Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines

Cristie Ann L. Jaca

Abstract


This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using quantitative – qualitative technique. The study was conducted in DepEd’s Cebu City Division, with Kindergarten teachers and school heads that served as research-respondents who answered the adapted instrument on contextualizing Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready on the implementation of the Kindergarten curriculum. Further, the study finds that there is a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference on the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on availability of instructional materials, forms of learning, evaluation method of learners, and school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized and analyzed, there were three themes that came out namely: preparation time, development of instructional materials, and the need for teacher training. The implementation of the Kindergarten curriculum has received different feedback from teachers.  Their expressed challenges are categorized into: Language Difficulties, Preparation Time, and Instructional Materials Development.


Keywords


Contextualization, Early Childhood Education, Extent of readiness, Kindergarten Curriculum, Quantitative-qualitative technique

References


D. L. Stufflebeam, “Cipp Evaluation Model Checklist,” 2007.

R. G. Berns and P. M. Erickson, “Contextual Teaching and Learning : Preparing Students for the New Economy,” ERIC, pp. 1–10, 2001.

E. D. Baker, L. Hope, and K. Karandjeff, “Contextualized Teaching & Learning: A Promising Approach for Basic Skills Instruction,” Res. Plan. Gr. Calif. Community Coll., pp. 1–4, 2009, [Online]. Available: www.rpgroup.org/css/CTL.html%0Ahttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED521932&site=ehost-live.

W. C. Wisely, “Effectiveness of contextual approaches to developmental math in California community colleges,” Unpubl. Dr. Diss., 2009.

B. Moghaddas, “The effect of contextualization on the Iranian EFL learners performance in reading tasks,” Int. J. Educ. Sci. Res., vol. 3, no. 2, pp. 11–20, 2013.

D. Perin, “Facilitating student learning through contextualization: A review of evidence,” Community Coll. Rev., vol. 39, no. 3, pp. 268–295, 2011.

R. E. Mayer, Learning and Instruction. Upper Saddle River, NJ: Prentice-Hall, 2003.

R. Ellis, The Study of Second Language Acquisition, VII. Oxford, UK: Oxford University Press, 1994.

G. N. Baciles-Claud, “Teacher’s Preparedness in Teaching Kindergarten in the Schools Division of Meycauayan Bulacan,” 2020.

J. Bete, “Impact of contextualizing and localizing teaching- learning processes to students’ academic performance in social studies,” 2018.

A. F. Loniza, A. Saad, and M. Che Mustafa, “the Effectiveness of Digital Storytelling on Language Listening Comprehension of Kindergarten Pupils,” Int. J. Multimed. Its Appl., vol. 10, no. 6, pp. 131–141, 2018, doi: 10.5121/ijma.2018.10611.

J. Conklin and G. F. Hayhoe, Qualitative research in technical communication, 1st Editio. Routledge, 2010.

S. A. McLeod, “Qualitative vs. quantitative research,” Simply Psychol., 2019, [Online]. Available: https://www.simplypsychology.org/qualitative-quantitative.html.

A. Mcgill-Franzen, R. L. Allington, L. Yokoi, and G. Brooks, “Putting books in the classroom seems necessary but not sufficient,” J. Educ. Res., vol. 93, no. 2, pp. 67–74, 1999.

M. Resnick, “All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten,” in 6th ACM SIGCHI Conference on Creativity and Cognition, 2007, pp. 1–6.

K. Conezio and L. French, “Science in the preschool classroom,” Young Child., vol. 57, no. 5, pp. 12–18, 2002.

E. L. Carver, K. L. Price, and D. M. Wilken, “Increasing student ability to transfer knowledge through the use of multiple intelligences,” ERIC, 2000.

H. Eshach and M. N. Fried, “Should science be taught in early childhood?,” J. Sci. Educ. Technol., vol. 14, no. 3, pp. 315–336, 2005.

E. Z. F. Liu, Z. Yi-Chin, and S. M. Yuan, “Assessing higher-order thinking using a networked portfolio system with peer assessment,” Int. J. Instr. Media, vol. 31, no. 2, 2004.

R. Lam, “Writing portfolio assessment in practice: Systemic Issues Language,” Lang. Arts, vol. 68, no. 8, pp. 629–640, 2019.

J. A. Ross and P. Gray, “Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy, School Effectiveness and School Improvement,” An Int. J. Res. Policy Pract., vol. 17, no. 2, pp. 179–199, 2006, doi: 10.1080/09243450600565795.

F. P. Geijsel, P. J. Sleegers, R. D. Stoel, and Kruger, “The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools,” Elem. Sch. J., vol. 109, no. 4, pp. 406–427, 2009.

J. E. Boberg, “High school principal transformational leadership behaviors and teacher extra effort during educational reform: The mediating role of teacher agency beliefs,” ERIC, 2013.




DOI: http://doi.org/10.11591/ijere.v11i3.22176

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.