FACTORS AFFECTING THE SCHOOL PERFORMANCE OF GRADE 1

PUPILS WITH PRESCHOOL EDUCATION IN

NEW HOPE CHRISTIAN SCHOOL,
S.Y.2014-2015
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S.Y.2014-2015
C$!%'e" 1
THE PRO1LEM
I&'")(*#'/)&
Bright minds make bright futures! Preparatory children nowadays
are far better than before they are more advanced in teaching and more capable
of absorbing the methods of learning that used with them. Modern teaching
accompanied with modules and analytical measures develop the preschoolers
memory retention that serves as the foundation of their education. ids today are
more willing and not afraid to try to discover new ways and methods of learning.
!he value of preschool is a hot topic these days. " small but growing
number of studies link enrollment in preschool or child care centers #which
typically include a preschool curriculum$ to higher cognitive and language scores
on kindergarten%entry tests. !he early childhood stage is a permanent learning
stage. &hatever they learn now' they will take home. !his preschool education is
the provision of education for children before the commencement of statutory
education' usually between the ages of three and five' dependent on the
(urisdiction.
!he institutional arrangements for preschool education vary widely around
the world' as do the names applied to the institutions. !he terms usually given to
centers for the care of infants)those in the first phase of childhood #about three
months to three years of age$)are infant school' day care' day nursery' and
cr*che)the term cr*che being used not only in +rench%speaking countries but
also in such places as ,candinavia' the -nited ingdom' Poland' .ussia' and
/srael. +or the second phase of early childhood' other institutional names and
arrangements e0ist' the most common being the maternal school #1cole
maternelle$' or nursery school' and the kindergarten. !ypically' the maternal
school #for ages three to four or five$ precedes kindergarten #for ages four or five
to si0$' but in some countries)/taly' for instance)a child goes from the maternal
directly to the primary school. /n 2ermany' in addition to the indergarten' there
is the ,chulkindergarten #school kindergarten$' which is for children of school age
who are not considered sufficiently mature and which therefore serves as a kind
of preparatory school for primary school. /n the -nited ,tates' kindergarten is
considered a part of primary education.
Preschool work is organi3ed within a framework that professional
educators create. !he framework includes structural #administration' class si3e'
teacher%child ratio' etc.$' process #4uality of classroom environments' teacher%
child interactions' etc$' and alignment #standards' curriculum' assessments$
components that are associated with each individual uni4ue child that has both
social and academic outcomes.
5ffective preschool education can help make all children ready to learn
the day they start school and' more importantly' help close the enormous gap
facing children in poverty. Preschool gives our kids the strong foundation they
need to be successful in school and in life. 6hildren who attend pre%kindergarten
programs have bigger vocabularies and increased math skills' know more letters
and more letter%sound associations' and are more familiar with words and book
concepts' according to a number of studies.
/n the Philippines' 7epartment of 5ducation started to implement the new
%89 educational system' which also included a new curriculum for all schools
nationwide. !he %89 program has a so%called :phased implementation:' which
started in ,.; 9<88%9<89. 5very +ilipino child now has access to early childhood
education through -niversal indergarten. "t = years old' children start schooling
and are given the means to slowly ad(ust to formal education.
!he researchers are motivated by the above mentioned situation and this
led to the conceptuali3ation of this study. !he +actors affecting the school
performance of grade 8 pupils with preschool education at .ivas 6hristian
"cademy' we believe' is highly influences the different factors that affect the
academic performance of the +ilipino youth in their growing years.
-ndoubtedly' the researchers are curious about the status of the grade
school performance of pupils with preschool education particularly that of .ivas
6hristian "cademy.
C)&#e%'*!+ F"!0e4)"5
!his study was anchored on the concept of 2agnes theory of 6onditions
of >earning. !his theory stipulates that there are several different types or levels
of learning. !he significance of these classifications is that each different type
re4uires different types of instruction. 2agne identifies five ma(or categories of
learning? verbal information' intellectual skills' cognitive strategies' motor skills
and attitudes. 7ifferent internal and e0ternal conditions are necessary for each
type of learning. +or e0ample' for cognitive strategies to be applied on pre
schoolers to be learned' there must be a chance to practice developing new
solutions to problems@ to learn attitudes' the learner must be e0posed to a
creative role model or persuasive visuali3ations.
2agne suggests that learning tasks for intellectual skills can be organi3ed
in a hierarchy according to comple0ity? stimulus recognition' response
generation' procedure following' use of terminology' discriminations' concept
formation' rule application' and problem solving. !he primary significance of the
hierarchy is to identify prere4uisites that should be completed to facilitate
learning at each level. Prere4uisites are identified by doing a task analysis of a
learningAtraining task. >earning hierarchies provide a basis for the se4uencing of
instruction.
!hese events should satisfy or provide the necessary conditions for
learning and serve as the basis for designing instruction and selecting
appropriate media #2agne' Briggs B &ager' 8CC9$. 7ifferent instruction is
re4uired for different learning outcomes. 5vents of learning operate on the
learner in ways that constitute the conditions of learning. !he specific operations
that constitute instructional events are different for each different type of learning
outcome. >earning hierarchies define what intellectual skills are to be learned
and a se4uence of instruction.
!he most famous and leading theory of 6ognitive 7evelopment is that of
,wiss psychologist Dean Piaget. Piagets theory' first published in 8C=9' grew out
of decades of broad observation of children' including his own' in their natural
environments as opposed to the laboratory e0periments of the behaviorists. 5ven
though Piaget was interested in how children reacted to their environment' he
pro(ected a more active role for them than that suggested by learning theory. Ee
envisioned a childs knowledge as composed of schemas' basic units of
knowledge used to prepare past e0perience and serve as a basis for
understanding new ones.
,chemas are fre4uently being modified by two complementary processes
that Piaget termed assimilation and accommodation. "ssimilation refers to the
process of taking in new information by incorporating it into presented schema. /n
other words' people assimilate new e0periences by involving them to they
already know. 6onversely' accommodation is what happens when the schema
itself changes to accommodate new understanding. "ccording to Piaget'
cognitive development involves a continuing attempt to achieve a balance
between assimilation and accommodation that he termed e4uilibration.
"t the center of Piagets theory is the principle that cognitive development
occurs in a series of four distinct' universal stages' each characteri3ed by
increasingly refined and nonfigurative levels of thought. Fne of these stages is
the Pre%operational stage #toddler hood and early childhood$. /n this period'
which has two sub%stages' intelligence is demonstrated through the use of
symbols' language use matures and memory and imagination are developed' but
thinking is done in a non%logical reversible manner.
Preschoolers' ages three to si0' should be at the pre%operational stage
of Piagets cognitive development theory' meaning they are using their imagery
and memory skills. !hey should be conditioned to learning and memori3ing and
their outlook of the world is usually very self%centered. Preschoolers have
developed their social interactions skills' such as playing and cooperating with
other children in their own age. /t is normal for preschooler to test the restrictions
of their cognitive abilities and they learn pessimistic concepts and actions' such
as talking back to adults' lying and bullying. Fther cognitive development in
Preschoolers are developing an increased attention span' learning to read' and
developing structured routines' such as doing household chores.
+or a clearer view of the study' the schematic diagram of the study
showing the interplay between and dependent and dependent variable shown on
the following.

S#$e0!'/# D/!."!0
+igure 8. !he ,chematic 7iagram ,hows the .elationship Between the
/ndependent and 7ependent Gariables.
Profile of 2rade / Pupils with
Preschool 5ducation
according to?
"ge
5ducational
"ttainment Parent
2ender
,chool Performance of 2rade
8 pupils with preschool
education at Hew Eope
6hristian ,chool in terms of?
.eading
&riting
"rithmetic
/ndependent Gariables 7ependent
Gariables
S'!'e0e&' )- '$e P")6+e0
!his study focused on the school performance of 2rade 8 pupils with
previous preschool education at Hew Eope 6hristian ,chool' Hatumulan'
!agolan' Misamis Friental' for the school year 9<8I%9<8J.
,pecifically' this study was undertaken to answer the following 4uestion.
8. &hat is the profile of the respondents in terms of?
8.8 "ge
8.9 5ducational "ttainment of Parent
8.I 2ender
9. &hat is the school performance of 2rade 8 pupils with previous
preschool education at Hew Eope 6hristian ,chool in terms of?
9.8 .eading
9.9 &riting
9.I "rithmetic
I. /s there a significant difference in the school performance of 2rade 8
pupils previous preschool education when grouped according to?
I.8 "ge
I.9 5ducational "ttainment of Parent
I.I 2ender
N*++ H,%)'$e/
!he null hypothesis was tested at <.<=K level of significance. !here was
no significant difference in the school performance of 2rade 8 pupils with
previous preschool education when they were grouped according to age' gender
and educational attainment of parents.
S/.&/-/#!&#e )- '$e S'*(,
!he findings of the study offer benefits to the following people who directly
involved in this study.
C$/+("e&. ,ince the main sub(ect of this study are the grade 8 pupils with
previous preschool education of Hew Eope 6hristian ,chool' this study helped
the children to improved their grade school achievements and performance in
writing' reading and arithmetic.
T$e P"e#$))+ Te!#$e". !his study helped them know the importance of
preschool education to the grade school performance of the pupils at the primary
level' and eventually' they can find ways on how to motivate their pupils and
develop their skills in reading' writing and arithmetic.
S#$))+ %"/&#/%!+ !&( !(0/&/'"!')". !his study is of great help' especially in
elementary school in which the school can implement the compulsory admission
of the children to the preschool from aged J before they can go to grade 8.
P!"e&'. !he results of this study helped the parents to reali3e the importance of
preschool education in the grade school performance of in their children in
writing' reading and arithmetic
T$e "ee!"#$e". !he findings of this study also benefited the researchers in
ac4uiring more knowledge' information and new ideas that can be used in
research.
S#)%e !&( L/0/'!'/)& )- '$e S'*(,
!his study focused on the "cademic performance of 2rade 8 pupils in Hew Eope
6hristian ,chool' school year 9<8I%9<8J. &ithin this study' the independent
variable is limited to the personal profile of the respondents in term of age'
gender' and distance from school' and educational attainment of parents and
profile of their academic performance. &hile the dependent variable is limited to
the academic performance of 2rade 8 pupils with the aspect of writing' reading
and arithmetic.
De-/&/'/)& )- Te"0
!he following terms were used with the conte0t of the study?
5ducational "ttainment . /n this study' this refers to the level of education attained
or accomplished by the respondents either primary' secondary' tertiary level or
vocational course. !his also refers a term commonly used by statisticians to refer
to the highest degree of education an individual has completed #&ikipedia.com$.
5lementary ,chool. /n this study it refers to the stage after preschool education.
!his also refers to an institution where children receive the first stage of
compulsory education known as elementary or primary education
#&ikipedia.com$.
+amily /ncome. /n this study' this refers to the monthly income of the family which
was categori3ed into a$ Php 8<'<<< below b$ Php 8<'<<<%Php 9<'=<< c$ Php
9<'=<8% PhpI<' <<<. "lso' this is generally considered a primary measure of a
nationLs financial prosperity #Britannica. com$
Preschool. /n this study it refers to the toddlers aging =%M enrolled at Hew Eope
6hristian ,chool. !his also refers to be generally considered appropriate for
children between three and five years of age' between the toddler and school
stages. 7uring this stage of development' children learn and assimilate
information rapidly' and e0press interest and fascination in each new discovery
#Merriam &ebster 7ictionary' 9<<J$.
Performance. /n this study this refers to the academic competence of the toddlers
aging =%M enrolled at Hew Eope 6hristian ,chool. !his refers to how the student
is performing well in class with different factors affecting each level of
performance #Merriam &ebster 7ictionary' 9<<J$
C$!%'e" II
RELATED LITERATURE AND STUDIES
F)"e/.& L/'e"!'*"e
"ccording to Mayer #9<<9$' children thrive in an environment of
consistency' order' and empowerment. !eachers are only facilitators and not the
primary focus. Most classes are large #9=%I< kids$' with a two% to three%year age
span. 6hildren are treated as responsible individuals' cleaning up their own
spills' cutting up raw fruit and veggies to make their own snacks' going to the
bathroom without assistance' and sweeping and dusting at the end of the day.
"s described by Nin3it3el #9<<M$' many parents (udge the value of a
preschool by how much reading is taught there. !he philosophy that underlies
this book does not support this measure' although it does support parentsL belief
that reading is important. "fter reviewing a large body of research on how
children become good readers' a panel of e0perts commissioned by the Hational
"cademy of ,ciences concluded that having a preschool language and literacy
foundation is important for later reading success. !hat foundation involves all
kinds of e0periences with stories' conversation' word play' books' and other
meaningful print #signs' notes' lists' directions' etc.$. /ts most important
component is a rich vocabulary' in whatever language or languages the child
speaks. Providing the range of e0periences that will build a strong foundation is
more important
in the long run than simply teaching children to recite the alphabet or to read
simple Books.
"s described by Mayo et.al #9<<=$' a meaningful knowledge base is
developed through having many varied e0periences with materials' places' and
people. Gocabulary building occurs through talking about those e0periences. Fral
language is developed through participating in back and forth communication'
individual conversations' and group discussions. >ooking at books and having
books read aloud to them also promote childrenLs oral language skills.
Phonological awareness is developed through noticing sounds' playing with the
sounds of words' and noticing what sound a word begins with. Print awareness is
developed as children notice the usefulness of print. !his occurs as they
e0periment with making notes and scribbling and as they find a word in a line of
print. "lphabet knowledge is developed as children recogni3e and name letters
and name the letter that represents a certain sound.
F)"e/.& S'*(/e
!he current educational policy debate worldwide is centered largely on
the educational achievement gap that persists between low%income and minority
students' on the one hand' and higher%income and non% minority students' on the
other. Present school reform efforts that seek to address this problem assume
that establishing high curriculum standards' test%based accountability' and
higher%4uality teaching in pre%school education can close this gap. Many
researchers and e0perienced educators 4uestion that such reforms alone can
close or significantly narrow the achievement gap. !he achievement gap has
deep roots that begin before school entry. ,tudies show that the foundation for
literacy and other academic learning is laid down before age = #Hido' 9<<M$.
Fther studies demonstrate that high%4uality preschool education can
improve the school readiness and school performance of children' especially low%
income children. 2rowing evidence shows that preschool education benefits
children who are not poor' although the effects may not be as pronounced as
they are for economically disadvantaged children #;ang' 9<<O$.
"ccordingly' more and more states are establishing universal' state%
funded prekindergarten educational programs for I% and J%year olds. 5merging
research evidence suggests that such universal programs have the potential for
improving the school readiness of low%income and minority children as well as of
those from higher income and non% minority families. "n important element in the
success of such state initiatives appears to be high teacher education
re4uirements' which other research has found to be a strong predictor of high%
4uality environments for children' and e4uitable teacher salaries' which help pre%
kindergarten programs' recruit and retain talented teachers #Myrna et.al' 9<<O$.
Eistorically in the -nited ,tates' universal access to elementary and
secondary schooling eventually became a reality. -niversality of access has not'
however' resulted in e4ual educational achievement' and schools still differ from
one another in the 4uality of the education they provide. !he reference is to the
well documented' persistent association of educational achievement to
socioeconomic status #,5,$ and raceAethnicity. "s a group' that is to say' on
average' students of higher ,5, fare better on indices of educational
achievement than do those from lower ,5, families #2alean' 9<<O$.
"frican "merican' Eispanic' and other non%&hite groups who are over%
represented in the lower socioeconomic strata tend' as a group' to lag behind
their &hite counterparts in school achievement. 54ual educational achievement
has been a goal of local communities' the states' and the federal government for
decades' as e0pressed in such efforts as the 5lementary and ,econdary
5ducation "ct of 8CM= #2ormley' 9<<O$.
L)#!+ L/'e"!'*"e
+ilipino families are stable. 7ivorce rates have increased since the 8CM<Ls'
but remain relatively low. /n 8CP< the number of divorces was 8.9 per thousand
people' while the comparable figure for the -nited ,tates was =.9 per thousand.
Dust M percent of all Dapanese families are headed by a single parent #Manabat'
9<<P$.
!here is a strong consensus regarding roles and the appropriate division
of labor within the family. " manLs primary focus is the workplace' which often
includes e0tensive work related sociali3ing with male colleagues during the
evening hours. /n contrast' a womanLs primary focus is her home and family' with
particular attention to the rearing of children. !he family%centered role of women
is reinforced by their relative lack of long%term career opportunities outside the
home #Gillanueva' 9<<O$.
&hile most +ilipinos subscribe to the view that a womanLs place is in the
home and that work should not interfere with her primary responsibilities to
children and husband' women nevertheless make up almost J< percent of the
labor force. More than half of these women are married. Many mothers with small
children work only part%time so they can be at home when their children are not
in school. !he e0tra income generated
by mothers working outside of the home is often used to help meet the cost of
their
childrenLs education #,anglap' 9<<M$.
/n many white collar families' the father is a proverbial :guest: in his own
house' returning home most evenings after the children have gone to bed.
"lthough fathers provide children with certain role models and many take an
active interest in education matters' the task of attending to the childLs upbringing
and education is usually left to the mother. Mothers take that responsibility
seriously. Mothers and their children are especially close. +ilipino mothers
seldom confront their preschool children. .ather' they attempt to appease the
child and foster an intimate' dependent relationship. !he purpose of this
approach is to get the child to comply willingly with the motherLs wishes and to
shape behavior gradually over the long term. "nother goal of early training is to
instill in the child a deep sense of responsibility to the mother and family. !his
becomes an important factor in developing motivation for school achievement in
the Philippines. 5arly childhood training includes attention to manners and proper
social behavior re4uired outside of the home' but there is little actual e0posure to
group situations beyond the family until the preschool e0perience
#www.tanikalangfilipino.com$.
Much of a motherLs sense of personal accomplishment is tied to the
educational achievements of her children' and she e0pends great effort helping
them. /n addition' there is considerable peer pressure on the mother. !he
communityLs perception of a womanLs success and educational attainment
depends in large part on how well her children do in school. +ilipino parents are
strongly committed to early education' though pre%elementary education in the
Philippines is not a part of compulsory education nor is it linked' like "merican
kindergartens' to the formal school structure. Girtually all
Philippine pre%elementary education takes place in one of two types of
institutions? preschools and daycare centers. Preschools' enroll children primarily
between ages I and =. !hey are in session appro0imately = hours per day.
7aycare centers' are primarily for the children of working mothers. !hey accept
children from infancy through age = and are in session P hours per day. /n most
other respects the two types of institutions are similar in physical facilities'
curricula' teaching styles' and classroom activities #Gillacru3' 9<<P$.
Both types of pre%elementary institutions re4uire tuition. /n the case of
daycare centers' parents are assessed charges in accordance with their income.
/n addition to income from tuition' pre%elementary institutions receive subsidies
from all three levels of government in varying amounts. !he close nature of the
mother%child relationship and the strong cultural and parental commitment to
education enable the mother to provide a strong foundation for the childLs entry
into elementary school #Hieves' 9<<P$.
L)#!+ '*(/e
/n the past 9= years' a series of well%designed and well%implemented
model preschool programs have shown significant effects on young childrenLs
cognitive growth. ,uch effects have been reported for small demonstration
programs such as the carefully controlled barangay early interventions and the
/nfant Eealth and 7evelopment Pro(ect #Nabala' 9<<M$. !hese effects have been
shown to last through the elementary grades and beyond. !hese include not only
effects on reading achievement and literacy scores but also on reduced rates of
grade retention and of special education placement and higher rates of high
school graduation.
"ccording to Eernande3 #9<<P$' we take it as a0iomatic that higher levels
of human capital increase a nations wealth and add vibrancy to its political and
cultural life. Perhaps the best%validated determinant of human capital is the
amount of engaged time that learners spend on age appropriate cognitive tasks.
!his concept has spawned the advocacy of educational policies as diverse as
increasing the time devoted to cognitive learning during each school day' adding
to the length of the school day and to the number of school days per year' and
increasing the fraction of students graduating from high school' attending college'
or starting school at an even younger age #thus' before kindergarten$.
!he evidence is overwhelming that preschool programs can work to
increase performance in the early school grades #,ungyap' 9<<J$. 5vidence also
suggests that these programs can positively affect later high school graduation
rates' labor force participation' stable household formation' and criminal behavior
#.eyes' 9<<=$.
Eowever' studies demonstrating long%term effects tend to be small and
local in scope' as are the studies showing only short%term effects@ and two of the
studies claiming long%term benefits left program implementation up to the
program developer. ,o while it is well warranted that preschool programs can
work' the main policy 4uestion is whether they do in fact work when they are
implemented at scale. !hat is' when the programs reach is state%wide or federal'
when its management is in the hands of education bureaucrats' and when its
daily classroom implementation depends on local officials and teachers whose
knowledge and motivation may not match those of the program developers own
staff. /n the language of medical research' the evidence for the efficacy
of preschool programs is stronger than the evidence for their effectiveness
#+orcadela' 9<<M$.
Re+e7!&#e )- C/'e( +/'e"!'*"e !&( S'*(/e
Past and current studies involving preschool education are particularly
associated with the effectiveness and ventures that enlighten the factors behind
the reasons for such. ,uch studies made way on describing the effectiveness of
preschool towards the advancements of educational achievements.
" 9O year longitudinal study of participants in the EighA,cope Perry
Preschool Pro(ect found that kids who participated in the program had
significantly better outcomes than children who did not attend preschool.
Participants were more likely to complete high school and have higher monthly
earnings and be married. !hey were less likely to need special education'
receive welfare or be arrested.
" study of the "becedarian early childhood pre%school program
compared participants to a control group and found that students who attended
the early care program were OJK less likely to become teen mothers and could
earn QI'O=< more a year then those who had not been in a pre%school program.
" 8=%year longitudinal study of low%income children in 6hicago who
participated in a school district preschool program found a IIK reduction in the
rate of (uvenile arrests' a J<K reduction in grade retention' a J8K reduction in
the need for special education' and a 9CK increase in the rate of high school
completion.
" review of a number of pre%school programs found that the programs provided
varying improvements in a number of different areas. !hese included gains in
cognitive development' improvements in educational outcomes' reduced levels of
criminal activity and increased economic self%sufficiency' first for the parent and
later for the child.
!hese reali3ations clarified and e0posed the different researches that
pursued the effectiveness of preschool education and how it can help in the
advancement of the childs educational achievements.
CHAPTER III
RESEARCH METHODOLOGY
!he chapter deals with the research design' research respondents'
research locale' and research instrument' data gathering procedures' scoring
procedure and statistical treatment.
Ree!"#$ De/.&
!his study made use of the descriptive method of research to gather
information about e0isting information. !his study describes the profile of the
respondents' and the establishment of relationship between factors affecting
grade school achievements and performance with their previous preschool
education. 7escriptive statistics was used to e0plore the data collected regarding
the personal profile of respondents and made general observations about the
data collected. Moreover' it employed a correlative method of research wherein it
compares and discusses the association of the factors affecting grade school
achievements and performance with their previous preschool education.
!he researchers had chosen this method since this study involves the
interpretation on the establishment of relationship between factors affecting
grade school achievements and performance with their previous preschool
education of grade 8 pupils at Hew Eope 6hristian ,chool.
Ree!"#$ Re%)&(e&'
!he respondents of this study were the grade 8 pupils of Hew 6hristian
,chool' Hatumuloan' !agolan' Misamis Friental. !here were a total of 8P 2rade
8 pupils of Hew Eope 6hristian ,chool. Eence' no sampling was done.
Ree!"#$ L)#!+e
!his study was conducted in Hew Eope 6hristian ,chool' Hatumolan' Misamis
Friental. Hatumulan is one of the barangays of the municipality of !agolan which
is located between the municipality of Gillanueva and the city of 6agayan de Fro
6ity.
Ree!"#$ I&'"*0e&'
!his survey is a self%made survey 4uestionnaire that will serve to
determine the factors affecting grade school achievements and performance with
their previous preschool education. !he researcher incorporated into the survey
4uestions investigating the awareness of parents regarding the long term impact
of pre%school education to their children. !he survey is divided into two parts.
+irst part includes description of the socio%demographic profile of respondents.
!he second part is composed of a set of close ended%4uestion to represent the
different factors that affects the Performance in 5lementary ,chool of those
respondents who have had previous preschool education. 2iven the ,urvey uses
=%point response choices >ikert ,cale' we can assume that agreement with
positively%worded items would represent the factors affecting predictive validity.
!he 4uestionnaire will go through validity tests where in measures to ensure its
validity will be based on review of related literatures' conduction of focus groups'
seeking opinions with e0perts for content and phase validity and pre%testing the
4uestionnaire to a different set of participants.
D!'! .!'$e"/&. P")#e(*"e
" permit was secured from the college president of !agolaon 6ommunity 6ollege
for the approval in conducting the study' prior to the distribution of the
4uestionnaire to the respondents. >ikewise' a letter of permission to conduct the
test was sought from the office of the school principal in Hew Eope 6hristian
,chool. 7uring the test' the researchers e0plained to the pupils how the
4uestionnaire would be accomplished. !he 4uestionnaire was retrieved
immediately after the test for analysis and interpretation.
S#)"/&. P")#e(*"e
!he following =%point >ikert%type scale was used in interpreting the
responses on the factors affecting grade school achievements and performance
with their previous preschool education.
!able 8? >ikert scale
S#!+e De#"/%'/)&
4.5 8 5.0 9e", H/.$+, E--e#'/7e
:.5 8 4.4; H/.$+, E--e#'/7e
2.5 8 :.4; M)(e"!'e+, E--e#'/7e
1.5 8 2.4; M/&/0!++, E--e#'/7e
1.0 8 1.4; N)' E--e#'/7e
S'!'/'/#!+ T"e!'0e&' )- D!'!
!he researchers used the following statistical treat in the analysis and
interpretation of the study.
Problem8. !he fre4uency count and percentage distribution was used to
determine the personal profile of the respondents in terms of age' gender' and
educational attainment of parents.
Problem 9. !he weighted mean was used to determine the factor affecting
the grade school achievements and performance with their previous preschool
education of grade 8 pupils at Hew Eope 6hristian ,chool.
Problem I. !he analysis of variance #"HFG"$ was used to determine the
significant difference the factors affecting grade school achievements and
performance with their previous preschool education of grade 8 pupils at Hew
Eope 6hristian ,chool when grouped according to age' gender' and educational
attainment of parents.