the quality

of education is reflected in the inadequate preparation of high school graduates for the

world of work or entrepreneurship or higher education. What the K-12 program aims
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to achieve, therefore, is to reinforce cheap semi-skilled labor for the global market.

With young workers, mostly semi-skilled and unskilled workers now making up an

estimated 10.7 percent of the total Filipino labor migrant population, it comes as no

surprise then that the government is now programming its youth to servicing needs of

the global market. (Department of Education, 2015).

Labor migration, however, has resulted in the brain drain of Filipino skilled

workers and professionals. Ironically, while the Department of Education and the

government mouths a so-called “professionalization” of the young labor force in

foreign markets, their significance to domestic development and nation-building is

sadly being undervalued at the expense of providing cheap labor under the guise of

providing employment. While proponents and advocates hail the Kto12 model as the

“saving grace” of youth unemployment, critics argue that it will only aggravate the

country’s dependence on labor export and the inflow of remittances that do not

necessarily contribute to substantive and sustainable nation-building. (Department of

Education, 2015).

Related Studies

Since there just few studies conducted here in the Philippines in relation to

Kindergarten program, most of the related studies taken were of the other countries.

Hatcher (2012), “Kindergarten Readiness and Preschools: Teachers’ and

Parents Beliefs Within and Across Programs”, expressed the beliefs that children

should have multiple opportunities for building literacy skills in preschool.

Barnidge (2005) “Phonological Awareness in the Kindergarten Classroom: How Do

Teachers Perceive this Essential Link from Oral Communication to Reading Skill

Development” indicated that kindergarten teachers reported a deficit in the academic skills of
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entering kindergartners. Kindergarten teachers in this study reported that only 47 percent of

students entering kindergarten were proficient in language and literacy skills and only 46

percent were proficient in mathematical thinking. They reported that 51 percent of entering

students had proficient personal and social skills.

Durkin (2006) in his study “Children who read early, two longitudinal studies”

mentioned that the extension of the concept of readiness into education earlier in this

century resulted in studies which concluded that reading was extremely limited.

However, early readers tended to come from families that were more willing to help

children learn to read.

Allan (2008), “Qualitative Study of Kindergarten School Readiness and

Personal and Social Development” expounded that Kindergarten is an important step

on the pathway of life-long learning and every child needs to be fully equipped for the

trip, including having the necessary personal and social skills to be successful on the

journey.

Early (2006), “Are teachers’ education, major, and credentials related to

classroom quality and children’s academic gains in pre – kindergarten? Stressed out

that education, training and credentialing are not consistently related to classroom

quality or other academic gains for children.

Rathbun (2004) “From Kindergarten through Third Grade Children’s

Beginning School Experiences”, described children’s achievement status in reading,

Mathematics and Science at the end of third grade. Information is presented on

children’s perceptions of their competence and interest in school subjects, their

relationships with peers, and their perceptions about any problem behaviors they

might exhibit.
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Valentini (2004), “Motivational Climate, Motor Skill Development, and

Perceived Competence: Two Studies of Developmentally Delayed Kindergarten

Children”, summarized that the mastery-climate group showed positive changes in

skill development and perceived physical competence, and this positive pattern of

change was maintained over time.

Brewster (2002) “Full – Day Kindergarten: Exploring an Option for Extended

Learning”, stressed out that choosing a kindergarten schedule depends on multiple

factors, including the students’ needs; the needs and wishes of parents, teachers,

administrators and community members; and the availability of space, teachers,

funding and other resources.

Baker (2002), “The Transition to Kindergarten: A Review of Current Research

and Promising Practices to Involve Families” clarified that the development of a

school and program transition team can facilitate successful school transition for

children and families alike. Working together, these teams, that include parents, can

ensure that family members become active and lifelong participants throughout their

child’s school transitions.

Hausken (2002), “Adjustment to Kindergarten: Child, Family and

Kindergarten Program Factors”, noted that the kindergarten year is important in

establishing competencies critical to children’s success and achievement in school,

and the lack of information on how children make the transition to kindergarten, this

study examined differences in parental reports of children’s adjustment behaviors for a

large, nationally representative sample of beginning public school kindergartners.

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Schweinhart (1993), “Significant Benefits: The High/Scope Perry Preschool

Study through Age 27, Monographs of the High/Scope Educational Research

Foundation, No. Ten”, reported that a longitudinal study assessing whether high-

quality, active learning preschool programs can provide both short- term and long-

term benefits to children living in poverty and at high risk of failing in school.

Koopmans (1991) “A Study of the Longitudinal Effects of All-Day

Kindergarten Attendance on Achievement” expounded that this evaluation of the long-

term effect of attending an all-day kindergarten program on academic achievement

found that students in Grade 1 who had attended the all-day program had a significant

advantage over students who had attended a traditional half-day program.

Studies cited by the researchers have also shown that the country’s education

program is equivalent to the 12-year education cycle followed abroad except that it is

being completed in only 10 years. The respondents of this research are the high

school students who will experience the implement of the K12 educational systems.

These researches analyze and study what will be the effects of the K12 educational

systems to the country, parents and students. The K12 plan will cost an estimated

annual investment of P30 billion over five years. This amount will increase the

Department of Education share of the national budget from about 12 percent to 14

percent. But the Department of Education had received as much as 18 percent of the

budget before. Countries considered poorer than the Philippine than the Philippines

invest K12 for their children. Filipino children deserve no less (www.studymode.com,

2015).
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Summary

The researcher understands from the different studies on Kindergarten Program

that is geared towards the improved school performance and best student achievement

through the collaborative efforts of the school stakeholders from whom shared

decision-making processes are expected. Here the school heads are empowered to take

the lead in all the undertakings of the school with the greatest participation of the

stakeholders. There is a need for all involved people to acquire the good planning

strategies for a best school operation based on the implementation of Kindergarten

Program. The implementation of Kindergarten Program is guided with several best

inputs and practices for the implementing individuals to be informed of. However,

studies revealed that the implementation is not yet a success knowing that most

schools are still far from the implementation, in spite of all measures and assistance

done by concerned personnel as in the case happening in the local community where

this study is to be conducted.

The foregoing statements and results of the studies enrich the

observations of the researcher as he personally perceives that there are really various

things to look into as reasons why the implementation of Kindergarten Program in the

schools is not yet successful. The feelings of misconceptions on what Kindergarten

Program really is still dominating on the school stakeholders and may be eradicated

the soonest time. School heads, teachers, parents, students and all other stakeholders

may be constantly informed of their functions for this undertaking. Perhaps, there are
 24

still a lot of important means that would help the stakeholders of the school to get into

what Kindergarten Program has been aiming to achieve.

Such reasons caused the researcher to conduct this study which he believes not

a duplication of the other studies having observed the need to at least see some means

that help improve the current conditions of Kindergarten Program implementation in

the entire Leyte Division in the Province of Leyte particularly in the school he is

currently in as the school head in the Municipality of Inopacan, Leyte. It should also

be noted that all insights by the researcher pertaining to extent of Kindergarten

Program implementation are solely a product of his personal opinion.

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Chapter III

RESEARCH METHODOLOGY

This chapter introduces the methodology adapted in this research study. This

includes a description of the research design, the salient features of the environment

and the kind and the number respondents involved. Also, covered in this chapter are

the justification of research instruments which discuss the variety of tools used the

collection of data, the data gathering procedure that explains how the whole process of

getting all desired data for the study, the ethical consideration that talks about proper

ethics on the conduct of this study, and data analysis that discusses the measures

applied in order to arrive at a certain fact.

Design

This study utilized a descriptive design because all information gathered about

the status on the implementation of Kindergarten Program in Inopacan District treated

without alteration and manipulation. All data gathered were taken as they were

provided and utilized solely for the purpose of this study. The researcher interacted

through questionnaires to collect the necessary information of the respondents

subjected to this research. Descriptive and numerical data on the perceptions of the

teachers and parents served as variables of this study transformed into quantities

which demonstrated relationships and associations between these variables.

Questionnaires utilized in this study are made in such a way to allow

respondents answer accurately as questions given are closed-ended that may provide

quantitative and qualitative information that can be tabulated in numerical form for the

readers to understand conveniently. This also included the qualitative analysis based
 26

on the results of the interview or report survey form which quantifiable information

were provided and needed for the formulation of statistical description about the

kindergarten program implementation as perceived by the teachers and parents.

Furthermore, results of the interview were taken as variables of this study, analyzed

thoroughly, quantified without alteration and treated in order to reach into a basis for

enhancement plan with regards to the Kindergarten Program implementation.

Environment

The research environment of the study was Inopacan District, Inopacan, Leyte.

Inopacan District is a government schools that caters to the educational needs of the

children. It is committed to its mission-vision of providing quality learning which

prepares children towards higher learning. It is located somewhere in Leyte.

Inopacan is subdivided into 20 barangays: Apid, Cabulisan, Caminto, Can-angay,

Caulisihan, Conalum, Delos Santos, Esperanza, Guadalupe, Guinsangaan, Hinabay,

Jubasan, Linao, Macagoco, Maljo, Marao, Poblacion, Tahud, Taotaon and Tinago.

This is the research environment chosen as to the accessibility and convenience of the

researcher.

Respondents

The respondents of the study were composed of the kindergarten teachers and

parent representatives in every school in the municipality of Inopacan in the Province

of Leyte. They were taken through the use of non-random purposive sampling in the

gathering of data. Non-random sampling was the sampling method that does not give

equal chance to give every kindergarten teachers and parents as respondents in the

study. The criteria were as follows:

 27

 For Kindergarten Teachers

a.) That they have been teaching kindergarten in Inopacan District.

b.) That they are eager to give extra time and effort in the research

undertaking.

 For Parent Representatives

a) That they are parents of the Kindergarten pupils in Inopacan District.

b) That they are willing to participate and support in the research endeavour.

Instruments

To measure the condition of the variables of this study, the questionnaires

composed of the following parts were utilized:

Part I was the Profile of the Respondents. This was divided into two subparts –

a) for teacher - respondents; and b) for a parent - respondents. The respondent was

going to provide personal information based on the items asked. He or she has the

option whether or not to identify his /her name as the right for privacy and

confidentiality was observed.

Part II was the Status of the Kindergarten Program. The respondent gave and

wrote some information asked about the status regarding on the enrolment for the last

three (3) years, participation rate, teachers’ qualifications, instructional materials,

budgetary allocation and advocacy formation.

Part III was the Perceptions of the Teachers on the Implementation of the

Kindergarten Program. Here, the respondent was given time to rate the extent of the

agreement and disagreement of the teachers on the implementation of the

Kindergarten Program. The respondent checked a particular rating scale given the
 28

indicators. The rating scale utilized in the items was based on the Likert’s three-point

scale. These items were anchored at (3) strongly agree; (2) agree and (1) disagree.

Part IV was the Perceptions of the Parents on the Implementation of the

Kindergarten Program. Here, the respondent was given time to rate the extent of the

agreement and disagreement of the parents on the implementation of the Kindergarten

Program. The respondent checked a particular rating scale given the indicators. The

rating scale utilized in the items is based on the Likert’s three-point scale. These items

were anchored at (3) strongly agree; (2) agree and (1) disagree.

Part V was the Challenges of the Teachers on the Implementation of the

Kindergarten Program. Here, the respondent was given time to rate the extent of the

agreement and disagreement of the teachers on the implementation of the

Kindergarten Program. The respondent checked a particular rating scale given the

indicators. The rating scale utilized in the items is based on the Likert’s three-point

scale. These items were anchored at (3) strongly agree; (2) agree and (1) disagree.

Part IV was the Challenges of the Parents on the Implementation of the

Kindergarten Program. Here, the respondent was given time to rate the extent of the

agreement and disagreement of the parents on the implementation of the Kindergarten

Program. The respondent checked a particular rating scale given the indicators. The

rating scale utilized in the items is based on the Likert’s three-point scale. These items

were anchored at (3) strongly agree; (2) agree and (1) disagree.
 29

Data Gathering Procedure

The researcher submitted research proposal title to the Dean of the graduate

school of the University of the Visayas, Cebu City for approval. The submitted and

approved title underwent proceedings handled by a committee who appraised and gave

comments for improvement of the paper presented. Then, the researcher requested

permission from the Schools Division Superintendent of the Division of Leyte in the

Province of Leyte to conduct the study in the schools where respondents were located.

The research questionnaires were distributed by the researcher to the

respondents through the school heads of the specified schools with considerations of

some agreements. In unison with the distribution of questionnaires, the researcher

assented with the school head of particular school as to the time and venue of the

conduct of Focus Group Discussion (FGD) in order to gather all respondents for

proper discussions on the implementation of Kindergarten Program with the presence

of all concerned people. The time and venue preferences were determined on the

consensus of the all respondents. This was done to give comforts to the respondents

upon providing answers to the questionnaires given and also for the researcher to

easily retrieve the instruments after the entire duration of the group discussion.

The respondents were given enough time to answer the questionnaire

preferably 30 to 60 minutes to answer the questionnaire. After which, the

questionnaires were collected or retrieved and subjected to further presentation,

analysis and interpretation of data. Then, a final draft was submitted for finalization

and corrections.
 30

It then will be supplemented with the use of perception checklists interview

guide. First, the researcher identified the informants, after identifying the respondents,

made the necessary interview after which the data were transcribed and coded, got

significant statements and clustered into themes for presentation and analysis of data.

Data Analysis

The data collected through the survey questionnaires were organized and

statistically treated with the utilization of some measurements and formulas in order to

arrive at a description of certain results which is the ultimate goal of this study. The

different challenges in this study were applied with appropriate formulas that required

results to come out. Results were analyzed, compared and then described for the

formulation of findings and recommendations. The following formulas were applied:

The responses of the respondents were subjected to statistical treatment with

the use of the simple percentage and weighted mean.

1) Simple Percentage

The simple percentage was used to determine the enrolments for the last 3

years, participation rate, teachers’ qualification, instructional materials, budgetary

allocation and advocacy formation. In finding the simple percentage, this will be

computed through multiplying the frequency by 100 divided by the number of

cases.

2) Weighted Mean

The Weighted Mean was used to determine the extent of the agreement and

disagreement of the stakeholders on the implementation of the kindergarten

program. In finding the weighted mean, this will be computed through the
 31

summation of frequency multiplied by weighted points divided by the number of

cases.

The following were the parameter limits of the perceptions of the parents and

teachers in the implementation of the kindergarten program:

Lower Limit Upper Limit Description

2.33 3.00 Strongly Agree

1.67 2.32 Agree

1.00 1.66 Less Agree

After having an agreement toward all formulated meanings, the process of

grouping all formulated meanings into categories were reflected a unique structure of

categorical scheme/themes that initiated. Each cluster of theme was analysed and

interpreted. After that, groups of clusters of themes were reflected a particular vision

issue incorporated together to form a distinctive construct of theme. Indeed, all themes

were internally convergent and externally divergent; meaning that each "formulated

meaning" was in one theme cluster that distinguished in meaning from other structures

(Mason, 2010).

Moreover, all emergent themes were defined into an exhaustive description.

After merging all study themes, the whole structure of the phenomenon on challenges

encountered by the teachers in the implementation of Kindergarten Program. After

which the researcher pursued an expert researcher who reviewed the findings in terms

of richness and completeness to provide sufficient description and confirmed that the

exhaustive description reflect the challenges encountered by the teachers in the

implementation of Kindergarten Program. Then, a reduction of findings were in which

 32

redundant, misuse or overestimate descriptions were eradicated from the overall

structure. It seems that such were made to emphasize on the fundamental structure.

Some amendments were applied to generate clear relationships between clusters of

theme and their extracted themes, which also eliminated some ambiguous structures

that weaken the whole description. And, lastly, validated study findings were made use

of “member checking" technique. It was undertaken through returning the research

findings to the participants and discussing the results with them. Participants' views on

the study results were obtained directly via phone call. This step was done by the main

researcher as he took the approval from the participants in advance during the first

interview. Eventually, all participants shown their satisfaction toward these results

which entirely reflect their feelings and experiences.

Acknowledge Bias

Biases will be prevented through the use of the perception checklists by being

subjective and comprehend well the data taken on the basis of the interview. By

acknowledging my bias, it will them work to gain a degree of scientific hardness. In

addition to Glasser and Strauss recommendation researchers will enter the field

without preconceived or a priori ideas of the subject areas, of what may be discovered

or where it may lead. However, many researchers have testified it was very difficult,

if not impossible, to totally divorce one's self from accumulations of knowledge and

experience with temper understanding, observation and interpretation. Thus, they

have to disclose information which may affect understanding. Disclosure considered

two things. Firstly, they inform the reader of areas where objectively may be at risk of
 33

not being absolute. And, more importantly through, it communicates with them, as

researcher, will be aware of these potential biases and endeavour to account for them.

Trustworthiness

In the conduct of the qualitative study, it is important to ensure engagement,

persistent observation, reflexivity, triangulation, comprehensive and vivid recording

with informants, member checking, searching and conforming an disconfirming

evidence and completing explanation, peer review and debriefing, inquiry audits,

disclosure of quality enhancement strategies, thick and contextual description,

research credibility and commitments.

Prolonged Engagement. In prolonged engagement, the researcher establish

relationship with that of the participants to gain their cooperation and ensure the

realization of the said undertaking through spending time by building friendship and in

the process contribute to the success of the research undertaking.

Persistent observation. In the conduct of the research, the researcher will

make persistent observation in order to get significant observations that deal with the

status of the kindergarten program and the perceptions of the kindergarten teachers

and parents on the implementation of this program.

Reflexivity. Successful research entails reflexivity and taking into

consideration the need for patience, allocate appropriate time and ensure that the

research undertaking conveyed important benefits to the participants and to the

researcher.

Comprehensive and Vivid Recording of the Informants. Success of the

research undertaking entails that the interview is comprehensive which covers the
 34

different domains of inquiry and ensure accurate recording since the data will be the

basis of the research undertaking.

Member Checking. The researcher will take into consideration that each

member of the research has duties and responsibilities to perform. They need to be

delegated with the important functions to ensure success in the research undertaking.

Searching and Conforming and Disconfirming Evidence. It is important

that the researcher will take into consideration important evidences and discarded

those are not important since it has an impact to the research undertaking.

Completing Explanation. There is a need for a thorough explanation on the

nature and purpose of the said undertaking that ensure reliable information that is

worthwhile of the present study.

Peer Review and Debriefing. The research is submitted for review and as

well as make critique on the strengths and weaknesses of the research for its

improvement.

Inquiry Audits. Audits will be performed by the researcher on the nature of

the outcome and output to ensure that the research is substantial and enriching to

ensure its validity and strength.

Disclosure of Quality Enhancement Strategies. The researcher will

communicate important findings that serve as basis for output and enhancement plan

on the status of the implementation of kindergarten program.

Thick and Contextual Description. The research will be thick and contains

contextual description on the basis of the themes that will be extracted from the
 35

responses of the informants and participants which will be subjected to further

analysis and presentation.

Research Credibility and Commitments. The researcher is committed to the

realization of the research and ensuring its credibility through a process that the

researcher takes into consideration.

Ethical Consideration

A. Risk - benefit assessment

The risk benefit of the said undertaking ensured that it benefits the kindergarten

teachers in the status on the implementation of kindergarten program in the

enhancement of learning.

B. Content, documentation of informed consent

The participants filled up the informed consent that ensures their voluntary

participation to the research undertaking and that they thoroughly understand the

nature and purpose of the said undertaking (see attachment). The participants were

briefed in order that they understand the research undertaking and ensure cooperation

that will yield positive outcome or result. Informed consent in which the participants

were asked to participate in the research undertaking, they were interviewed for

approximately 30 to 60 minutes about their perception on the implementation of

kindergarten program. The interview was tape recorded and took place in the school.

It also conveyed that the participation of the participants in the research undertaking

will be entirely voluntary and they can withdraw from the study at any time they wish.

It assured that the participants that the information was held with strict confidentiality.

The research was thoroughly explained to the participants and they understand the
 36

consent form and agreed to participate and they will be asked to sign in the signature

of participants and the date in which they signed. The goals of this study helped as a

basis of the enhancement plan to look into further improvement. The consent involved

a clear discussion of (1) participants status allowed the informants to know that the

information provided was used in presentations and publications; (2) study goals were

reflected the overall goals of the research study; (3) type of data that were collected

from the prospective informants; (4) procedures on how the study were done. In this

study, data collections were done through personal interview with the informants.

They filled up the informed consent that ensures their voluntary participation to the

research undertaking and that they thoroughly understand the nature and purpose of

the said undertaking; (5) nature of the commitment. In this study, the interaction

process with the informant was taken 30 to 60 minutes of their time; (6) sponsorship

or funding’s of the study; (7) selection of informant was mainly done through non-

random purposive sampling. In this study, researcher chose the informants on the

basis of the criteria. Informants were associated with potential risks of loss of time

and privacy. There were risks involved in the said undertaking as to the threats of the

lack of time to finish the undertaking considering this research was time – consuming

and the privacy involved in it that there was a need to ensure that the responses were

held with strict confidentiality and used for study purposes. The participation of most

especially during the interview process, consume their time. Scanning the informant’s

records and asking the informant to state personal and private information during the

interview process that lead to loss of privacy; (9) potential benefits. This study was

not only benefit the informants but also the researcher in the enhancement of the
 37

effectiveness of the implementation of Kindergarten Program to the fullest extent

promoting quality learning; (10) alternatives or another procedures and treatments that

can help the informants. With regards to this research, proper referral which included

the need to have proper communication for feedbacks and comments for changes that

take place. They were given referrals when there are questions that were answered to

avoid confusion and ensure clearer understanding of the research undertaking. It was

important that the researcher conveyed exchange of communication and feedbacks in

meeting halfway for the welfare of the people; (11) compensation. This study was

mainly non-monetary yet seminar was provided to the informants as a way of

incentive or compensation; (12) confidentiality pledge. A certificate of confidentiality

was given to informants that protect the study from force of involuntary disclosure. In

this study, the information given was kept confidential that used in publication and

presentation (see attachment); (13) voluntary consent. The participation was strictly

voluntary and informants were not force to participate in the study; (14) right to

withdraw and withhold information. Every informant of this study has the right to

withdraw from participation at any time and treated in the usual and customary

fashion; (15) contact information. To prevent bias and conflict of interest, it was

stated in the consent form the contact information of the researcher and affiliated

organization through Marites G. Arcilla at UV Main Colon St. Cebu City with the

Email Address: [email protected], Telephone Number: 416-8607 regarding

rights of study participants, including grievances and complaints. The researcher used

sound recorder during the interview which were destroyed after the transcription of

data.
 38

C. Authorization to access private information

The respondents were informed that they did not have access to the research

but only the researcher since he has the authority over the research undertaking. The

participants were informed on the output or the results of the research undertaking

since they will be the beneficiaries of the research. Inquiry audit was facilitated by the

researcher through seeking information of knowledgeable persons, outside the entity,

the purpose of which is to ensure performing the audit procedures. Researcher took

into consideration the disclosure of quality enhancement strategies that ensure that the

research substantial and enriching through collaborative effort. It ensures that

descriptions of the responses were narratively done. It ensures that the researcher’s

credibility was observed through ensuring that they can be trusted with the data and

that the responses of the informants were held with strictest confidentiality. The

researcher shown commitment in the research undertaking though making an elaborate

discussion of the subject matter and the responses of the informants formulated by

having a categorical scheme wherein themes were given analysis and interpretation.

D. Confidentiality procedures

The research ensured confidentiality through ensuring that the responses were

kept with strict confidentiality and for study purposes only through disposing of

instruments after it has been used to ensure the confidentiality of the research process.

Take the case with the use of audiotape after it has been transcribed, coded and

interpreted, the tape had destroyed to ensure the confidentiality of the research

process.
 39

E. Debriefings, communication and referrals

With regards to the research, proper referral included the need to have proper

communication for feedbacks and comments for changes that took place. Referrals

when there were questions that were answered to avoid confusion and ensured clearer

understanding of the research undertaking. It was not avoid that there was conflict of

interests between the members and it was important to deal with it in such a

diplomatic way in meeting halfway. It was important that the researcher conveyed

exchange of communication and feedbacks in meeting halfway for the welfare of the

people.

F. Incentives or compensation

This study was non-monetary but the researcher compensated by means of

incentives such as providing seminar or trainings to the informants on the benefits of

the implementation of kindergarten program.

G. Conflict of interest

There was no conflict of interest arouse in the study. The environment as well

as the informants was not personally connected and not influenced by the researcher

therefore, there was no bias associated with the study.

Chapter IV
 40

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Chapter IV gives the presentation, analysis and interpretation of data. It

answers the questions posed in the challenges. This chapter is divided into the status

of the kindergarten programs in terms of curriculum as to enrolment for the last three

(3) years, participation rate, teachers' qualifications, instructional materials under K to

12 Program, budgetary allocation (MOOE) and advocacy formation. The second part

deals with the perceptions of the stakeholders in the implementation of the

kindergarten program as to teachers and parents perceptions. The third part deals with

the challenges encountered by the stakeholders in the implementation of the

kindergarten program as to teachers and parents perceptions.

STATUS OF THE KINDERGARTEN PROGRAMS

The status of the kindergarten programs in terms of curriculum as to

enrolment for the last three (3) years, participation rate, teachers' qualifications,

instructional materials under K to 12 Program, budgetary allocation (MOOE) and

advocacy formation.

Enrolment Status

Table 1 shows the enrolment of the kindergarten for the last three (3) years

specifically S.Y. 2013-2014, S.Y. 2014-2015 and S.Y. 2015-2016.

Table 1
 41

Enrolment Status
S.Y. Percentag S.Y. S.Y.
Schools 2013-2014 e 2014-2015
Percentage
2015-2016
Percentage

Apid ES 12 2.85 13 2.78 14 2.97

Cabulisan ES 17 4.04 20 4.27 18 3.82
Caminto ES 10 2.38 8 1.71 5 1.06
Can-angay ES 12 2.85 16 3.42 14 2.97
Caulisihan ES 13 3.09 10 2.14 11 2.34
Conalum ES 50 11.88 65 13.89 60 12.74
Delos Santos ES 10 2.38 5 1.07 8 1.70
Esperanza ES 25 5.94 35 7.48 39 8.28
Guadalupe ES 22 5.23 25 5.34 23 4.88
Guinsanga-an PS 11 2.61 8 1.71 9 1.91
Hinabay ES 10 2.38 15 3.21 14 2.97
Inopacan CS 68 16.15 75 16.03 78 16.56
Linao PS 11 2.61 8 1.71 5 1.06
Macagoco ES 10 2.38 13 2.78 10 2.12
Maljo-Jubasan ES 31 7.36 20 4.27 25 5.31
Marao ES 15 3.56 20 4.27 18 3.82
Tahud ES 27 6.41 35 7.48 30 6.37
Taotaon ES 22 5.23 27 5.77 25 5.31
Tinago ES 45 10.69 50 10.68 65 13.80
TOTAL 421 100.00 468 100.00 471 100.00

As shown in table 1, the school that obtained the highest enrolment for the last

three (3) years was the Inopacan Central School with the enrolment of 68 or 16.15

percent for the S.Y. 2013-2014, 75 or 16.03 percent for the S.Y. 2014-2015 and 78 or

16.56 percent for the S.Y. 2015-2016. The schools that obtained the lowest enrolment

were Caminto ES with enrolment of 10 or 2.38 percent for the S.Y. 2013-2014, 8 or

1.71 percent for the S.Y. 2014-2015 and 5 or 1. 06 percent for the S.Y. 2015-2016 and

same holds true with De los Santos ES with 10 or 2.38 percent for the S.Y. 2013-2014,

5 or 1.07 percent for the S.Y. 2014-2015 and 8 or 1.70 percent for the S.Y. 2015-2016.

The findings implied that Inopacan Central School has the highest enrolment

considering that it is strategic, accessible and has the needed equipment and facilities.
 42

Participation Rate

` Table 2 shows the participation rate which is the total number of school age

pupils who are officially enrolled in school over the total number of school age pupils

living in that particular barangay.

Table 2
Participation Rate
Schools Ages 4-5 Enrolment Percentage
Apid ES 15 14 93.33%
Cabulisan ES 18 18 100%
Caminto ES 6 5 83.33%
Can-angay ES 15 14 93.33%
Caulisihan ES 11 11 100%
Conalum ES 60 60 100%
Delos Santos ES 8 8 100%
Esperanza ES 39 39 100%
Guadalupe ES 23 23 100%
Guinsangaan PS 9 9 100%
Hinabay ES 14 14 100%
Inopacan CS 78 78 100%
Linao PS 5 5 100%
Macagoco ES 10 10 100%
Maljo-Jubasan ES 25 25 100%
Marao ES 18 18 100%
Tahud ES 30 30 100%
Taotaon ES 25 25 100%
Tinago ES 65 65 100%
TOTAL 474 471 99. 36%

As shown in table 2, the schools that obtained the highest participation rate

with a 100 percent participation rate were Cabulisan ES, Caulisihan ES, Conalum

ES, Delos Santos ES, Esperanza ES, Guadalupe ES, Guinsangaan PS, Hinabay ES,

Inopacan CS, Linao PS, Macagoco ES, Maljo-Jubasan ES, Marao ES, Tahud ES,

Taotaon ES and Tinago ES. On the other hand, these schools that obtaining 100%

participation rate are the schools having the perfect total number of school age pupils

living in that particular barangay who are officially enrolled in school.

 43

Summing all of the percentages, it obtained an average weighted mean of

99.36 percent which is a good showing. This result implied that there is still a need to

enhance the participation rate of the schools to promote the success of the kindergarten

program under the K-12. Teachers have to be given sufficient in-service training on

content and pedagogy to implement this program.

Teachers’ Qualifications

Table 3 shows the teachers’ qualifications. Teacher qualifications, experience,

and skills are important variables in determining classroom quality and the chances of

children’s school success.

Table 3
Teachers’ Qualifications
Education Attainment
Schools
MAED/ MM/MA holder With Master’s Degree Units BS Graduate

Apid ES /
Cabulisan ES /
Caminto ES /
Can-angay ES /
Caulisihan ES /
Conalum ES /
Delos Santos ES /
Esperanza ES /
Guadalupe ES /
Guinsangaan PS /
Hinabay ES /
Inopacan CS /
Linao PS /
Macagoco ES /
Maljo-Jubasan ES /
Marao ES /
Tahud ES /
Taotaon ES /
Tinago ES /
TOTAL 1 13 5
Percentage 5.26 68.42 26.32
 44

As shown in table, majority of the teachers have educational attainment with

Master’s Degree Units only with percentage of 68.42 percent such as the following

schools: Cabulisan ES, Caminto ES, Can-angay ES, Esperanza ES, Guadalupe ES,

Guinsanga-an PS, Hinabay ES, Inopacan CS, Linao PS, Macagoco ES, Tahud ES,

Taotaon ES, Tinago ES. The school that has highest educational attainment of teacher

was Marao ES with 5.26 percent.

The findings implied that it was in Marao ES that has the highest educational

attainment of teachers. Thus, more qualified, competent and skilled teachers are better

in the imparting of quality learning among the pupils since the basic education is

critical.

Instructional Materials under K to 12 Programs

Table 4 shows the instructional materials under the K to 12 Program which

include the availability of instructional materials namely; visual and printed materials.

Visual materials include table blocks, wooden jigsaw puzzles, and picture dominoes,

lacing beads, counting frames, graphs, charts, globe and maps. On the other hand,

printed materials include big books, small books and posters. All instructional

materials that are provided to Kindergarten learners should be well-chosen, fit for

purpose, and safe to use and manipulate. Materials should be stimulating, lightweight,

and durable as well. All these instructional materials should be properly organized in

the Kindergarten classroom to maximize their utility.

Instructional materials are very supplemental in the learning of the pupils and

should not be taken for granted but given emphasis as to its importance. Instructional
 45

materials are the channels between the teachers and the students which promote

quality learning (Gregorio, 2007).

Table 4
Instructional Materials under K to 12 Programs
AVAILABILITY OF INSTRUCTIONAL MATERIALS
VISUAL MATERIALS PRINTED MATERIALS
School Table
Wooden Picture
Lacing Counting Big Small
Jigsaw Domin Graphs Charts Globe Maps Total Poster Total
Blocks Beads Frames Books Books
Puzzle os

Apid ES 4 4 4 4 4 4 13 1 1 39 9 14 4 27

Cabulisan ES 4 4 4 4 4 4 16 1 1 42 10 15 4 29

Caminto ES 4 4 4 4 4 4 13 1 1 39 3 15 3 21

Can-anagay ES 4 4 4 4 4 4 20 1 1 46 12 20 5 37

Caulisihan ES 4 4 4 4 4 4 15 1 1 41 10 20 2 32

Conalum ES 4 4 4 4 4 4 35 1 1 61 25 50 8 83

Delos Santos ES 4 4 4 4 4 4 10 1 1 36 8 10 2 20

Esperanza ES 4 4 4 4 4 4 30 1 1 56 25 45 8 78

Guadalupe ES 4 4 4 4 4 4 30 1 1 56 20 40 8 68

Guinsangaan PS 2 2 2 2 2 2 15 1 1 29 8 10 3 21

Hinabay ES 4 4 4 4 4 4 28 1 1 54 12 20 5 37

Inopacan CS 10 10 10 10 10 10 50 3 3 116 28 75 15 118

Linao PS 2 2 2 2 2 2 18 1 1 32 8 10 2 20

Macagoco ES 4 4 4 4 4 4 20 1 1 46 10 20 5 35

Maljo-Jubasan ES 4 4 4 4 4 4 25 1 1 51 20 30 5 55

Marao ES 4 4 4 4 4 4 30 1 1 56 23 25 6 54

Tahud ES 4 4 4 4 4 4 45 1 1 71 27 50 8 85

Taotaon ES 4 4 4 4 4 4 32 1 1 58 23 45 6 74

Tinago ES 6 6 6 6 6 6 45 3 3 75 35 60 10 105

TOTAL 80 80 80 80 80 80 490 23 23 1,004 316 574 109 999

As shown in Table 4 as to the instructional materials under K to 12 Program,

the teachers used only visual and printed materials in teaching. This implicated that

visual and printed materials helped us reach the objectives by providing emphasis to

whatever is being said. Clear pictures multiply the pupils’ level of understanding of

the materials presented and they should be used to reinforce the message, clarify

points, and create excitement.

Budgetary Allocation

Table 5 shows the budgetary allocation of the Kindergarten per school.

Budgetary allocation of the Kindergarten is not solely coming from the Maintenance
 46

and Other Operating Expenses (MOOE). MOOE covers the following; Traveling

Expenses - Local, Training Expenses, Office Supplies Expenses, Food Supplies

Expenses, Drugs and Medicines Expenses, Fuel, Oil and Lubricants Expenses, Other

Supplies & Materials Expenses, Water Expenses, Electricity Expenses, Postage and

Courier Services, Telephone Expenses - Mobile , Internet Subscription Expenses,

Janitorial Services, Extra Ordinary Expenses, Other General Services, Repairs and

Maintenance - Other Land Improvements , Repairs and Maintenance - School

Buildings, Repairs and Maintenance - Other Structures, Repairs and Maintenance -

Office Equipment , Repairs and Maintenance - Furniture and Fixtures, Fidelity

Bond Premiums, Printing and Publication Expenses, Other Maintenance and

Operating Expenses.

Table 5
Budgetary Allocation (MOOE)
Percentage of
Budgetary Allocation
Schools Kindergarten
Allocation Received
Allocation
Apid ES P 9, 025.00 722.00 8
Cabulisan ES 11, 084.00 1, 108.40 10
Caminto ES 6, 334.00 380.04 6
Can-angay ES 11, 163.00 1, 451.19 13
Caulisihan ES 8, 709.00 870.90 10
Conalum ES 16, 784.00 2, 517.60 15
Delos Santos ES 6, 175.00 370.50 6
Esperanza ES 16, 071.00 2, 410.65 15
Guadalupe ES 14, 884.00 2, 232.60 15
Guinsangaan PS 5, 225.00 261.25 5
Hinabay ES 10, 688.00 1, 068.80 10
Inopacan CS 39, 584.00 9, 896.00 25
Linao PS 4, 988.00 249.40 5
Macagoco ES 7, 205.00 576.40 8
Maljo-Jubasan ES 15, 359.00 1, 996.67 13
Marao ES 13, 063.00 1, 567.56 12
Tahud ES 16, 863.00 2, 469.45 15
Taotaon ES 11, 463.00 1, 490.19 13
Tinago ES 24, 463.00 4, 892.60 20
TOTAL/Average 249, 622.00 36, 579.20 14.65%
 47

As shown in table 5 as to the school that obtained the highest allocation was

Inopacan Central School with a percentage allocation of 25 percent. On the other

hand, the schools that obtained the lowest allocation were Guinsanga-an Primary

School and Linao Primary School. The findings implied that the highest allocation

went to Inopacan Central School as to its bigger population.

Summing all the allocation, it obtained a total budgetary allocation of Php 249,

622.00 and the allocation received was Php 36, 579.20 with a percentage of 14.65

percent. The findings implied that the allocated budget for Kindergarten has less

percentage. It is essential to increase the budget allocation in order to meet the

educational needs and foster quality learning among the children.

Advocacy Formation

Table 6 shows the advocacy formation which includes the activities undertaken

such as mass enrollment campaign, feeding program, and home visitation and PTA

conferences. Advocacy is a means to end, another way to address the problems that

we aim to solve formed through other programs.

Table 6
Advocacy Formation
Schools Mass Enrolment Twice a Week Home Visitation General PTA
Campaign Feeding Conference
Program
Tentative Actual % Pupils Pupils % No. of No. of % No. of No. of %
Enrolment Enrolment Enrolled Availed Households Households Parents/ Parents
Visited Members Attended

Apid ES 14 14 100 14 14 100 321 321 100 14 14 100

Cabulisan ES 18 18 100 18 18 100 455 450 98.90 18 18 100
Caminto ES 5 5 100 5 5 100 198 198 100 5 5 100
Can-angay ES 14 14 100 14 14 100 567 567 100 14 14 100
Caulisihan ES 11 11 100 11 11 100 208 208 100 11 11 100
Conalum ES 60 60 100 60 60 100 1453 1450 99.79 60 60 100
Delos Santos ES 8 8 100 8 8 100 210 210 100 8 8 100
Esperanza ES 39 39 100 39 39 100 1632 1628 99.75 39 39 100
Guadalupe ES 23 23 100 23 23 100 1398 1395 99.79 23 23 100
Guinsangaan PS 9 9 100 9 9 100 215 215 100 9 9 100
Hinabay ES 14 14 100 14 14 100 435 435 100 14 14 100
Inopacan CS 78 78 100 78 78 100 1870 1867 99.98 78 78 100
Linao PS 5 5 100 5 5 100 235 235 100 5 5 100
Macagoco ES 10 10 100 10 10 100 347 347 100 10 10 100
Maljo-Jubasan 25 25 100 25 25 100 1224 1224 100 25 25 100
 48

ES
Marao ES 18 18 100 18 18 100 1146 1146 100 18 18 100
Tahud ES 30 30 100 30 30 100 1342 1340 99.85 30 30 100
Taotaon ES 25 25 100 25 25 100 890 890 100 25 25 100
Tinago ES 65 65 100 65 65 100 1450 1449 99.93 65 65 100
TOTAL 471 471 100 471 471 100 15596 15575 99.87 471 471 100

As shown in table 6 as to the advocacy formation, it was found out that Mass

Enrolment Campaign was 100.00 percent; Twice a Week Feeding Program obtained a

percentage of 100.00 percent; Home Visitation obtained a percentage of 99.87 percent;

and General PTA Conference obtained a percentage of 100.00 percent. The activities

obtained an average percentage of 99.97 percent which was a very good showing on

the advocacy activities of the school which extended beyond the reach up to the

community in promoting the welfare of the pupils and building closer relationship

with the community. Advocacy built partnership between the school and community

through involvement in activities that promote the welfare of the children.

PERCEPTIONS OF THE STAKEHOLDERS IN THE IMPLEMENTATION

OF THE KINDERGARTEN PROGRAM

The second part of the study deals with the perceptions of the stakeholders in

the implementation of the kindergarten program as to teachers and parents

perceptions.

Teachers Perceptions

Table 7 shows the teachers perceptions in the implementation of the

Kindergarten Program. Teachers perceptions on the implementation of this program

really affects on the pupils performance either they master the concept or skills and

results a higher completion rates with the new curriculum in education systems the K
 49

to 12 Curriculum. Teachers are the best weapons in implemeting and fostering

learning to the pupils.

Table 7
Perceptions of the Teachers in the Implementation of the Kindergarten Program
N = 19
Frequency
Statements Weighted Interpretati
3 2 1 Mean on
1. K to 12 Programs provides children with 17 2 0 2.89 Strongly
mastery of concepts and skills. Agree
2. Kindergarten Program strengthens early 15 4 0 2.79 Strongly
childhood education Agree
3. Kindergarten Programs lay the foundation 18 1 0 2.95 Strongly
of lifelong learning. Agree
4. Kindergarten Program results in higher 16 3 0 2.84 Strongly
completion rates. Agree
5. Kindergarten Program ensures the needed 15 4 0 2.79 Strongly
preparations for children for primary Agree
education.
6. Kindergarten Program promotes total 16 3 0 2.84 Strongly
development of the child. Agree
7. Kindergarten Program geared towards in 19 0 0 3.0 Strongly
learning alphabet, numbers, shapes and Agree
colors through games, songs and dances.
8. Kindergarten Program aims to ensure 16 3 0 2.84 Strongly
access to early childhood education Agree
through universal kindergarten.
9. Kindergarten Program allows children to 14 5 0 2.74 Strongly
start schooling and are given the means to Agree
slowly adjust to formasl education.
10. Kindergarten Program ensures adjustments 17 2 0 2.89 Strongly
of children in preparation in primary Agree
education.
2.86 Strongly
Average Weighted Mean Agree

Legend: 2.33 – 3.00 -- Strongly Agree (Highly Perceived)

1.67 – 2.32 -- Agree (Perceived)
1.00 – 1.66 -- Less Agree (Slightly Perceived)
 50

As shown in table 7 the statement that obtained the highest weighted mean was

Kindergarten Program geared towards in learning alphabet, numbers, shapes and colors

through games, songs and dances with a weighted mean of 3.00 interpreted as Highly

Perceived. The findings implied that the statement is strongly favored without doubt.

On the other hand, the statement that obtained the lowest weighted mean was

Kindergarten Program allows children to start schooling and are given the means to slowly

adjust to formal education with a weighted mean of 2.74 interpreted as Highly

Perceived. The findings implied that the statement was strongly favored but without a

disagreement. It shown good implications.

Summing all of the mean ratings, it obtained an average weighted mean of 2.86

interpreted as Highly Perceived. The findings implied that the statement was strongly

agreed without a little doubt. Teachers perceived about the importance of the

kindergarten program in fostering quality learning and contributes to the improvement

of the performance of the children.

Parents’ Perceptions

Table 8 shows the parents’ perceptions in the implementation of the

Kindergarten Program. Parents have the right to discipline the child as may be

necessary for the formation of his/her character. The company of their children, the

primary right and obligations of their upbringing. Organize themselves or with

teachers for the purpose of providing a forum for discussion. Always set as good

example. Give the child affection, companionship & understanding. Supervise the

child activities. Coordinate w/ the school in activities that will involve their

participation. See themselves as partners in school program. Perform their roles as

expected.
 51

In table 8 as shown in page 51, the parents perceptions on the implementation

of the kindergarten program, the statement that obtained the highest weighted mean

was Kindergarten program geared towards in learning alphabet, numbers, shapes and

colors through games, songs and dances which obtained a weighted mean of 2.98

interpreted as Highly Perceived. The finding implied that the statement was strongly

favored without a little doubt. This is a very good showing on how parents perceived

on the importance of the implementation of kindergarten program.

Table 8
Parents Perceptions in the Implementation of the Kindergarten Program
N = 57
Statements Frequency WM Interpretation
3 2 1
1. K to 12 Program provides children with mastery of 50 7 0 2.88 Strongly Agree
concepts and skills. (Ang programa sa K-12 kay makatabang
sa mga bata na naay mastery sa mga importante nga
konsepto ug abilidad).
2. Kindergarten Program strengthens early childhood 52 5 0 2.91 Strongly Agree
education. (Ang Programa sa kindergarten kay
maglig-un sa edukasyon sa mga bata sa
sayu pa nga edad.)
3. Kindergarten Program lays the foundation of lifelong 53 4 0 2.93 Strongly Agree
learning. (Ang programa sa kindergarten kay usa ka
pundasyon nga pangmatagalan sa kindergarten.)
4. Kindergarten Program results in higher completion rates 51 6 0 2.89 Strongly Agree
(Ang programa sa kindergarten naghatag ug taas ug
completion rates)
5. Kindergarten Program ensures the needed preparations 52 5 0 2.91 Strongly Agree
for children for primary education. (Ang Kindergarten
Program kay nagprepara sa mga bata para sa pag enter nila
sa primera nga edukasyon.)
6. Kindergarten Program promotes total development of the 55 2 0 2.96 Strongly Agree
child. (Ang kindergarten program kay nagtabang sa
paghubog sa personalidad sa bata.)
7. Kindergarten Program geared towards in learning 56 1 0 2.98 Strongly Agree
alphabet, numbers, shapes and colors through games,
songs and dances. (Ang kindergarten program kay
nagtabang sa mga bata para makat-on sa alpabet, sa mga
numero, mga hugis ug pag kolor pinaagi sa mga duwa, kanta
ug mga sayaw.)
8. Kindergarten Program aims to ensure access to early 54 3 0 2.95 Strongly Agree
childhood education through universal kindergarten. (Ang
kindergarten program maoy pangandam sa mga bata sa
ilang sayo nga pag-eskuyla.)
 52

9. Kindergarten Program allows children to start schooling 51 6 0 2.89 Strongly Agree

and are given the means to slowly adjust to formal
education. (Ang kindergarten program kay naghatag ug
higayon sa mga bata para makaiskwela ug maka adjust sa
pormal na edukasyon.)
10. Kindergarten Program ensures adjustments of children in 49 8 0 2.86 Strongly Agree
preparation in primary education. (Ang kindergarten
program maoy paghatag ug adjustment sa mga bata para sa
preparasyon sa primero nga edukasyon.)
2.92 Strongly Agree
Average Weighted Mean

Legend: 2.33– 3.00 -- Strongly Agree (Highly Perceived)

1.67 – 2.32 -- Agree (Perceived)
1.00 – 1.66 -- Less Agree (Slightly Perceived)

On the other hand, the statement that obtained the lowest weighted mean was

Kindergarten Program ensures adjustments of children in preparation in primary education

with a weighted mean of 2.86 interpreted as Highly Perceived. The finding implied

that the statement was strongly favored without a little doubt. This gained a very good

showing and implied parents perceptions on the importance of the kindergarten

program in promoting the welfare of the children.

Summing all of the mean ratings, it obtained an average weighted mean of 2.92

interpreted as Highly Perceived. The findings implied that the statements were

strongly favored without a little doubt. This result showed that the parents were really

appreciate the importance of the Kindergarten Program.

CHALLENGES ENCOUNTERED BY THE STAKEHOLDERS IN THE

IMPLEMENTATION OFTHE KINDERGARTEN PROGRAM

The third part of the study deals with the challenges encountered by the

stakeholders in the implementation of the kindergarten program as to teachers and

parents.

Challenges Encountered by the Teachers

 53

Table 9 shows the challenges encountered by the teachers in the

implementation of the Kindergarten Program.

In table 9 as shown in page 53, the statement that obtained the highest

weighted mean was Lack of teaching strategies and techniques in the implementation of the

Kindergarten Program with a weighted mean of 2.89 interpreted as Highly Perceived.

The findings implied that the statement is strongly favored without doubt. On the

other hand, the statement that obtained the lowest weighted mean was My class size is

too large for me to go by the Kindergarten Program with a weighted mean of 2.05

interpreted as Perceived. The findings implied that the statement was strongly favored

but without a disagreement. It shown good implications.

Table 9
Challenges of the Tachers in the Implementation of the Kindergarten Program
N- 19
Frequency Interpre
Statements WM
3 2 1 tation
1. I do not understand the concept of the Kindergarten 5 10 4 2.05 Agree
Program.
2. The school don't have enough teaching and learning 10 5 4 2.32 Agree
materials to help me implement the Kindergarten
Program.
3. Lack of teaching strategies and techniques in the 17 2 0 2.89 Strongly
implementation of the Kindergarten Program. Agree
4. Lack of time in the writing the blocks of time/ lesson 10 6 3 2.37 Strongly
plan. Agree
5. I do not receive any in-service training on the 15 2 2 2.69 Strongly
Kindergarten Program. Agree
6. My class size is too large for me to go by the 6 8 5 2.05 Agree
Kindergarten Program.
7. The pupils do not understand the learning concepts when 10 4 5 2.26 Agree
I go by the Kindergarten Program.
8. The facilities in the school do not facilitate in the 12 6 1 2.57 Strongly
implementation of the Kindergarten Program. Agree
9. Parents do not involve themeselves in the implementation 10 6 3 2.37 Strongly
of the Kindergarten Program. Agree
10. The administration of the school do not support in the 9 8 2 2.37 Strongly
implementation of the Kindergarten Program. Agree
Average Weighted Mean 2.39 Strongly
Agree
 54

Legend: 2.33– 3.00 -- Strongly Agree (Highly Perceived)

1.67 – 2.32 -- Agree (Perceived)
1.00 – 1.66 -- Less Agree (Slightly Perceived)

Summing all of the mean ratings, it obtained an average weighted mean of 2.

39 interpreted as Highly Perceived. The findings implied that the statement was

strongly agreed without a little doubt.

Challenges Encountered by the Parents

Table 10 shows the challenges encountered by the parents in the

implementation of the Kindergarten Program.

Table 10
Challenges of the Parents in the Implementation of the Kindergarten Program
N-57
Frequency Interpr
Statements WM
3 2 1 etation
1. I do not understand the concept of the Kindergarten Program. 35 15 7 2.49 Strongly
(Wala ko kasabot aning Kindergarten Curriculum) Agree
2. The school do not have enough teaching and learning materials 15 2 2.68 Strongly
to help me implement the Kindergarten Program. (Ang 40 Agree
eskwelahan kulang ug materyalessa pagtudlo para sa pag-
implementar sa Kindergarten Curriculum)
3. The class size is too large for the teachers to go by the 25 20 12 2.23 Agree
Kindergarten Program. (Ang classroom dako ra para sa pagklase
sa mga bata sa Kindergarten.)
4. My child do not understand the learning concepts when I go by 37 13 7 2.53 Strongly
the Kindergarten Program. (Ang akong bata wala kasabot kun Agree
unsa ang konsepto sa Kindergarten Curriculum.)
5. The facilities in the school do not facilitate in the implementation 38 17 2 2.64 Strongly
of the Kindergarten Program. (Ang pasilidad wala makahatag ug Agree
dugang pasabot sa Kindergarten Program.)
6. Parents do not involve themeselves in the implementation of the 29 20 8 2.37 Strongly
Kindergarten Program.(Ang uban nga ginikanan wala mitabang Agree
pag implementar ani nga kurikulum.)
7. The administration of the school do not support in the 33 12 12 2.37 Strongly
implementation of the Kindergarten Program.(Ang Agree
administrasyon sa eskwelahan wala mitabang sa pagsuporta para
maimplementar ang kurikulum.)
Average Weighted Mean 2.47 Strongly
Agree

Legend: 2.33 – 3.00 -- Strongly Agree (Highly Perceived)

1.67 – 2.32 -- Agree (Perceived)
1.00 – 1.66 -- Less Agree (Slightly Perceived)
 55

As shown in table 10 the statement that obtained the highest weighted mean

was the school do not have enough teaching and learning materials to help me

implement the Kindergarten Program with a weighted mean of 2.68 interpreted as

Highly Perceived. The findings implied that the statement is strongly favored without

doubt. On the other hand, the statement that obtained the lowest weighted mean was

the class size is too large for the teachers to go by the Kindergarten Program with a

weighted mean of 2.23 interpreted as Perceived. The findings implied that the

statement was strongly favored but without a disagreement. It shown good

implications.

Summing all of the mean ratings, it obtained an average weighted mean of 2.47

interpreted as Highly Perceived. The findings implied that the statement was strongly

agreed without a little doubt. Parents encountered challenges on the implementation of

Kindergarten Program which affected greatly in fostering quality learning and

contributes to the improvement of the performance of the children.

PROPOSED MEASURES

Rationale

Implementation of the Kindergarten Program is important in promoting the

interest of the children through early education which develops their skills in

preparation for higher learning. Teachers and parents as stakeholders highly

perceived the implementation of the kindergarten program. Both the teachers and
 56

parents found the importance of kindergarten program in early preparation for children

in their higher learning and in the improvement of their performance.

In the implementation of the kindergarten program, it is important to take into

consideration the different areas such as the enrolment for the last three (3) years,

participation rate, teachers’ qualifications, instructional materials, budgetary allocation

and advocacy formation. On the basis of the findings, there is a need to enhance the

implementation knowing that there were weak areas that need to be taken into

consideration to promote quality learning among the kindergarten.

Objectives:

The following are the objectives:

1. Know the legal bases in relation to the implementation Kindergarten Program.

2. Enhance the implementation of the Kindergarten Program in Inopacan Distrct.

3. Identify and utilize community resources as context of learning and teaching.

4. Enrich collaboration between the administrators, teachers and parents in the

implementation of Kindergarten Program.

5. Recognize the roles & harness the support of the Local School Board, PTA &

other organizations & institutions, both GOs and NGOs.

Areas of Personnel Time Success

Objectives Strategies
Concern Involved Frame Indicator
Enrolment To increase enrolment Communication and SH, Teachers Throughout Increased enrolment
advocacy, such as and Parents the Period
enrolment campaign
Participation To increase Establish rapport with School Head, Throughout Increased
Rate participation rate the stake holders, Teachers and the Period participation rate
communication and Parents
advocacy
 57

Teachers’ To improve the Encourage them to School Head Throughout Improved educational
Qualification educational attainment enroll in graduate and Teachers the Period attainment of
of teachers studies teachers
Instructional To increase the Lecture, School Head, Throughout Improved instruction
Materials availability of Procurement of Teachers and the Period through availability
instructional materials Materials, Pupils of instructional
in the teaching of Visual Aids, materials
kindergarten Printed Materials and
Audio-visual
Budget To increase budget Solicitation School Head, Throughout Increased budget
Allocation allocation of PTA Teachers and the Period allocation resulting to
kindergarten program School Support Parents improve instruction

Advocacy To enhance advocacy School-Community SH, Teachers, Throughout Improved community

Formation formation between Projects and Parents the period and school
community and school Advocacy Programs Stakeholders relationship

ACTION PLAN FOR SCHOOL LEARNING ACTION CELL (SLAC)

ON EARLY LANGUAGE LITERACY AND NUMERACY (ELLN) PROGRAM
SY 2016 – 2017
Topics Date/Time Persons Resources Needed
Involved
1. Adaptation of K-3 Literacy and 29-Jul-16 School Head TG's
Numeracy Curriculum 3:00-5:00 P.M. K Teachers Lecturer's and videos

2. Development of appropriate and 5-Aug-16 School Head Web-based resources

contextualized instructional 3:00 - 5:00 P.M. K Teachers TG's
materials for literacy and Lectures and videos
numeracy development

3. Regional songs, rhymes, poems, 19-Aug-16 School Head Web-based resources

riddles and traditional literature 3:00 - 5:00 P.M. K Teachers TG's
(stories, fables, legends, etc. that Lectures and videos
can be used in language and
literacy classes)

4. Proper utilization or adaptation of 2-Sep-16 School Head Web-based resources

existing TG's, LM's and other 3:00 - 5:00 P.M. K Teachers TG's, LM's, IM's
IM's Lectures and videos

5. Designing of existing classroom 16-Sep-16 School Head Web-based resources

space, classroom resources, and 3:00 – 5:00 P.M. K Teachers
other school-based services for
improved student learning

6. Effective classroom management: 30-Sep-16 School Head Web-based resources

Transition tips and strategies for 3:00-5:00 P.M. K Teachers Lectures and videos
young learners
7. Training strategies or learning 14-Oct-16 School Head Web-based resources
designs for improved teaching 3:00-5:00 P.M. K Teachers Lectures and videos
 58

processes

8. Administration and use of Phil- 28-Oct-16 School Head Web-based resources

IRI as classroom-based 3:00-5:00 P.M. K Teachers Lectures and videos
assessment tool for reading Phil-IRI Materials

9. Other classroom-based assessment 11-Nov-16 School Head Web-based resources

protocols that can be used 3:00-5:00 P.M. K Teachers Lectures and videos
effectively in the schools

10. Developing beginning reading 2-Dec-16 School Head Web-based resources

skills (for early graders) 3:00-5:00 P.M. K Teachers

11. Developing numeracy skills 16-Dec-16 School Head Web-based resources

3:00-5:00 P.M. K Teachers Lectures and videos

12. Multi-media assisted instruction 6-Jan-17 School Head Web-based resources

3:00-5:00 P.M. K Teachers TG's

13. Planning, managing and 20-Jan-17 School Head Web-based resources

implementing differentiated 3:00 - 5:00 P.M. K Teachers TG's
instruction Lectures and videos

14. Developmentally appropriate 3-Feb-17 School Head Web-based resources

teaching practices 3:00 - 5:00 P.M. K Teachers Lectures and videos
Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Chapter V gives the summary of findings, draws the conclusions and offers the

recommendations.

SUMMARY OF FINDINGS

The key findings of this study revealed that Inopacan Central School has the

highest enrolment considering that it is strategic, accessible and has the needed

equipment and facilities. Majority of the teachers have an educational attainment with

Master’s Degree Units. Instructional materials used included visual, printed, audio

and audiovisual. It was found out that majority of the teachers used printed materials.

These are vital tool in teaching. Budget allocations were determined by on the

enrolment of the school. The activities obtained a very good showing on the advocacy

activities of the school which extend beyond the reach up to the community in
 59

promoting the welfare of the pupils and building closer relationship with the

community. Both teachers and parents perceived the program strongly. Different

challenges encountered by the teachers and parents. Proposed measures were

envisioned in the enhancement of the implementation of Kindergarten Program in

Inopacan District.

CONCLUSION

From the findings, a conclusion was drawn that both teachers and parents

highly perceived the importance of the implementation of the Kindergarten Program in

Inopacan District, Inopacan, Leyte. The implementation of the Kindergarten Program

was affected by the following factors: the status of the kindergarten program in terms

of enrolment for the last three (3) years, participation rate, teachers’ qualifications,

instructional materials, budgetary allocation and advocacy formation. This result met

the idea as one of the most well studied reforms, recommendations of either adding or

restoring the grade or adding an extra year or basic education have been put forward.

Kindergarten Program geared towards the improving the school performance and best

pupils’ achievement through the collaborative efforts of the school stakeholders from

whom shared decision-making processes expected.

Though there are rough roads as this program is on its implementation, yet

with the strong leadership of the School Head and the support of the stakeholders,

everything is possible to realize. Remember, if there is a will, there is a way, so

thinking positive outlook of the future would be of great help to attain the purpose of

this program.

RECOMMENDATIONS
 60

Considering that an enhancement program is the major contribution of this

study, the following recommendations were being articulated;

1. Implementation of the proposed measures for enhancement of the

implementation of the kindergarten program.

2. Increase the budgetary allocation for the kindergarten program.

3. Ensure that the availability of the materials should be to the fullest extent.

4. Enrich the advocacy formation to enhance school and community

relationship

REFERENCES
 61

REFERENCES

Baker, Marielle Bohan and Little, Prescilla M. D. (2002). Harvard Family Research
Project. 3 Garden Street, Cambridge, MA. Harvard Graduate School of Eduaction.

Education for Children in the Early Years accessed through depedgov.ph retrieved
last January 5, 2013.

Educational Reforms (2012). A Compilation from the Department of Education

Hatcher, Beth (2012), Kindergarten Readiness and Preschools: Teachers' and Parents
Beliefs Within and Across Programs, University of Maine at Farmington.

Implementation of the K-12 Program accessed through http:www.gov.ph retrieved

last January 5, 2013.

K12 Educational Systems accessed through www. studymode.com retrieved last

January 5, 2013.

K-12 Program accessed through www.manilatime.com retrieved last November 26,

January 5, 2013.

Locsin, Manuel (2006). History of the Philippine Educational. System. Makati:

Rex Publishing Company.
 62

Polit, Denise and Cherry Beck (2008). Nursing Research. U.S.A: Addison Wesley
Publishing Company.

Presidential Educational Reforms. Manila: Phoenix Publishing Company.

Ramirez, Efren (2012). Educational Reforms. Quezon City: Abiva Publishing

Company.

Whitney, Frederick (2007). Elements of Research. New York: McGraw-Hill

Company.

APPENDICES
 63

APPENDIX A
 64

APPENDIX B
 65

APPENDIX
 66

APPENDIX D
 67

APPENDIX E

QUESTIONNAIRE

Dear Respondent,
I am humbly asking your support to provide me information’s which are
needed for this research study a success. This is a requirement for my Master’s
Degree with the University of Cebu, Cebu City. Please do not leave any unanswered
item(s) as anything you provide is a help for my study. Rest assured is the
confidentiality of all information you might be giving to me. Thank you very much.
Gratefully yours,
JOEL P. DANTE
Researcher

Part I. Profile of the Respondents

a. For Teacher - Respondent

Name (Optional):
_______________________________________________________

School:
_______________________________________________________________

Years in Teaching Service (Please indicated number in years) :

_______________________
Please put check marks inside the bearing the description that best describe you.
a. Gender: Male Female

b. Civil Status: Single Married Others

c. Present Position: Teacher I

Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III

b. For Parent - Respondent

Name
(Optional):________________________________________________________
 68

Part II. Status of the Kindegarten Program

a. Enrolment for the last 3 years

S.Y. 2013- 2014 S.Y. 2014-2015 S.Y.2015-2016

M F T M F T M F T

b. Participation Rate

AGES 4-5 ENROLMENT PERCENTAGE

c. Teachers' Qualifications

Educational Attainment Check only the highest attainment you

have
Ed. D. / Ph. D. holder
With Doctoral Degree units
MAED/MM/MA/MS holder
With Master’s Degree units
BS Graduate

d. Instructional Materials under K to 12 Program

Availability of Instructional Materials

Visual Materials Printed Materials
Name Total Name Total

e. Budgetary Allocation (MOOE)

Budgetary Allocation Percentage of

Allocation Received
(MOOE) Kindergarten Allocation

f. Advocacy Formation

Activities Persons Involved

 69

III. Perceptions of the Tachers in the Implementation of the Kindergarten

Program

Direction: On the right hand column, kindly check the extent of the agreement and
disagreement of the teachers on implementation of the kindergarten program.

Strongly Agree (3) – this means that they strongly favor the statement without
a little doubt.

Agree (2) – this means that they favor the statement but with a little doubt.

Disagree (1) – this means that they do not favor the statement but with a little
agreement.

Statements 3 2 1
1. K12 programs provides children with mastery of concepts and skills
2. Kindergarten program strengthens early childhood education
3. Kindergarten programs lay the foundation of lifelong learning
4. Kindergarten program results in higher completion rates
5. Kindergarten program ensures the needed preparations for children for
primary education
6. Kindergarten program promotes total development of the child
7. Kindergarten program geared towards in learning alphabet, numbers,
shapes and colors through games, songs and dances.
8. Kindergarten program aims to ensure access to early childhood education
through universal kindergarten
9. Kindergarten program allows children to start schooling and are given
the means to slowly adjust to formasl education
10. Kindergarten program ensures adjustments of children in preparation in
primary education
11. Others, please specify: ____
________________________

Adopted from Brehonio, 2013

IV. Perceptions of the Parents in the Implementation of the Kindergarten

 70

Program

Direction: On the right hand column, kindly check the extent of the agreement and
disagreement of the stakeholders on implementation of the kindergarten program.

(Sa tuo nga bahin, palihug ug butang sa tsek sa degree sa pagtuo o di pagtuo kabahin
sa pag implementar sa programa sa kindergarten).
Strongly Agree (3) – this means that they strongly favor the statement without
a little doubt (Nangahulugan na hugot ang ilang pagtuo nga walay gamay na
pagduda).
Agree (2) – this means that they favor the statement but with a little doubt.
(Nangahulugan na ni too sila pero naa gamay na pagduda).
Disagree (1) – this means that they do not favor the statement but with a little
agreement (Nangahulugan dili motoo pero na gamay na pagtuo)
Statements 3 2 1
1. K12 programs provides children with mastery of concepts and skills (Ang
programa sa K-12 kay makatabang sa mga bata na naay mastery sa mga
importante nga konsepto ug abilidad).
2. Kindergarten program strengthens early childhood education (Ang programa
sa kindergarten kay maglig-un sa edukasyon sa mga bata sa sayu pa nga
edad)
3. Kindergarten programs lay the foundation of lifelong learning (Ang
programa sa kindergaten kay usa ka pundasyon nga pangmatagalan sa
kindergarten)
4. Kindergarten program results in higher completion rates (Ang programa sa
kindergarten naghatag ug taas nga completion rate)
5. Kindergarten program ensures the needed preparations for children for
primary education (Ang kindergarten program kay nag prepara sa mga bata
para sa pag enter nila sa primera nga edukasyon)
6. Kindergarten program promotes total development of the child (Ang
kindergarten program kay nagtabang sa paghubog sa personalidad sa bata)
7. Kindergarten program geared towards in learning alphabet, numbers, shapes
and colors through games, songs and dances. (Ang kindergarten program
kay nagtabang sa mga bata para makan-an sa alpabet, sa mga numero, mga
hugis ug pag kolor pinaagi sa mga duwa, kanta ug mga sayaw).
8. Kindergarten program aims to ensure access to early childhood education
through universal kindergarten (Ang kindergarten program mauy
pangandam sa mga bata sa ilang sayo nga pag-eskuwela
9. Kindergarten program allows children to start schooling and are given the
means to slowly adjust to formal education (Ang kindergarten program kay
naghatag ug higayun sa mga bata para makaiskuwela ug ma ka adjust sa
pormal na edukasyon)
10. Kindergarten program ensures adjustments of children in preparation in
primary education (Ang kindergarten program mauy paghatag ug
adjustment sa mga bata para sa prepara sa primero nga edukasyon
Others, please specify: ____
(Uban pa)________________________

Adopted from Brehonio, 2013

V. Challenges of the Tachers in the Implementation of the Kindergarten
 71

Program

Direction: On the right hand column, kindly check the extent of the agreement and

disagreement of the teachers on implementation of the kindergarten program.

Strongly Agree (3) – this means that they strongly favor the statement without
a little doubt.

Agree (2) – this means that they favor the statement but with a little doubt.

Disagree (1) – this means that they do not favor the statement but with a little
agreement.

Statements 3 2 1
1. I do not understand the concept of the Kindergarten
Program.
2. The school don't have enough teaching and learning
materials to help me implement the Kindergarten Program.
3. Lack of teaching strategies and techniques in the
implementation of the Kindergarten Program
4. Lack of time in the writing the blocks of time/ lesson plan.
5. I do not receive any in-service training on the Kindergarten
Program.
6. My class size is too large for me to go by the Kindergarten
Program.
7. The pupils do not understand the learning concepts when I
go by the Kindergarten Program.
8. The facilities in the school do not facilitate in the
implementation of the Kindergarten Program.
9. Parents do not involve themeselves in the implementation
of the Kindergarten Program.
10. The administration of the school do not support in the
implementation of the Kindergarten Program.
11. Others, please specify: ____

VI. Challenges of the Parents in the Implementation of the Kindergarten

 72

Program

Direction: On the right hand column, kindly check the extent of the agreement and
disagreement of the stakeholders on implementation of the kindergarten program.

(Sa tuo nga bahin, palihug ug butang sa tsek sa degree sa pagtuo o di pagtuo kabahin
sa pag implementar sa programa sa kindergarten).
Strongly Agree (3) – this means that they strongly favor the statement without
a little doubt (Nangahulugan na hugot ang ilang pagtuo nga walay gamay na
pagduda).
Agree (2) – this means that they favor the statement but with a little doubt.
(Nangahulugan na ni too sila pero naa gamay na pagduda).
Disagree (1) – this means that they do not favor the statement but with a little
agreement (Nangahulugan dili motoo pero na gamay na pagtuo)

Statements 3 2 1
1. I do not understand the concept of the Kindergarten Program.
(Wala ko kasabot aning Kindergarten Curriculum)
2. The school do not have enough teaching and learning
materials to help me implement the Kindergarten Program.
(Ang eskwelahan kulang ug materyalessa pagtudlo para sa
pag-implementar sa Kindergarten Curriculum)
3. The class size is too large for the teachers to go by the
Kindergarten Program. (Ang classroom dako ra para sa
pagklase sa mga bata sa Kindergarten.)
4. My child do not understand the learning concepts when I go
by the Kindergarten Program. (Ang akong bata wala kasabot
kun unsa ang konsepto sa Kindergarten Curriculum.)
5. The facilities in the school do not facilitate in the
implementation of the Kindergarten Program. (Ang pasilidad
wala makahatag ug dugang pasabot sa Kindergarten
Program.)
6. Parents do not involve themeselves in the implementation of
the Kindergarten Program.(Ang uban nga ginikanan wala
mitabang pag implementar ani nga kurikulum.)
7. The administration of the school do not support in the
implementation of the Kindergarten Program.(Ang
administrasyon sa eskwelahan wala mitabang sa pagsuporta
para maimplementar ang kurikulum.)
8. Others, please specify: ____
(Uban pa)________________________

APPENDIX F
 73

INFORMED CONSENT FORM

I understand that I am being asked to participate in a research study at Inopacan District,

Inopacan, Leyte. This research study will evaluate: What are the perceptions of the
Kindergarten Teachers in the Implementation of the Kindergarten Program. If I agree to
participate in the study, I will be interviewed for approximately 30 to 60 minutes about
experiences as a Kindergarten teacher. The interview will be tape – recorded and take place in
a private office at Inopacan District, Inopacan, Leyte. No identifying information will be
included when the interview is transcribed. The research ensures confidentiality through
ensuring that the responses will be kept with strict confidentiality and for study purposes only
through disposing of instruments after it has been used to ensure the confidentiality of the
research process. This study will not only benefit the informants but also the researcher in the
enhancement of the effectiveness of the implementation of Kindergarten Program to the fullest
extent promoting quality learning. Informants will be associated with potential risks of loss of
time and privacy. There are risks involved in the said undertaking as to the threats of the lack
of time to finish the undertaking considering this research is time – consuming and the privacy
involved in it that there is a need to ensure that the responses will be held with strict
confidentiality and will be used for study purposes.
I realize that the knowledge gained from this study may help either me as a Kindergarten
teacher or other parents in the future.
I realize that my participation in this study is entirely voluntary, and I may withdraw from
the study at any time I wish. If I decide to discontinue my participation in this study, I will
continue to be treated in the usual and customary fashion.
I understand that all study data will be kept confidential. However, this information may
be used in teaching publications or presentations.
If I need to, I can contact Marites G. Arcilla at UV Main Colon St. Cebu City with the
Email Address: [email protected], Telephone Number: 416-8607, any time during the
study.
The study has been explained to me. I have read and understand this consent form, all my
questions have been answered, and I agree to participate. I understand that I will be given a
copy of this signed consent form.
_____________________________ ________________________
Signature of Participant Date
_____________________________ ________________________
Signature of Witness Date
_____________________________ ________________________
Signature of Investigator Date

University of the Visayas

Colon Street, Cebu City
 74

Graduate School Department

APPENDIX G

CERTIFICATE OF CONFIDENTIALITY

This certificate issued by University of the Visayas – Graduate School to the

researchers grant IRB to further protect the respondents’ privacy.

Any information acquired from the respondent(s) is highly-protected against

forced disclosure which includes identification in any administrative, civil, criminal,
legislative local level or any other proceedings.

This certificate of confidentiality does not present the respondent(s) or a

member of his/her family from voluntarily releasing information. However,
withholding this information entails an active protection to one’s privacy. Note that if
any other person learns about your participation and obtains your consent to receive
such research information, this certificate is considered void.

Equally important, the respondent should understand that the researcher is not
prevented from taking steps which involves reporting to authorities to avoid harm
among the participants.

JOEL P. DANTE
Researcher

Noted by: In witness of:

WARREN QUISADA, Ed. D. NERISSA S. LOPEZ, Ed. D.

Research Adviser Research Instructor

Appendix H
 75

Appendix I
 76

Appendix J
 77

CERTIFICATE OF PLAGIARISM CHECK

Appendix K
 78

STAT-HUV STATISTICAL CENTER CERTIFICATION

 79

Appendix L
CERTIFICATE OF CENSORSHIP
 80

CURRICULUM VITAE
 81

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Joel Pangan Dante

Date of Birth : August 31, 1983
Place of Birth : Inopacan, Leyte
Civil Status : Single
Sex : Male
Home Address: Poblacion, Inopacan, Leyte
E-mail Address: [email protected]
Mobile Numbers: 09278200423/ 09175708068

EDUCATIONAL BACKGROUND

Master of Arts in Education (MAED)

Major: Administration and Supervision
University of Visayas, Cebu, City
December 2016

Master of Arts in Education (MAED)

Major: Administration and Supervision
Palompon Institute of Technology (PIT)
June 2007- March 2009 (CAR)

Bachelor of Science in Agricultural Education (BSAgEd)

Major: Teaching Agriculture in Elementary Schools (TAES)
Leyte State University, VISCA, Baybay City, Leyte
April 2004

ELIGIBILITY
 82

Licensure Examination for Teachers, August 2004

WORKING EXPERIENCES

Teacher -In- Charge (TIC)

January 7, 2013 – Present

Elementary School Teacher III

March 10, 2010 – January 06, 2013

Elementary School Teacher I

November 16, 2006 – February 28, 2010

Elementary School Volunteer Teacher

August 8, 2005 – October 8, 2005

Private Kindergarten Teacher

June, 2005 – October, 2006

TRAINING PROGRAMS

International

 International Executive Convention and Workshop in

Advance Management for School Heads and Human
Resource Officers
National
 Advance Training Course for Troop Leaders
 National Seminar Workshop on K-12 Basic Education
Curriculum with focus on Language Education
 National Seminar Workshop on K-12 Basic Education
Curriculum with focus on MSEP/ MAPEH
Regional
 Regional Roll-Out for School Heads’ Development
Program (SHDP): Foundation Course for School Heads
 LRMDS Orientation and Advocacy Program for
Elementary and Secondary Schools and Community
Learning Centers
 83

Division
 3-Day Live-Out Division Training for Elementary
School Heads for Public and Private Schools of Leyte
Division on the Implementation of Kindergarten
Education Program

 Three-Day Residential-Training Workshop on

Instructional Leadership and Competence Re: Process
Observation and Post-observation Conference for
School Heads and District Supervisors

 Training-Workshop on the Enhanced School

Improvement Plan (E-SIP)

 Orientation/Training-Workshop on Learning Resource

Management and Development System (LRMDS)
Assessment and Evaluation for the District Secondary
School Learning Resource Team

 Re-orientation on the Results-Based Performance

Management (RPMS)

 Three-Day Live-in Training-Workshop on Technology

Integration in Education (TIED) for Secondary School
Heads

 Three-Day Live-in Seminar-Workshop in Public

Speaking Competence, Program Management and
Protocol

 3-Day Live- In Basic Training - Workshop for

Untrained School Heads in Giving Technical Assistance
to MG Teachers
 3-Day Lecture Seminar in Resolving Legal Conflicts
through the Alternative Dispute Resolution, DepEd
Child Protection Policy, IRR of the Anti-Bullying Law
and other Significant Education Laws

AWARDS/RECOGNITION
 84

 1st Placer, 2015 Division Level – Pop Dance

Competition Teachers and School Head’s Category

(Performer)

 1st Placer, 2015 Area Level – Pop Dance Competition

Teachers and School Head’s Category (Coach)

 1st Placer, 2014 Division Level – Folk Dance

Competition Teachers and School Head’s Category

(Performer)

 1st Placer, 2014 Division Level – Folk Dance

Competition Teachers and School Head’s Category

(Coach)

 1st Placer, 2014 Division Level – Pop Dance

Competition Pupil’s Category (Coach)

 1st Placer, 2013 Area Level – Ginoo at Bibining

Kalikasan (Coach)