The Level of Impact of Pre-School Completion to Students

Academic Performance

Researchers:

Marjury Casuna

Jessamin Crizaldo

Jacquelyn Duhig

Ana Frias

Reyjie Inting

Marianne Mandawe

Saint Mary Jane Pino

 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER

I. THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

THE PROBLEM

Statement of the Problem

Null Hypothesis

Significance of the study

RESEARCH METHODOLOGY

Design
 Flow of the study

Environment

Respondents

Instruments

Data- gathering Procedure

Treatment of Data

Scoring Procedure

DEFINITION OF TERMS

2 PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

Performance of the Respondents in English Writing

Perceived Influences on the

3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary

Conclusion

Recommendations

4 THE OUTPUT OF THE STUDY

CURRICULUM VITAE
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God , the Almighty , for his showers of

blessings throughout this research work to complete the research successfully.

We would like to express our deep and sincere gratitude to our research supervisor,

Mrs. Jenylen Cabiso for giving us opportunity to do what is research and providing

invaluable guidance throughout this research.

 DEDICATION

This humble work is dedicated to our Lord Almighty for giving us the skills, power of

mind, and guidance to complete this research successfully. Also to our parents

specially the mother of Mary Jane Pino who welcomed us in their house just to finish

the research. And all of the members of the group who contributed well just to

comply what is needed and what should be done.

 Chapter 1

INTRODUCTION

Rationale and Importance

Preschool is an early childhood program in which children combine learning with play in a

program run by professionally trained adults. Children are most commonly enrolled in preschool

between the ages of three and five, though those as young as two can attend some schools.

Preschools are different from traditional day care in that their emphasis is learning and

development rather than enabling parents to work or pursue other activities. The brain develops
at its most rapid pace in the first few years of life. Young children’s brains develop rapidly,

with neurons forming at 700 to 1,000 new connections per second. These connections help

develop a child’s physical and mental health.The brain develops at its most rapid pace in the

first few years of life.

According to republic act no.8980 an act promulgating a comprehensive policy and a

national system for early childhood care and development (ECCD), providing funds therefor and

for other purposes.The Early Childhood Care and Development (ECCD) Act of 2000 is the

national ECCD policy framework of the Philippines. A basic element of this framework is shared

governance. This model exemplifies governance mechanisms at national, provincial,

city/municipal and barangay levels to support delivery of integrated ECCD services. A decade of

implementing this policy framework provides an excellent starting point and a rich context for

looking at the current state of governance of ECCD in the country. The salient features of the

ECCD Act and other related policies serve as a backdrop for the discussion of the progress and

challenges of ECCD governance. This article concludes with three interrelated policy agenda that

would strengthen the country’s governance of early childhood.

Background of the Study

Before 1960, the education of young children was primarily regarded as the responsibility of

families within the home. As of 2004, most young children in the United States spend some

portion of their days apart from their parents. Most attend some sort of center-based program

prior to kindergarten. In 2001, 52 percent of three- and four-year-olds were in a nursery school or

preschool program. The enrollment rate for four-year-olds in 2001 was nearly the same as the
enrollment rate for five-year-olds in 1970. There are several factors influencing this dramatic

change, including a rise in the numbers of mothers working outside the home, a decline in the

size of families (leading more parents to turn to preschools as a social outlet for their children),

and a growing desire to give children a head start academically. The higher the income and

educational level of the parents, the more likely it is that a child will attend preschool. This

correlation remains true in spite of increasing governmental support for programs targeting

children in low-income households.

In addition to being called preschool, these programs are known by other names, including child

care, day care, and nursery school. They vary widely in their setting, format, and educational

philosophy. Preschools may meet all-day or half-day, either every day or just a few days per

week. They may be sponsored by a church, operate as an independent non-profit, or run for

profit. They may be part of the public school system or part of the Federal Head Start program.

The quality of child development at the time of school entry predicts performance in school. The

High/Scope Perry Preschool Study in the U.S. found that disadvantaged children who participated

in preschool education were more likely to complete school, find higher-paying jobs and own

their homes, and are less likely to be involved in crime by the time they were 40, than children

who did not get the extra support.The ongoing ECCD Longitudinal Study in the Philippines,

which tracks a cohort of Kindergarten pupils up to Grade 2, revealed that Kindergarten pupils who

had preschool experience have higher socioemotional skills than those who did not have such

experience.Socioemotional skills are a child’s ability to understand the feelings of others, control

his or her own feelings and behaviors, get along well with other children, and build relationships
with adults Moreover, those who have higher socioemotional skills have higher early literacy and

numeracy skills.

In the Philippines, while preschool for 3 to 4 years old is not mandatory, this group of children

should be attending preschool so as not to miss critical periods of development in the early years.

This is followed by mandatory kindergarten at 5 years old before they enter Grade 1 the following

school year. Preschool can come in various forms such as day care centres, 00supervised

neighborhood play programs, and home-based early education.

The “sooner-the-better” is the perfect catch phrase for early childhood education. The early

childhood education is a powerful methodology acting as a medium to promote continued

success in school, workplace, and also in social and civic realms. Very little attention has been

taken into consideration to the psychological and sociological values of play-based learning in

early childhood. Researchers from education & psychology have suggested ‘play’ is a sturdy

mediator of learning various skills throughout a person’s life. This is in correspondence to

Piagetian, which has significantly influenced developmentally appropriate practice. It includes

the perspective that children learn ‘naturally’ through play, with the teachers facilitating

opportunities for play in the environment they are exposed to. Children taught at an early age

usually benefit in the following ways such as improved social skills, lesser or no need for special

education instruction during subsequent school years, better grades, and enhanced attentional

spans. If a child lags in those early of early education, chances are they might face difficulties in

catching up. This paper aims at providing an overview of research and theory relayed to play in

the early educational system, the stepwise progression, and its benefits in structuring the children

lives in diverse ways.

Scope and Limitation of the Study

A qualitative study emphasizing participant interviews was chosen for this study. The

utilization of qualitative methods provides the researcher with highly-detailed information.

Series of Interview was utilized to collect data from the parent(s) or guardian(s),first grader

pupils from elementary school setting participated in the study.

Due to the limited number of participants in a two-month study period, the results are not

representative of the perceptions of all parents and selective students from elementary school

setting in Cordova Cebu. Finally, the researchers cannot declare that the Level of Impact of Pre-

School Completion to Students Academic Performance alone contributed to the relationship

statuses declared by participants.

Statement of the Problem

The study focuses on the Level of Impact of Pre-School Completion to Students Academic

Performance. Specifically, it aims to answer the following questions:

1. What is the level of Academic Performance of Pre-school completers?

2. What is the level of Academic Performance of Non-Preschool completers?
3. What is the significant impact to those Pre-school completers and non-preschool

completers?
4. What are the perceptions of the parents regarding Pre-school completion to kindergarten’s

Academic Performance?
5. Based on the results, what can be proposed?
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

Student Performance

Galiher (2006) and Darling (2005) used GPA to measure student performance because the

main focus in the student performance for the particular semester. Some other researchers used

test results or previous year result since they are studying performance for the specific subject or

year (Hijazi and Naqvi, 2006 and Hake, 1998). Many researchers have discussed the different

factors that affect the student academic performance in their research. There are two types of

factors that affect the students’ academic performance. These are internal and external classroom

factors and these factors strongly affect the students’ performance. Internal classroom factors

includes students competence in English, class schedules, class size, English text books, class

test results, learning facilities, homework, environment of the class, complexity of the course

material, teachers role in the class, technology used in the class and exams systems. External
classroom factors include extracurricular activities, family problems, work and financial, social

and other problems. Research studies shows that students’ performance depends on many factors

such as learning facilities, gender and age differences, etc. that can affect student performance

(Hansen, Joe B., 2000). Harb and El-Shaarawi (2006) found that the most important factor with

positive effect on students' performance is Parental Involvement.

(http://www.journalofbusiness.org/index.php/GJMBR/article/viewFile/721/651)

ACADEMIC

There are no sources in the current document.

PERFORMANCE

In his widely cited paper, Romer (1993) is one of the first few authors to explore the

relationship between student attendance and exam performance. A number of factors have

contributed to declining class attendances around the world in the last 15 years. The major

reasons given by students for non-attendance include assessment pressures, poor delivery of

lectures, timing of lectures, and work commitments (Newman-Ford, Lloyd & Thomas, 2009

The inability of these cross-sectional studies to isolate attendance from a myriad of

confounding student characteristics (e.g. levels of motivation, intelligence, prior learning, and

time-management skills) is a major limiting factor to the utility of these findings (Rodgers &

Rodgers, 2003). Durden and Ellis, (1995) controlled for student differences in background,

ability and motivation, and reported a nonlinear effect of attendance on learning, that is, a few

absences do not lead to poor grades but excessive absenteeism does.

MEDIA/TECHNOLOGY

Education encounters, in modern times, challenges in all aspects of social, economic &
cultural life; the most important of which are over-population, over-knowledge, education

philosophy development & the change of teacher’s role, the spread of illiteracy, lack of the staff

& the technological development & mass media (Aloraini, 2005, p. 30–32). This drove the

teaching staff touse the modern teaching technologies to face some of the mainproblems, which

education & its productivity encounter, byincreasing the learning level which may be achieved

throughproviding equivalent opportunities for all people whenever &wherever they are, while

taking into account the individualdifferences between learners (Wilkinson, 1986, p. 13 &Abd

El-Halim Said, 1997, p. 19). To improve the educational productivity, some of the teaching staff

sought to mainstream technology within education, developing traditional techniques & using

new educational methods (Al-A’ny, 2000).

PHYSICAL

Mahar (2006), Habitual physical activity is vital for enhancing overall health. Lifestyle

behaviors adopted in childhood tend to track into adulthood, and more active children tend to be

more active as adults than their sedentary peers, thus aiding in the prevention of diseases such as

obesity, hypertension, cardiovascular disease, and other health problems. Unfortunately, physical

activity among children and adolescents has declined, and increasing numbers of children are

spending more time in sedentary activities.

A review of the literature reveals that few studies have been conducted to evaluate the

physical activity levels of elementary school children during a typical school day. Likewise, few

studies have been conducted to evaluate the effects of physical activity on the classroom

behavior of elementary school children.

SOCIAL

From Wikipedia (2009), the term psychosocial refers to one in psychological

development in and interaction with a social environment. The individual is not necessarily fully

aware of this relationship with his or her environment.

In 2004, Barker and Garvin Doxas stress that a learning environment includes physical

surroundings, psychosocial or emotional components, social and cultural influence that exist in a

learning situation. Ozay, et.al (2004) also pointed out that classroom environment factors have

been found to be particularly influential on student results.

Learning Theories.com (2012, April 12), exemplifies on Vygotsky’s Social Development

Theory that social interaction plays a fundamental role in the process of cognitive development.

Such occurs first between the child and other people (interpsychological) and then inside the

child (intra-psychological). Other people can be conceptualized as the “The More

Knowledgeable Other (MKO)”. The MKO refers to anyone who has a better understanding or a

higher ability level than the learner, with respect to a particular task, process, or concept. The

MKO is normally thought of as being a teacher, and could also be peers.

EMOTIONAL

Emotion may be seen as a complex of feelings, sensations and tendencies to action

accompany by stirred-up bodily conditions and directed toward a specific object or situation. It

covers a wide range of behavior that is agitated and without definite orientation, as well as

behavior that is highly motivated and goal directed. It has been defined as “a strong feeling or

agitation involving internal and external bodily changes” or “a condition of upset that drives the

individual to move”. Emotional states from the mildest effective states of pleasantness and
unpleasantness to the more intense states.

John Dewey began with an eloquent plea for the education of the whole child. Study shows

that our emotional system is a complex, widely distributed, and error-prone system that defines

our basic personality early in life, and is quite resistant to change.

Bloom's Taxonomy of Learning Domains was created in 1956 under the leadership of

educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in

education, such as analyzing and evaluating, rather than just remembering facts (rote learning).

Thorndike, like many of the early behavioral learning theorists, linked behavior to physical

reflexes. In his early work he also viewed most behavior as a response to stimuli in the

environment. This view that stimuli can prompt responses was the forerunner of what became

known as stimulus-response (S-R) theory (Elliot et al, 1996). Thorndike developed his Law of

Effect which states that if an act is followed by a satisfying change in the environment, the

likelihood that the act will be repeated in similar situations increases. According to Thorndike,

pupils learn more effectively and easily, and retain that learning longer, if it has pleasant

consequences Thus, rewards, successes, or positive reinforcement further learning, while

punishments, failures or negative experiences hinder it.

Parent’s Involvement to the Academic of the Learner

Parents’ positive attitude towards child’s education is important in determining school

attendance and academic achievement of the child. Favorable attitude towards schooling and

education enhances parental involvement in children’s present and future studies.

Krashen (2005) concluded that students whose parents are educated score higher on

standardized tests than those whose parents were not educated. Educated parents can better
communicate with their children regarding the school work, activities and the information being

taught at school. They can better assist their children in their work and participate at school

(Fantuzzo & Tighe, 2000; Trusty, 1999).

Teacher’s Involvement in the Academic of the Learner

Mary Chamberlain (2002) said that that great teacher make a difference. They have passion

that seeps through the skin- a love of learning. Great progress (‘a revolution’) was made but a

working hum and engagement is now not enough. What are now needed are quality learning

conversations between teachers and learners. It is about extending rather than supervising, about

linking to the child’s world, about creating lines of desires, about not seeing the curriculum as a

straightjacket. The curriculum it seems is more a direction.

Students’ perceptions of teacher support have a direct effect on their interest and motivation

(Wentzel, 1998), and teachers’ expectations of student achievement (which has an affective

component) influence the way they behave toward their students and thus can affect students’

motivation, self-perceptions, and academic performance (Jussim & Harber, 2005

According to Gallavan et al (2005) Teachers, especially at the novice level, are not aware of

the vastly different worlds their students live in. Instead, they assume that their students are just

like them. This assumption allows for many teachers to utilize educational approaches that they

witnessed growing up. As a result, when their own students struggle to succeed, they blame the

child because the methodology had been effective in their own schooling.

Local Literature
 Written with Dr. Michael Aguirre Clores of the Department of Mathematics and natural

Sciences, College of Arts and Sciences, Ateneo de Naga University, presents case studies in the

interaction between students’ understanding and belief in learning the theory of evolution.

Constructivist theory argues that belief and understanding are separate but interrelated aspects in

the learning process. Results revealed that students’ position about the theory of evolution and

patterns of understanding varied: (a) misconceptions or lack of understanding affecting the

belief; (b) cascade of conceptual change that was complicated by belief; (c) rejection of the

theory due to challenged religious belief and potential to understand evolutionary theory despite

resistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalence

that emanated from his conflicting theological and scientific beliefs and misconception he held

about human evolution, and (e) prior beliefs and concepts that were commensurate to the

accepted scientific concepts and beliefs about the evolution made learning evolution less

complicated. We conclude that the Filipino students’ belief affect their ability to understand the

theory of evolution and vice-versa.

The strategic nature of learning requires students to be goal directed. To construct useful

representations of knowledge and to acquire the thinking and learning strategies necessary for

continued learning success across the life span, students must generate and pursue personally

relevant goals. Initially, students' short-term goals and learning may be sketchy in an area, but

over time their understanding can be refined by filling gaps, resolving inconsistencies, and

deepening their understanding of the subject matter so that they can reach longer-term goals.

Educators can assist learners in creating meaningful learning goals that are consistent with both

personal and educational aspirations and interests. ( Soledad Esplanada, 1996).

MEDIA

The Philippines could be the “texting capital of the world”, with reportedly 50 million text

messages sent out every day (Breakthrough, DLSU). Even the crippled Philippine economy got a

boost from text messaging especially its influence to the teens. Text messaging is most popular

among teens and to the college students. Because of its popularity in this age group, it has

spawned a new term the “GenTxt” or text generation.

According to Fabian (2007), the world is changing fast. Technology continues to advance at

lightning speed and anyone who doesn’t keep up is in danger of being left behind. As a result, the

way students study has changed significantly. While books still remain a valuable tool, the need

to spend hours and hours sitting in the library has reduced dramatically. Students now have

numerous options available to them when it comes to learning techniques.

RELATED STUDIES FOREIGN

Physical

Breus (2006) More and more research studies demonstrate that daytime sleepiness from

chronic sleep deprivation and poor quality sleep has significant impacts on daytime behavior and

academic performance, as well as concentration, attention, and mood. Even 20 fewer minutes of

needed sleep may significantly affect behavior in many areas. One study showed that those

students with C’s, D’s and F’s got about 25 fewer minutes of sleep and went to bed an average of

40 minutes later than A and B students.

Emotional

Doran (2003) Childhood: A time of giggles, jumping exuberance, best friends. The

absence of stress is a safety net where the children are protected, secure and happy and worry

free. Children under stress who experience loss or who have attention, learning or conduct

disorders are at higher risk for depression.

Kuzma (2004) Children needs positive attention. Criticism, complaining and negative

comments are discouraging and often result in more misbehavior. But encouragement, optimism

and positive strokes are to kids as fertilizer is to plants. It’s the stuff that really makes them

flourish- as Rudolf Dreikers statement that “each child needs continuous encouragement just as a

plant needs water”.

The involvement of parents as teachers to their children play an important role to

contribute to a good performance like in reading development and formation of reading habits of

the children utilizing various stimulating techniques. It is important that they’re most likely

prepared with reading experiences to fell enjoyment, satisfaction, confidence and appreciation of

the different school activities. Parents misconstrue that it is teacher’s obligation to teach

everything to their children and not theirs. It is more significant if they always find time for their

children to read to make their children become efficient and skilled readers and for them to

develop high reading performance (Dogelio, 2003)

PARENTAL
Parents, who are more involved in their children’s lives, as measured by the number of

shared activities, are more likely to hold higher expectations for their child’s education. Visiting

a library together, attending a concert or play, visiting an art gallery, museum, or historical site,

or going together to a zoo or aquarium were listed as the kinds of activities parents and children
might have shared in the past month. Among parents who counted three or four such activities,

79 percent expected their child to achieve a bachelor’s degree or higher, compared with 62

percent among parents who did not share any such activities with their child in the past month.

More striking, between six and seven percent of parents who shared at least one activity with

their child expected that they would not attain more than a high school diploma, compared with

12 percent of parents who shared no activities in the past month. (Child Trends’ original analysis

of the 2003 and 2007 National Household Education Surveys.)

Parental involvement (participating in volunteer activities and attending parent-teacher and

school activities) and empowerment (parents' perception of schools’ efforts to accommodate

parent participation in school activities and to communicate with parents) combined contributed

most significantly to student performance. (Griffith, J. (1996). Relation of parental involvement,

empowerment, and school traits to student academic performance. Journal of Educational

Research, 90, 33-41.)

Researchers conducted a meta-analysis to synthesize the quantitative literature concerning

the relationship between parental involvement and children’s academic achievement. Their

findings revealed a “moderate and practically meaningful” relationship between parental

involvement and academic achievement. Parental aspiration/expectation for children’s

educational achievement was the strongest relationship, while parental home supervision was the

weakest. The relation of parent involvement to achievement was also stronger as a “global

indicator” of academic achievement (e.g. grade point average) than as a predictor of student

achievement in specific subject areas.( Fan, X.T., & Chen, M. (2001). Parental involvement and

students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.)

This article analyzes how specific parenting practices, both at home and at school, relate to
student achievement.

Studies cited by the author indicate that parent involvement at home influences academic

performance more strongly than parent involvement at school. Three types of parent involvement

at home are consistently related to school achievement:

• Organizing and monitoring children's time, especially related to television viewing;

• Assisting with homework; and

• Talking about school issues with children.

These methods of involvement have also been linked with the resilience of students who

succeed despite challenges such as poverty, minority status, or native language. Research

analyzed by the author also demonstrates a positive relationship between literacy and reading at

home and student achievement. Several studies have shown a strong relationship between

parents reading to their children as well as children reading to their parents and reading

achievement. School programs that encourage literacy activities at home have proven successful.

Research has not found a consistent relationship between parental involvement in school

(attending school programs, volunteering, visiting classrooms) and student achievement.

Research also shows that children of “disengaged” parents (parents who are authoritarian, fail to

provide guidance and structure, and do not provide emotional support) are the least successful in

school settings. Finally, studies reviewed by the author indicate that schools can encourage

parent involvement, both at home and at school, with outreach efforts. (Finn, J. D. (1998).

Parental engagement that makes a difference.Educational Leadership, 55 (8), 20-24.)

SOCIAL

Researchers have been studying the connection between social development and academic
achievement for decades and have come to a startling conclusion: the single best predictor of

adult adaptation is not academic achievement or intelligence, but rather the ability of the child to

get along with other children (Hartup, 1992). Additionally, Wentzle (1993) found that pro social

and antisocial behavior are significantly related to grade point average and standardized test

scores, as well as teachers’ preferences for the student. These studies, and others like them,

indicate that a socially adjusted child is more likely to be the academically successful child.

As an explanation for why social development is important to the academic learning process,

Caprara, Barbanelli, Pastorelli, Bandura and Zimbardo (2000) noted that aggression and other

maladaptive behaviors detract from academic success by ‘undermining academic pursuits and

creating socially alienating conditions’ for the aggressive child. Studies show also that if children

are delayed in social development in early childhood they are more likely to be at-risk for

maladaptive behaviors such as antisocial behavior, criminality, and drug use later in life (Greer-

Chase, Rhodes, & Kellam, 2002). In fact, Kazdin (1985) noted that the correlations between

preschool-aged aggression and aggression at age 10 is higher than the correlation between IQ

and aggression.
Level of Impact of Pre-school Completion

Preschoolers Non-Preschoolers

Academic Performance

Implications to Grade 1 teachers

& Parents
 Definition of Terms

For a better understanding of this study, the following terms are operationally defined.

Teacher. -Refers to the second parent of the student in the school.

Academic Performance. -Refers to the capacity of the the learners in performing on the academic.

Age.- Define how old or young a particular person was.

Gender- It refers to a particular person whether s/he is a male or a female.

Financial Status - The availability of financial stability.

Impact - Is the result of something

Level – A scale of degree of something

Preschoolers - Children completed Kindergarten

Respondents - Are those persons who have been invited to participate in a particular study and have

actually taken part in the study.

 Chapter 3

RESEARCH METHODOLOGY

Research Design

Survey research is a quantitative and qualitative method with two important characteristics.

First, the variables of interest are measured using self-reports. In essence, survey researchers ask

their participants (who are often called respondents in survey research) to report directly on their

own thoughts, feelings, and behaviours. Second, considerable attention is paid to the issue of

sampling. In particular, survey researchers have a strong preference for large random samples

because they provide the most accurate estimates of what is true in the population.

This is a combination of qualitative and quantitative study which uses survey research as

described by English and American “social surveys’’. A survey research approach is used to

gather the perceptions of both parents of a pre-schooler and non-preschooler as well as the

teacher. With regard to the level of impact and academic performance. This survey research is

explored through the researchers’ interactions with parent and teachers. Who experience this

phenomenon on an ongoing basis.

Setting of the Study

The study is to be conducted at Ibabao Elementary School, Alegria Elementary School and

Gabi Elementary School.

Subject of the Study

The subject of the study are all parents, teachers of kindergarten and grade 1 pupils. Table

1,2 and 3 presents the distribution of the respondents used in this study.

Table 1
 Ibabao Elementary School

Teachers Parents (Pre-schooler)

Parents (Non-preschooler)

Total: Total:

Table 2

The Respondents

Ibabao Elementary School

Teachers Parents (Pre-schooler)

Parents (Non-preschooler)

Total: Total:
 Table 3

The Respondents

Ibabao Elementary School

Teachers Parents (Pre-schooler)
Parents (Non-preschooler)
Total: Total:

Procedure of the Study

1. The researcher presented a proposal to the panel for comments and approval specifically with

the title and statement of the problem. After the panel of expert approved the title and the

corresponding problem.

2. The researchers then focused on the making of the chapters one to three and survey

questionnaires.

3. The questionnaires are now ready for the conduct of this study.

Sources of Data

The data is to be gathered through a survey questionnaire. Wherein is a type of data

gathering method that is utilized to collect, analyze and interpret the different views of a group of

people from a particular population. The questionnaires consist of three categories. One of which

is the survey questionnaire for academic performance to be fulfilled by the teachers, second

entails seeking perceptions from the parents regarding the impact of completing pre-school and

not completing pre-school. The respondents are said to be parents of pre-schoolers, non-

preschoolers and teachers of kindergarten and first-grader pupils.

Below are the rating scale options of the Parents and Teachers’ survey questionnaires:
SA- Strongly Disagree

A- Agree

N -Neutral

D - Disagree

SD - Strongly Disagree

Statistical Treatment

To determine the level of impact of pre-school completion to students academic performance,

t-test is to be utilized.

T-test is utilized to determine the difference of the academic performance of a pre-schooler

and non-preschooler.

PARENT’S FEEDBACK IN RELATION TO THE ACADEMIC PERFORMANCE

IN PRE-SCHOOL COMPLETION

QUESTIONNAIRE

Name (optional): _________________ Gender: ( ) Female ( ) Male

SA- Strongly Agree A-Agree

D-Disagree SD-Strongly Disagree

N-Neutral

To the respondents:
Please consider each item carefully. Your answer to the questions will help and
provide awareness for the students and teachers of your school as well as the neighboring
schools with regards to the strategies of teachers in relation to the academic performance
of the students. Rest assured that your answers would be kept highly confidential.
Thank you very much and God bless!
RESEARCHERS

Directions: Kindly fill up the following and put a check mark (✓) on the following information

which implies to you. Use the rating scale in assessing parent’s perception and student’s

academic performance.

A. Parent’s Feedback

Concept SA A N D SD
1. Completing pre-school equipped a child for

elementary stage.
2. Pre-school completion is necessary for a child.
3. A child who doesn’t complete pre-school stage is

considered unfulfilled when going to next elementary

stage.
4. Pre-school level is not a necessity but compliance

only.
5. A child who finished pre-school is more intelligent.

B. Teacher’s Survey

SA– STRONGLY AGREE A – AGREE

D –DISAGREE SD – STRONGLY DISAGREE

 N-Neutral

1. The pre-school completer is more intelligent than

those who didn’t.

2. The pre-school completer can easily understand the

task given.
3. The pre-school completer have good grades than

those who didn’t.

4. The pre-school completer actively participate the

discussion.
5. The pre-school completer enjoyed doing homework

and activities to improve their skills.

6. The pre-school completer has better

comprehension.
7. The pre-school completer is more prepared for

lessons..
 CURRICULUM VITAE

Name : Marjury C. Casuna

Address : Marigondon, Lapu-lapu city
Mobile : 09229447658
E-Mail Address : Marjurycasuna1224@gmail.com

______________________________________________________________________________
PERSONAL DATA
Birthdate : December 24,1990
Birthplace : Basak Lugsungon, Lapu-lapu city
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
 Florentina Ledesma Elementary San Carlos City, Negros Occidental School2003-
2004

 Jaclupan National High School Camp 3 Talisay City Cebu 2008-2009

 Cordova Public College Gabi Cordova Cebu 2017-present

SEMINARS/TRAINING ATTENDED
 CAP (Basic Accounting Forum) Jones Cebu City 2015
 Awake (Life Christian Program) Gabi, Cordova, Cebu 2019
 CURRICULUM VITAE

Name : Ana T. Frias

Address : Mahayahay, Bankal, Lapu-Lapu City, Cebu
Mobile : 09483289000
E-Mail Address : annfrias510@gmail.com

______________________________________________________________________________
PERSONAL DATA
Birthdate : April 27, 1997
Birthplace : Novaliches, Quzon City
Civil Status : Single
Citizenship : Filipino
Religion : Christian

EDUCATIONAL BACKGROUND
 Gawaran Elementary School Gawaran, Bacoor, Cavite 2008-2009
 Luyang National High School Luyang, San Remigio, Cebu 2012-2013
 Cebu Technological University Brgy.8, Tuburan, Cebu 2015-2016
 Cordova Public College Gabi, Cordova, Cebu 2017-present

SEMINARS/TRAINING ATTENDED
 Regional Christian Conference Lapu-Lapu hoopsdome 2016
 Front Office Seminar Brgy.8, Tuburan, Cebu 2015

CURRICULUM VITAE
Name : Jacquelyn B. Duhig
Address : Purok Shooting Star, Babag II, Lapu-Lapu City
Mobile : 09156665067
E-Mail Address : jackie_bac2005@yahoo.com
______________________________________________________________________________
PERSONAL DATA
Birthdate : November 19,1986
Birthplace : Purok Shooting Star, Babag II, Lapu-Lapu City
Civil Status : Married
Citizenship : Filipino
Religion : Church Of Christ

EDUCATIONAL BACKGROUND
 Babag Elementary School Babag II, Lapu - Lapu City 1999-2000
 Babag National High school Babag I, Lapu-Lapu City 2003-2004
 Cordova Public college Gabi, Cordova Cebu 2017-present

SEMINARS/TRAINING ATTENDED
 N/A

CURRICULUM VITAE

Name : Reyjie Ando Inting

Address : San Miguel, Cordova,Cebu
Mobile : 09227081244
E-Mail Address : intingreyjie@yahoo.com
_____________________________________________________________________________

PERSONAL DATA
Birthdate : January 02 ,1989
Birthplace : Opun Maternity House Lapu2 City
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
 Pilipog Elementary School Pilipog, Cordova, Cebu 2000-2001
 Cordova Cooperative School Cordova, Cebu 2004-2005
 Cordova Public College Gabi Cordova Cebu 2017 to present

SEMINARS/TRAINING ATTENDED
 Certification of Completing Customer Experience Training October 10, 2019

CURRICULUM VITAE

Name : Marianne Soñer Mandawe

Address : Basak Ibabao Lapu-lapu City
Mobile : 09323058688
E-Mail Address : N/A
_____________________________________________________________________________
PERSONAL DATA
Birthdate : April 10, 1988
Birthplace : Bogo, City, Cebu
Civil Status : Single
Citizenship : Filipino
 Religion : Roman Catholic

EDUCATIONAL BACKGROUND
 Bogo, Central School 1 Cogon, Bogo, Cebu 2001-2002
 Alternative Learning System Basak,Lapu -lapu City 2015-2016
 Cordova,Public College Gabi Cordova Cebu 2017 to present

SEMINARS/TRAINING ATTENDED
 N/A
 CURRICULUM VITAE

Name : Saint Mary Jane Pino

Address : Masiwa Marigondon Lapu-Lapu City
Mobile : 09153489816
E-Mail Address : saintmaryjanepino@gmail.com

______________________________________________________________________________
PERSONAL DATA
Birthdate : November 1,1992
Birthplace : Cebu City
Civil Status : Single
Citizenship : Filipino
Religion : Catholic

EDUCATIONAL BACKGROUND
 Marigondon Elementary School Marigondon Lapu-Lapu City 2004-2005
 Ramon Duterte Memorial High School Guadalupe Cebu City 2008-2009
 University of Cebu A.C. Cortes Avenue, Looc, Mandaue City 2014-2017
 Cordova Public College Gabi Cordova Cebu 2017 up to present

SEMINARS/TRAINING ATTENDED
 Communication Training General Maxilom Avenue Cebu City March - April
2013

CURRICULUM VITAE

Name : Jessamin E. Crizaldo

Address : Marigondon Lapu-Lapu City
Mobile : 09558506836
E-Mail Address : jessamincrizaldo112627@gmail.com
______________________________________________________________________________
PERSONAL DATA
Birthdate : October 26,1996
Birthplace : Cebu Maternity House, Cebu City
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
 Agus Elementary School Agus Lapu - Lapu City 2007-2008
 Marigondon National High school Marigondon Lapu-Lapu City 2012-2013
 Cordova Public college Gabi, Cordova Cebu 2017-present

SEMINARS/TRAINING ATTENDED
 Life in the Spirit seminar Lapu-Lapu City 2018
38