EASTERN QUEZON COLLEGE 1

THE QUALITY OF INSTRUCTIONAL MATERIALS IN THE

KINDERGARTEN LEVEL OF ELEMENTARY SCHOOLS
IN CALAUAG, QUEZON

A Thesis Proposal
Presented to the Faculty of
Marinduque State College
School of Advanced Education
Graduate Studies Extension Program for
Eastern Quezon College
Gumaca, Quezon

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Management

By

__________________________________
2016
 EASTERN QUEZON COLLEGE 1

Chapter I

THE PROBLEM: INTRODUCTION AND BACKGROUND

Introduction

In 2011, Kindergarten was fully implemented by the Department of Education in all

public schools. However, there are many factors which may affect the implementation of this

program. In connection to this, there are schools specifically the multigrade schools in the

Calauag, Quezon are implementing the same program but there are issues with regards to the

deficiency of instructional materials. Nevertheless, instructional materials ought to play great

role in the teaching and learning process.

In 1990, there was a World Declaration on Education for All (EFA) in Jomtiem,

Thailand, which prescribed that Basic Learning Needs shall be met for all by various means. As

a response, the Philippines crafted and implemented the 10-year EFA Philippine Plan of Action

covering 1991-2000. The EFA plan articulated the country’s national goals, objectives, policies

and strategies, as well as the regional programs for implementation for the first decade of the

EFA movement. Under the 1991-2000vPlan (EFA 1), the thrusts included: Early Childhood

Development; Universalization of Quality Primary Education; and Alternative Learning

Systems.

However, before the implementation of K to 12 program of Department of Education, the

basic education pertains to optional preschool at age 3 to 5, then six years of elementary

schooling for aged 6 to 11, and four years of secondary schooling for aged 12 to 15. Excluding

early childhood care and development

 EASTERN QUEZON COLLEGE 2

(ECCD) or preschool, Philippine formal basic education subsystem is one of the shortest in the

Asia Pacific with just 10 years of basic schooling compared with 11 to 12 years in other

countries.

At this instant, kindergarten education has been mandatory in public schools in 2011 by

virtue of Republic Act 10157 known as the Kindergarten Education Act. As stated in the Act,

kindergarten education shall apply to elementary school being the first stage of compulsory and

mandatory formal education.

Moreover, the Republic Act 10533, also known as the Enhanced Basic Education Act of 2013 as

K to 12 mandates five year old children to enter kindergarten before enrolling to Grade One.

On the other hand the researcher, as a kindergarten teacher agrees that kindergarten is the first

formal educational experience for children because it is their first taste of the world beyond

family and home. To be of real value to children during this transitional period, the instructional

materials of the kindergarten level is vital. First-hand experiences are essential to the

kindergarten child because he is still integrating and developing coordination between minds,

mood muscles and senses. These tasks require instructional materials and equipment that can be

readily manipulated and organized in varied ways as the child works alone or with a group.

Likewise, Kindergarten serves as the preparation of elementary grades. It is stepping stone of the

children in preparing themselves for enrolling to Grade One. The readiness and willingness of

the child to enter in the kindergarten help greatly in the teaching learning process.

Furthermore, kindergarten teachers use different instructional materials in teaching. They utilize

books, blocks, flash cards, picture cards, CD player, television, and teacher made visual aids.

They even use their own laptops for the presentation of lessons like the power point presentation.
 EASTERN QUEZON COLLEGE 3

With this regard, the researcher wants to identify the quality of instructional materials in

kindergarten level in the Calauag Quezon in perceiving the quality of the various instructional

materials on the performance of the kindergartener.

Background of the Study

Today, most researchers have come to understand child development and the learning

process as articulated by the constructivists. However, this view has not been widely translated

into practice. Many kindergarten teachers and parents still believe that young children are not

ready for school unless they can recite the alphabet, count, and have the ability to follow

instructions from adults.

Parallel to this a significant development in the Philippine educational picture is the rapid

growth of kindergarten in terms of both enrolment and number of institutions. Every Filipino

child now has access to early childhood education through Universal Kindergarten.

Besides, a 10-month integrated curriculum for Kinder has already been drawn up.

Together with this curriculum, DepEd has also developed the National Kindergarten Curriculum

Guide (NKCG), a document that contains performance standards and daily learning activities for

the department’s 10-month preschool program. A so-called Basic Instructional Package has also

already been identified and approved by the Instructional Materials Council Secretariat (IMCS)

for use in the Kinder. Some of the instructional materials like the story books, puzzles, blocks,

string beads and dominoes come from the Department of education and others are provided by

the teachers using different kinds of raw materials.

Furthermore, along with “Education for All”, the Philippines is also committed to pursue

eight time bound and specific targets under the Millennium Declaration which it signed on
 EASTERN QUEZON COLLEGE 4

September 2000. The Declaration, in general, aims to reduce poverty by half in 2015 (22.65

percent proportion of the population below poverty incidence and 12.15 percent below

subsistence incidence by 2015). With the adoption of the Declaration, the Philippines likewise

affirmed its commitment to the Millennium Development Goals (MDG) geared towards reducing

poverty, hunger, diseases, illiteracy, environmental degradation and discrimination against

women.

These goals have been mainstreamed in the country’s Medium Term Philippine

Development Plan (MTPDP) 2004-2010 including policies and plans related to children, access

to primary education and gender equality However, despite the legal mechanisms, budget

prioritization and increased access, Philippine education has been dogged with issues. Among

the issues that needs to be resolved but have improved lately include the high dropout rates, high

number of repeaters, low passing grades, lack of particular language skills, failure to adequately

respond and address the needs of people with special needs, overcrowded classrooms and poor

teacher performances. These problems in turn resulted to a considerable number of illiterate

Filipinos and out of school youths and graduates who are not prepared for work.

Furthermore, most of these issues have come across the way of the researcher. Being a

kindergarten teacher is very difficult provided that the classroom has insufficient instructional

materials to brought out the best teaching and learning process in this level.

However, kindergarten teachers in the Calauag, Quezon are composed of the

kindergarten teachers under the regular program and the elementary grade teachers handling

kindergarten classes specifically those who are in the multigrade schools. With this, the

researcher desired to find out the quality of the instructional materials in the Calauag, Quezon.
 EASTERN QUEZON COLLEGE 5

This study will help the kindergarten teacher in teaching the pupils in utilizing the appropriate

instructional materials for the kindergarten level.

Statement of the Problem

The study aims primarily to categorize the quality and to identify the availability of

instructional materials in the kindergarten level of the elementary schools in Calauag, Quezon.

Specifically, it attempts to answer the following questions:

1. What are the characteristics of kindergarten teachers in terms of:

1.1 Age;

1.2 Sex;

1.3 Civil Status;

1.4 Rank;

1.5 Years in Service;

1.6 Types of School; and

1.7 Orientation?

2. What are the available instructional materials in the forms of:

2.1 Printed Materials

2.2 Manipulative Materials

2.3 Audio Aids

2.4 Visual Aids

2.5 Audio-visual Materials

 EASTERN QUEZON COLLEGE 6

3. How many years do the instructional materials have been utilized in the kindergarten

level?

4. What is the quality of the instructional materials in the Calauag, Quezon?

5. What action plan can be developed based on the findings of the study?

Scope and Delimitations

The respondents of this undertaking are the kindergarten teachers in Calauag, Quezon.

Calauag is divided into (2) districts specifically East District and West District. East District is

composed of (19) schools, while West District is composed of (25) schools. Thus, Calauag,

Quezon has (44) public elementary schools. The kindergarten teachers are composed of the

kindergarten teachers under the regular program and the elementary grade teachers handling

kindergarten.

However, it was limited to assessing the following instructional materials: reading

materials, manipulative materials, audio aids, visual aids, and audio-visual aids of the

kindergarten level in the Fourth Congressional District of Quezon. It was further limited to

answering the quality, availability, and years of utilization of the instructional materials.

Significance of the Study

This study is significant to the following:

Curriculum Planners. They might get ideas from this research. The findings of the

study will provide basis for planning and effective curriculum for kindergarten.

School Administrators. Through the output of this research they will realize the

importance of the use of instructional materials in the classroom. They could strengthen policies
 EASTERN QUEZON COLLEGE 7

on the development and the proper utilization of the instructional materials not only in

kindergarten but also in other grade levels.

Local Government Units will be aware of the insufficiency of the instructional materials

necessary to teaching and learning process of the kindergarteners of their own municipalities.

Parents. Their children will have reasonable learning through proper utilization of the

instructional materials in their particular kindergarten classrooms.

Kindergarten Teachers will have proper trainings on proper utilization of instructional

materials available in the classroom. This will enhance their topic presentation considering the

level of learning and abilities of their students, which can lead to improved academic

performance in the learning area. It will provide more time for hands on teaching and

demonstration.

Pupils. They will learn the lessons in easy way by using the instructional materials. It

will also allow them to be involved in activities suited to their own style and rate of learning

development.

Future Researchers. This paper will surely contribute to my rich bulk of literature and

body of knowledge. Future researchers especially those who will conduct study on similar

framework will gain insights from the substance of this investigation.

 EASTERN QUEZON COLLEGE 8

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

In the book of Eliquen (1974) entitled “Play Dreams and Imitation inn Children” speaks

of the child’s growing ability to face reality. This ability depends on the satisfactory resolution of

early personal-social conflicts in the child’s family, and on the development of a healthy play life

which enriches his social experience. Piaget believes that effective instruction of systematic

knowledge in school depends on the gradual development of scientific concepts in the child.

The aforementioned literature is presently related to the present study because the

researcher believed in direct, specific learning experiences involving play, construction, and

contact with nature; self-expression and physical activity will give the children the freedom of

movement needed for muscle development and emotional release. The child must be taught to be

concerned with the good of the group. However, this can only be materialized if there were

ample instructional materials in the classroom.

Moreover, Eclavea (2014), in his article entitled “How to Teach Pupils”, mentioned that

there were some good teachers which were often successful in different ways. Some teachers are

more extroverts on introvert than others, for example, different teachers have different strengths

and weaknesses. It is often said that good teachers were born not made and it does not seem that

some people have a natural affixing for the job. But there were also others, perhaps, who do not

have what appears to be a natural affinity for the job.

 EASTERN QUEZON COLLEGE 9

Nevertheless, the present study is related to Harmer’s article as he specified different

factors affecting teacher’s abilities to manage their pupils which can be the basis in thinking

suitable instructional materials to address the children’s weaknesses.

While according to Richard (2006) the main job of the teacher is to make students learn

effectively and efficiently. For doing so, a teacher has to do several activities such as plan

properly, provide effective instruction and evaluate the learning activities using appropriate

methods and techniques. Flores (2015), explained that internal factors have quality on teachers

feeling of success and a number of external factors can either aid or hinder a teachers success.

The present study is related to Richard (2006) and Smith et al (2010) because a teacher

has to perform a lot of activities inside and outside the classroom. Performing the teacher’s

functions, teacher may be effective or ineffective which is closely linked to teachers’

competence. Competent teachers create classroom conditions and climate which were conducive

for pupils learning.

On the other hand, Telada (2011), using computer is one of the most efficient ways to

make the lesson audio-visual, to supply fluent and effective education, to keep the pupils from

memorization and to obtain speed and permanence in perception.

The present study is subsequently linked to Telada (2011) due to the visual, auditory, and

dynamics movement experienced by the pupils using computer will develop clearer and more

correct mental images of the information being learned.

Conversely, conferring to Burge (2000) as cited in Telada (2011), traditional teaching

model is given by the blackboard, chalk, textbooks and other modes of instruction. Use of
 EASTERN QUEZON COLLEGE 10

multimedia technology in teaching will help improve teaching efficiency. Multimedia

technology can combine text, graphics, pictures, animation, video and audio for the richer

message of the image. Pupils in this environment through a variety of sensory organs can spend

up the understanding and acceptance of knowledge and information. It helps the pupils in

associating thinking and reasoning activities. At the same time, the use of Computer Assisted

Instruction (CAI) saves the blackboard times, teachers can teach in a limited period of time for

more content. All of these factors can greatly enhance the efficiency of the transmission of

knowledge and information. It enables pupils in a relatively short period of time to get more

information.

The aforementioned literature is related to the present study for the reason that Computer

Assisted Instruction (CAI) can help pupils reach a more detailed and a more accurate

understanding of what they are learning.

Nonetheless, according to Cross (2010), in her article in Early School Readiness Site,

entitled “Preparing Children for Kindergarten: Whole Class Instruction” said that the preschool

version of whole class instruction is usually called circle or group time. The social design of

whole class instruction involves the expected behavior among peers, toward the teacher, and

regarding approaches to learning. Instructional design addresses the range of teaching methods to

be used, including direct instruction, practice, exploration, and problem-based learning. Literacy

was the primary curricular focus of whole class instruction.

The article of Cross (2010) is related to the present study because whole class instruction

or circle time is one of the blocks of time in kindergarten. During this time of the kindergarten
 EASTERN QUEZON COLLEGE 11

schedule, the teacher led the entire class through a series of instructional activities in which each

child is expected to participate.

Furthermore, O’Neil (2011) stated that when children are first introduced to literature, it

is often in the form of picture books. Children learn to associate the pictures with meaning

because they cannot read the words on the page. The illustrations or imagery help guide the

understanding and foster a comprehension of the story being told. Borgia and Owles (2010) point

out that even for young or new readers, visual text and the visual arts play an important role in

reading and writing.

Merculio (2014) in her article “Media Text: A New Form of Literary Instruction” cited

that the use of media texts in the forms of audio and video clips inside the classroom can give the

new perspective of teaching literature. Printed materials can find close affinities in media world.

With the close affinity of literary texts with media texts, the following can be sources of lessons:

telenovela/ teleserye for novel; songs for poetry; video clips/music video for short stories; and

films for drama through clippings the internet.

In this article, it is related because the pupils are entertained and relaxed with the motion

pictures, sound clips, and variations of other technical elements such as cinematography, sound

effects, and settings/locations that can be a good lead for literary instruction for immediate

positive response among the pupils. The integration of information and communication

technology as instructional materials shows a clear accessibility to the digital activities in order

to cope with the technological challenges of our time.

 EASTERN QUEZON COLLEGE 12

Another article of Merculio (2014) entitled “Digital Storytelling in English Class: A

Multimedia Learning Experience” specified that English competencies plus the computer skills

promote positive learning among the students. Using classroom content with digitized

information, multimedia outputs are recommended with little continuous involvement of the

teachers or other cost that leave significant changes inn students’ learning. In digital storytelling,

the students are given vast opportunities to make a story board in the form of video or images.

It is related to the present study because the use of multimedia learning experience is just

one of those evidences that there is really a great deal for the pupils and teachers to keep abreast

with the technology of our time. By using this multimedia, pupils find this activity interesting,

fun and exciting in the exploration of skills and resources in technology.

Desamito (2012) in her article in The Modern Teacher entitled “Computer Education in

Preschool” mentioned that children 3 and 4 years of age are developmentally ready to explore

computers, and most early childhood educators see the computer center as a valuable activity

center for learning. Young children are comfortable clicking various options to see what is going

to happen next.

This article is related to the present study because computer is the new trend used as

instructional materials in teaching the kindergartners. Children need opportunities to make

choices about some of their computer experiences.

Antolin (2013) stated that the opportunities for learning experiences vary from family to

family and from community to community. Many families create a learning environment at

home and have access to quality pre-school services. But many other families lack the resources
 EASTERN QUEZON COLLEGE 13

or the knowledge to make learning an everyday part of the child’s experiences. Therefore, the

preschool educators/teachers have an important share for the growing impression on the success

and failure for those would attend the preschool program, among which is the development of

children’s use and internalization of private speech or self-talk.

It related to the present study because children who attend and enter preschool have some

quality approaches for them to be more prepared and may achieve greater success by using

different instructional materials as for fun and learning. By using different instructional materials

their first step in the educational ladder will be more meaningful and enjoyable.

Balocating (2013) mentioned that teachers must be competent enough in gaining their

interest in education in the most productive and efficient way. Through attending seminars, in-

service training and workshop concerning the management skills to get ready in the changing

curriculum, they could easily adjust themselves to the kind of approaches, methods and strategies

using the different groups of pupils.

This is related to the present study because the author and the researcher believed in the

importance of the instructional competence by attending different seminars. It is great tool to

improve the instructional materials and to develop an output which is the action plan for the

instructional materials.

Related Studies

In the study of Iyunade (2014) entitled “Availability and Utilization of Instructional

Materials in Selected Anagogical Setting in Ogun State, Nigeria” shown that when instructional

materials are effectively utilized, it can help make learners understand abstract ideas and
 EASTERN QUEZON COLLEGE 14

complex topics. The comparative efficiency of instructional materials in teaching learning is

evident in its potentials of bridging the gap in communication between the instructors and

learners.

Moreover, as Awolaju (2014) revealed that the role of instructional materials if

thoroughly considered cannot be either partially or totally isolated from teaching-learning

process. Instructional materials perform such function as the extension of the range of experience

available to learners, supplement and complement the teacher’s verbal explanations thereby

making learning experience richer and providing the teacher with interest into a wide variety of

learning activities.

In connection to the study of Iyunade (2014) and Awolaju (2014) is very much

accommodating to this undertaking which is trying to assess the quality of the instructional

materials of the kindergarten schools. For them instructional materials are designed to enrich the

teaching and learning process. Furthermore Awolaju stated that instructional materials cannot be

partially or totally isolated in the teaching-learning process of the kindergarteners. Thus, the

researcher has the courage to assess the quality of the instructional materials of each kindergarten

schools in the Calauag, Quezon which serves as the independent variable of this study.

Whereas, Al-Amarat (2011) identified that the level of the classroom problems of the

Education District of Tafila province was medium, from the teacher’s point of view; there was

no statistically significant difference, in the academic problems domain, while there was a

statistically significant difference, in the behavioural problems, due to the interaction variables,

gender, and school level and experience.

 EASTERN QUEZON COLLEGE 15

The result of this study is related to the present study because there are many behavioural

attitude that is being practiced by the pupils in the classroom. The behavior of the pupils greatly

affects their performance in learning.

In a recent study on the public perceptions of Oregon’s K-12 and higher education

schools, Ryan Henthorne (2010) identified that parents with children in public K-12 were more

likely to report that K-12 quality today was a big problem, and that the quality over the last 5

years was slightly worse, when compared to respondents that did not have children in public K-

12.

Lee (2006) showed the parents perception of early childhood education and care centers

both American and Korean parents thought that the most important aspects were “children health

and safety” and “teachers educational competence”.

Fouziya et al (2009) revealed that the parents irrespective of whether they sent their

children to anganwadi or preschools held similar views about the meaning of preschool

education, skills acquired at Early Childhood Development (ECD) centers, teaching

methodology and the role of international child Development Services (ICDS) centers in

preschool education.

The aforementioned studies are related to the present study because the curriculum used

in kindergarten is the K to 12 Program. It is indeed important to know the viewpoint of the

parents in early childhood education and entering their children in kindergarten level. Parents

have also great role in shaping the talents and knowledge of the child. They are the partners of

the teachers in teaching the kindergarten pupils with the help of the instructional materials
 EASTERN QUEZON COLLEGE 16

available in the school. On the other hand, this undertaking is attempting to provide evidences

that instructional materials are similarly significant aspect in the early childhood education such

as in the kindergarten schools.

Heaviside and Farris (1993) emphasized that America’s kindergarten teachers place a

greater importance on the personal and social domains of learning than on the cognitive domains

of learning as they relate to school readiness.

Denton et al (2000) stated that teachers perceive children, whose mothers have a lower

education, whose mothers are single, or whose families have received public assistance, as being

less likely to have the social skills of accepting peer ideas and forming friendships with their

peers.

West et al. (1993) specified that kindergarten teachers felt that it was not important for

students entering kindergarten to know their letters and numbers because they could impart these

skills to their students during the kindergarten year. Kindergarten teachers consistently consider

it one of their major responsibilities to prepare students for personal and social demands of the

K-12 school environment.

The study of Heaviside et al (1993), Denton et al (2000) and West et al (1993) are related

to the present study because kindergarten teachers place a great importance and value on children

entering kindergarten with the necessary social and personal skills.

Lopez (2012) defined instructional materials as any tool used during the instructional

process. Its goal is to enhance knowledge, thinking skills, problem solving activities of all pupils

as well as incorporate recent advances in disciplinary content regarded on teaching and learning,
 EASTERN QUEZON COLLEGE 17

and instructional technologies. An instructional package is usually consists of manual of books,

pre and post-test and an instructors’’ manual.

In relation to the present study, it also aims to enhance the instructional materials in

teaching and learning process. With the fast changing demands of technology, the researcher

believes that integrating technology in teaching kindergarten will have best result in performance

of the pupils in the learning area.

Oriacel (2010), in his study entitled Development of Instructional Materials Module for

Teaching Philippine Government and the New Constitution in the Tertiary Level of Sacred Heart

College, learning styles of the students give focus on the pacing of learning ; serve as basis in the

selection of instructional methods, media and materials that could provide the students the help

they need in mastering the objectives based on the design of the self-prepared materials; provide

basis for utilization of media and materials by which prior to its use and implementation, it is

previewed to get sure of its adaptability to the needs of the students; and give teachers hint on the

task requiring learners participation.

The study is related to the present study since they considered the learning styles and

objectives in developing lesson plans or modules which serve as the basis in developing the

instructional materials needed in the teaching and learning process.

Moreover, quality teachers according to Rasay (2001) as cited in Lopez (2012), in his

thesis entitled Indicators of Quality Teachers in Selected Public and Private Schools in the

Division of Quezon as Perceived by Administrators and Teachers must have the knowledge of

the subject matter to be taught and must be proficient in executing the lesson and has a good
 EASTERN QUEZON COLLEGE 18

plan. Using audio-visual and multimedia resources like TV, computer, internet, videos and others

is a must for teachers to ensure teaching and learning.

Thus, the researcher agrees to the idea of Rasay (2011) that the teachers must be creative

and resourceful enough to teach the pupils with ease and accuracy. Concepts must be well

presented by using varied instructional materials like audio-visual and multimedia in teaching the

lesson.

In the study of Jasolin (2012) entitled “Developing Instructional Material in Teaching

Physical Fitness and Gymnastics” showed strong agreement on the perceived advantages of

using instructional materials as a helping tool in physical fitness and gymnastics. The

respondents reported strong agreement on the level of acceptability of the proposed instructional

material in terms of general and specific objectives, activities, relevance and content, as well as

overall organization and presentation. The students performed better in the post test after they

used the instructional material in physical fitness and gymnastics.

The aforementioned study is considered related to the present study because the

researcher believes that the instructional materials carried positive quality in improving the

performance of the pupils in the kindergarten level.

Another study related to the present study is that Jasolin (2012) entitled “The Teaching of

College English at the Calayan Educational Foundation Incorporated and Its Implication to the

Proposed Instructional Material in English’. According to him, the development of instructional

material is corollary to the needs of the learners and their desire to achieve proficiency is timely

and relevant as well as effective in enhancing teaching learning experience.

 EASTERN QUEZON COLLEGE 19

In connection to this, the current undertaking is related to the previous study because of

the attempt to prove the efficiency, relevance, and effectiveness of prepared materials designed

for specific purposes in optimizing learner’s ability.

In connection to this the findings of Telada (2011), he tested the effectiveness of dynamic

multimedia in teaching Science 6 over static multimedia. The use of dynamic multimedia as

instructional materials in teaching Science 6 was found to be more effective than using static

multimedia.

In relation to the present study, the researcher considers the use of different instructional

materials in teaching kindergarten. By using of different instructional materials, it gives

excitement and captivates the interest of the children.

Based on the findings of Gonzales (2007), in the preparation and conduct of learning

activities, the respondents were always successful in providing assignments which were

according to the abilities/grade level of the learners. As recommended by Mendoza (2004),

adequate equipment and materials in the multi-grade schools should be made a priority.

Furthermore, the same findings were found out by Eclavea (2014).

The mentioned studies is related to the present study because the findings indicate that

utilization of instructional materials and teaching aids directly affects the performance of the

pupils in the kindergarten. Materials like manipulative board games, visual aids made by local

materials and other low cost instructional materials should be made accessible to teachers.

In the study of Merle (2010) with regards to the level of competencies of elementary

school teachers of Pagbilao District on National Competency Based Teachers Standards

 EASTERN QUEZON COLLEGE 20

(NCBTS) Domains: Basis for a Proposed Inset Program, significantly voted that the elementary

school teachers of Pagbilao District demonstrated fair level of competence in the use of

Information and Computer Technology (ICT). She recommended for the school heads that the

school acquires additional units of computer for teachers’ use to motivate them to integrate

Information and Communication Technology (ICT) in their teaching or in doing their school

works. She challenged all elementary teachers to allow themselves to grow particularly in

demonstrating skills in the use of Information and Computer Technology (ICT) in teaching and

in learning and in designing, developing or modifying existing digital and non-digital learning

resources.

In relation to the present study, the researcher stimulates the use of Information and

Computer Technology (ICT) in teaching the kindergarten pupils.

Another study that support the use of computer assisted instruction was conducted by

Fernandez (2011), she made use of developmental method of research for computer assisted

phonics activities which were prepared according to the skills or ability of preschool children

ages 4 and 5.

Because computers are in thing today and surveys says that pupils are addicted in

watching television, playing games in the computers, cell phones and tablets, the researcher

believes that using computer in teaching kindergarten will capture the attention of the pupils.

As Mendonis (2013) in his literatures he mentioned that Problem-based learning (PBL)

by Bransford is a student-centered, contextualized approach to schooling. In this approach,

learning begins with a problem to be solved rather than content to be mastered. This is consistent
 EASTERN QUEZON COLLEGE 21

with new models of teaching and learning that suggest the emphasis of instruction needs to shift

from teaching as knowledge transmission to less teacher-dependent learning.

Synthesis and Relevance of the Reviewed Literature and Studies

The review of related literature provided basic information on the method used in

teaching and of securing interest and participation of kindergarten pupils. Hence, those literatures

contribute enormously to establish this study. According to Richard (2006), the teachers’ main

job is to make students learn effectively and efficiently. For doing so, a teacher has to do several

activities such as plan properly, provide effective instruction and evaluate the learning activities

using appropriate methods and techniques. Smith et al (2010) as cited in Flores (2015), explained

that internal factors have an quality on teachers feeling of success and a number of external

factors can either aid or hinder a teachers success. On the other hand, Bozeman (2000) as cited in

Telada (2011), using computer is one of the most efficient ways to make the lesson audio-visual,

to supply fluent and effective education, to keep the pupils from memorization and to obtain

speed and permanence in perception.

 EASTERN QUEZON COLLEGE 22

Conceptual Framework

The conceptual framework of this study consists of three clusters of variables which may

have affected the quality of instructional materials in the kindergarten level in the fourth

congressional district of Quezon. Specifically, input, process, and output were utilized in this

undertaking.

The first cluster is composed of the characteristics of the kindergarten teachers from the

Fourth Congressional District of Quezon in terms of sex, age, civil status, rank, years in service;

types of school, and training engagement. It also includes years of utilization and availability of

instructional materials in terms of: printed materials like workbooks/textbooks and flashcards,

audio aids like radio/lapel and CD player, visual aids like chart, flipbook, graphics, pictures and

photographs, manipulated materials like blocks, dominoes, puzzles and toys, audio-visual

materials like television, computer/laptop and projector; and the quality of the instructional

materials on the performance of pupils in the kindergarten level. The ideas gathered are used as

bases on the improvement of a researcher-made questionnaire.

The second cluster is the assessment of the kindergarten teachers in terms of instructional

materials. In the process phase, the quality of instructional materials is assessed as basis for the

conduct of the study. The kindergarten teachers are composed of the kindergarten teachers under

the regular program and the elementary grade teachers handling kindergarten pupils. The

teachers will assess their own instructional materials as used in teaching learning process.

INPUT PROCESS OUTPUT

Characteristics of
kindergarten
teachers Assessment of the Action Plan for the
availability and
Availability of Improvement of
 EASTERN QUEZON COLLEGE 23

The third cluster and the output phase is the proposed action plan for the instructional

materials as bases for future plans for the improvement of the instructional materials.
 EASTERN QUEZON COLLEGE 24

Definition of Terms

The key terms related to the study are hereunder defined as operational definition in order

to present a thorough understanding of the different ideas the researcher wants to convey to the

readers.

Audio Materials is defined operationally in this study as tools used in the teaching-

learning process such as CD player, MP3 player, and Lapel.

Audio-Visual Material is utilized in this research as the constituents needed in the

kindergarten classroom such as television, computer and projector.

Instructional Material is operationally defined in this undertaking as visual, audio,

printed, manipulative, and audio-visual materials used in the kindergarten classrooms as

scaffolding in the teaching and learning process.

Kindergarten is used in this study as pre-elementary classes from East District and West

District in Calauag, Quezon.

Manipulative Material refers in this undertaking as the materials such as blocks,

puzzles, dominoes, abacus, and string beads as provided by the Department of Education for the

kindergarten classrooms in Calauag, Quezon

Printed Material is operationally defined in this study as the big books, small books, flip

books and National Kindergarten Curriculum Guide in the kindergarten classrooms.

Quality was utilized in this research as the features of the existing instructional materials

in each classroom of the kindergarten class in the Calauag, Quezon.

 EASTERN QUEZON COLLEGE 25

Visual Material is employed in this study as supporting tools in the teaching and

learning process in kindergarten classrooms in the Calauag, Quezon such as bulletin boards,

flashcards, charts, and maps.

 EASTERN QUEZON COLLEGE 26

Chapter III

METHODS

This chapter discusses the Research Methodology, Description of the Respondents,

Instrumentation, Data Gathering Procedure, and Statistical Treatment which the researcher used

in the study.

Research Design

This study used descriptive type of research using the questionnaire/checklist in gathering

the needed data in the study. It also used school records of each district to find out the number of

kindergarten teachers under the regular program and the elementary grade teachers teaching the

kindergarten who were the respondents. As defined by Calderon and Gonzalez (1993) and cited

by Mendonis (2013), descriptive method, otherwise known as “Normative Survey” is a fact-

finding study with adequate and accurate interpretation. It is used to collect democratic data

about people’s behavior, practices, intentions, beliefs, attitudes, opinions and judgments,

interests, perceptions and the like. Then such data are analyzed, organized and interpreted.

Population and Sample Size

The respondents of this research work are kindergarten teachers in the Fourth

Congressional District of Quezon. There is no sample size applied in this study Kindergarten

teachers play a vital role in the development of children. There are 45 public elementary schools

in the Calauag, Quezon; each school has a kindergarten teacher except from the central schools

with two teachers. Calauag, Quezon has (49) kindergarten teachers from the 2 Districts.
 EASTERN QUEZON COLLEGE 27

Description of the Respondents

The respondents of the study were the kindergarten teachers under the regular program

and the elementary grade teachers handling kindergarten pupils. There are 248 public elementary

schools in the Fourth District of Quezon. Thus, the respondents this study is 268 together with

the central schools from the 13 school districts with 2 kindergarten teachers because of the great

numbers of enrolment in the kindergarten level.

Instrumentation

The instrument utilized by the researcher was divided into four main parts specifically,

the demographic profile of the respondents; the inventory of the instructional materials; the

quality of the instructional materials; and the quality of the instructional materials on the

performance of the pupils in the kindergarten level. Third and Fourth part of the questionnaire

were modified by the researcher to suit in the present undertaking. Some parts of the

questionnaire were taken from Lopez, J. (2012).

Data Gathering Procedure

Before the actual data gathering process, the researcher sought the permission and

approval of the district supervisor and the principal of each school, then approached the teachers

and asked them if they can be part of this study.

Then the selected respondents were asked to answer the survey questionnaire. Data

consolidation took place after all information were collected and then presented in textual and

tabular forms.
 EASTERN QUEZON COLLEGE 28

Statistical Treatment of Data

The evaluation checklist used a five point scale as shown in Table 2. The following are

the scales for interpreting the data. This scale has been applied to the third and fourth parts of

questionnaire.

Table 9 shows the scale for interpreting the results for the response of each respondent

for the third part of survey questionnaire.

Table 1
Scale for Interpreting Results on the Quality of the Instructional Materials
on the Performance of the Pupils in the Kindergarten Level

RATING LEVEL OF APPROVAL

5 VERY MUCH AGREE
4 MUCH AGREE
3 AGREE
2 SLIGHTLY AGREE
1 DISAGREE

To interpret the results, averages for each criterion on the checklist were computed and

interpreted using the following standards. Table 1 shows the rating and the levels of necessity

and approval as reflected from the responses of the respondents to the third and fourth part of

questionnaire.
 EASTERN QUEZON COLLEGE 29

Table 2
Range of Scale for Interpreting Results
Rating LEVEL OF APPROVAL
4.51 – 5.00 VERY MUCH AGREE
3.51 – 4.50 MUCH AGREE
2.51 – 3.50 AGREE
1.51 – 2.50 SLIGHTLY AGREE
1.00 – 1.50 DISAGREE

1. Frequency distribution will be utilized in presenting the demographical data of each

respondent.

𝑓
𝑃= 𝑥 100
𝑛

Where in;

P = percentage

f = frequency

n = total number of respondents

∑𝑥
2. The formula used in finding the mean is: X = 𝑛

The arithmetic or mean in the ungrouped values X1, X2, X3 ….. Xn, denoted by X,

wherein X stands for the values or items, and n is the number of measures in the distribution.