Des Revise

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE
THE ACADEMIC PERFORMANCE OF YOUNG LEARNERS DURING THE TRANSITION

PERIOD OF NEW NORMAL EDUCATION: AN ASSESSMENT
An Undergraduate Thesis
Submitted to the Faculty of the
College of Arts and Sciences
Lyceum of the Philippines University – Cavite
In Partial Fulfillment
of the Requirements of the Degree
Bachelor of Early Childhood Education
DELMUNDO, KYLA R.
DOTIMAS, DESIREE GAIL M.
LEOVERAS, JANICE M.
June 2022
i
APPROVAL SHEET
This thesis entitled THE ACADEMIC PERFORM OF YOUNG LEARNERS DURING THE
TRANSITION PERIOD OF NEW NORMAL EDUCATION: AN ASSESSMENT prepared and
submitted by DELMUNDO, KYLA, DOTIMAS, DESIREE GAIL and LEOVERAS, JANICE has
been reviewed and recommended as partial fulfillment of the requirements for the
degree of Bachelor of Early Childhood Education
DR. BILLY L. HORTILANO

Research Adviser
Accepted and approved by the panel of examiners following a successful Oral Defense
on June 2022 with a grade of __________.
ANNA EDITHA I. HERNANDEZ, LPT DR. CARMENCITA TOSCO

Panelist Panelist
ATTY. JANICE KRISTINE RAMOS-ALMEDA

Dean, College of Arts and Sciences
ii
Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Early Childhood Education.
DR. RAMON C. MANIAGO

Executive Director for Academic Affairs
Date:______________
iii
Certificate of Originality
We hereby declare that the research paper entitled:
THE ACADEMIC PERFORMANCE OF YOUNG LEARNERS DURING THE TRANSITION

PERIOD OF NEW NORMAL EDUCATION: AN ASSESSMENT
is our own work and that, to the best of our knowledge and belief, it contains no
material previously published or written by another person nor material to which to a
substantial extent has been accepted for award of any other degree or diploma of a
university or other institute of higher learning, except where due acknowledgement is
made in the text.
We also declare that the intellectual content of this thesis is the product of our
work, even though we may have received assistance from others on style, presentation
and language expression.
KYLA R. DELMUNDO DESIREE GAIL M. DOTIMAS

Proponent’s Signature Proponent’s Signature
JANICE M. LEOVERAS
Proponent’s Signature
Date of Completion: _____________
Attested by:
iv
BILLY L. HORTILANO, Ed.D. Date of Completion:________________

Research Adviser’s Signature
v
ACKNOWLEDGMENT
First and foremost, this research study will probably be impossible without
the guidance and enlightenment of our Almighty God, who is the source of all
wisdom. The gifts of the Holy Spirit, knowledge, strength, talents, and skills which He
bestowed to each one of us have been used to engage in this paper. The researchers
will constantly be grateful for such a great blessing and graces.
To their research adviser who directed our path and alleviated the pressure
throughout the process, Mr. Billy Hortilano, the reseaechers are so grateful to him for
without his presence, guidance, helping hands, gentleness and support, this research
would not reach its state at the moment.
To their generous panelists, Ms. Anna Editha I. Hernandez and Dr.

Carmencita Tosco, their criticism is openly accepted and appreciated.
To their dear respondents who willingly gave their time and effort in
answering our survey questionnaire, their responses truly reflect the results of the
study.
The researchers would like to extend their gratitude most especially to their
loving parents, who keep on supporting and supplying them the love, courage, and
comfort during the times when they are most in need.
Lastly, they would like to thank themselves, for staying healthy despite of the
threats of COVID-19, for keeping strong, and for not giving up in making this
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research. And for continually supporting each other in the creation of this research
study.
DELMUNDO, KYLA R.
DOTIMAS, DESIREE GAIL M.
LEOVERAS, JANICE M.
vii
College of Arts and Sciences

Bachelor of Early Childhood Education
ABSTRACT
ASSESSMENT ON THE ACADEMIC PERFORMANCE OF YOUNG

LEARNERS ADJUSTING ON THE TRANSITION TO THE CURRENT NEW
NORMAL EDUCATION IN SELECTED PRIVATE SCHOOLS AT AMADEO,
CAVITE
Kyla R. Delmundo1, Desiree Gail M. Dotimas2 , Janice M. Leoveras3 and Mr. Billy L. Hortilano 4
Proponents1,2,3 and Research Adviser 4
The initial objective of this study was to determine the assessment in academic
performance of young learners during their transition to the new normal scheme of
education in Private Schools at Amadeo, Cavite. This study took place in the different
Private Schools at Amadeo, Cavite. To coerce and establish the fixed point of the study,
the researchers’ come up with a limitation to its awareness, frequent utilization and how
they consider applying it in the assessment in academic performance of young learners.
The school is classified into seven, namely, Don Gerardo Children’s Center, Inc., Dorcas
Samaritan Academe, Fr. Luigi Caburlotto School, Instituto Maria Immacolata Inc.,
Scuola Maria Santissima, Inc., St. Mary Magdalene Parochial School of Amadeo, Inc.,
and Sunstar Academy. Accompanied to this, the quantitative and descriptive research
design were utilized in the study, Amadeo, Cavite was the research locale. Forty (40)
teachers were respondents of the study and using a systematic sampling. The research
instrument through Google Form was used in the study, data gathering procedures was
provided to collect data and statistical treatment of data was applied in study in treating
the data. Findings reveal that homogeneity is not yet perfect as standard deviation ranges
from 1.19 to 1.28. This means that there are some teachers who disagree with the given
challenges and can do the given challenges in engaging the assessment scores in
academic performance of pupils during the transition of new normal. In this connection,
the researchers recommend that teachers of selected Early Childhood level in private
schools in Amadeo Cavite should not only limit their way of giving assessment on the
viii
academic performance of their pupils by way of virtual communication only, but they
should also conduct a home visitation for them to identify the real needs of their pupils.
Keywords: academic performance, assessments, education, new normal, transitions,

young learners
ix
TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………………... i
APPROVAL SHEET………………………………………………….. ii
CERTIFICATE OF ORIGINALITY…………………………………… iii
ACKNOWLEDGMENT……………………….………………………… iv
ABSTRACT……………………………………………………………… v
TABLE OF CONTENTS………...……………………………………. vi
LIST OF TABLES…………...…………………………………………... viii
LIST OF FIGURES……………..………………………………………….. ix
LIST OF APPENDICES…………..……………………………………….. x
CHAPTER 1
INTRODUCTION………………………………………………………...…... 1
Background of the Study …..………………….…………………...…….. 1
Statement of the Problem …………………………………………...……. 12
Significance of the Study……..…………….…………………..………… 13
Scope and Limitation ……………….………….………..………………. 13
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES.…………………. 15
Adaptation in the Transition……………………………………………… 15
x
Remote Education…………………………...….………………………… 17
Distance Education...………………………………….………………….. 19
Academic Performance……………..……………………….…………... . 22
Assessment of Young Learners……………………………..……………. 24
Research Paradigm…………………………………………………… 28
Definition of Terms……………………………………………………….. 28
CHAPTER 3
METHODOLOGY….…………..…………………………………………… 30
Research Design …………………………………………………………. 30
Research Locale…………………….…………………………................. 30
Population and Sample………….……………………………………….. 31
Research Instrument………………………………………………………. 32
Data Gathering Procedure……………………………………………….. 33

Statistical Treatment……………..………………………………………. 33
CHAPTER 4 - RESULTS AND DISCUSSION….…………………………... 35

Age of the Respondents……….………………………………………… 35
Gender of the Respondents………………………………………………... 36
Name of Schools of the Respondents……………………………..………. 36
Grade Level Handled by the Respondents…...…………….……………… 37
Level of Outcomes of Pupils Assessment in terms of Physical Factors….. 38
Level of Outcomes of Pupils Assessment in terms of Cognitive Factors…. 40
xi
Level of Outcomes of Pupils Assessment in terms of Psychosocial

Factors……………………………………………………………………..
42
Level of Outcomes of Pupils Assessment in terms of Affective Factors…. 44
Level of Interventions of the Teachers to Improve the Weaknesses of
Children in terms of Physical Factors……………………………………..
46
Children in terms of Cognitive Factors……………………………………
48
Children in terms of Psychosocial Factor………………………………...
49
Children in terms of Affective Factors…………………………………….
51
Challenges of Teachers in Engaging the Assessment Scores in Academic
Performance of Pupils during the Transition of New Normal……………..
53
CHAPTER 5 - SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS……………………………………………………
57
Summary……………………………………….……………………........
57
Conclusions ………………………………………….………..…………..
64
Recommendations…………………………………….…………………...
67
REFERENCES……..………………………………….………..………….......
69
APPENDICES………...……………………………….……………..…...…
72
xii
LIST OF TABLES
Table Page
1 Age of the Respondents……….……………………………………… 35
2 Gender of the Respondents……………………………………………….. 36
3 Name of Schools of the Respondents……………………………..…….... 36
4 Grade Level Handled by the Respondents…...…………….…………… 37
5 Level of Outcomes of Pupils Assessment in terms of Physical Factors.. 38
6 Level of Outcomes of Pupils Assessment in terms of Cognitive Factors. 40
7 Level of Outcomes of Pupils Assessment in terms of Psychosocial Factors
………………………………………..……...……………………….. 42
8 Level of Outcomes of Pupils Assessment in terms of Affective Factors.. 44
9 Level of Interventions of the Teachers to Improve the Weaknesses of Children in
terms of Physical Factors ……………………………………………… 46
terms of Cognitive Factors………………………………………..……...………………………. 48
xiii
terms of Psychosocial Factor …………………………………………. 49
terms of Affective Factors…………………………………………………… 51
13 Challenges of Teachers in Engaging the Assessment Scores in Academic Performance
of Pupils during the Transition of New Normal.
53
LIST OF FIGURE
Figure Page
1 Research Paradigm………………………………………………… 28
xiv
LIST OF APPENDICES
Appendix Page
A Budgetary Requirements………………………..…………… 73
B Gannt Chart..………………………………………………… 74
C Research Locale………..…………………………………… 75
D Approval and Validation Letter………..…………………………. 76
E Survey Questionnaire………..…………………………… 78
F Certificate of Instrument Validation……………………………… 84
G Certificate of Statistical Analysis………………………………… 85
H Tabulated Data………………………………………………. 86
I Certificate of English Editing……………………………….. 89
J Certificate of Technical Editing………………………………… 90
K Curriculum Vitae……………………………………………… 91
xv
xvi
CHAPTER I
INTRODUCTION
Background of the Study
The impact of the Covid-19 pandemic to the whole world including the
Philippine's educational system has been enormous. It had changed the way the
learning institution, like the school administrators, teachers, students, and parents alike
responded. It had not been experienced by this current generation since the last time
we had a pandemic back in 1918, the Spanish flu pandemic.
A study was made and the researchers on it concluded that most private
schools adopted the virtual learning modality and commenced their classes in August of
2020, while public schools moved the opening of classes from August 24 to October 5 to
provide more time for the preparation of learning modules as their primary learning
modality. While other schools, opted to implement blended learning or the combination
of the modular approach and online instruction depending on their current situations.
The choice had to adopted alternative delivery modes of learning is contingent on
complex and interdependent factors such as institutional infrastructures and resources,
geographical and socio-economic background of stakeholders (i.e. students and
teachers), existing funds of knowledge on types of delivery modalities (virtual learning
environment, modular approach, blended learning etc.). Regardless of the modes of
1
delivery that the school adopts, teachers are at the forefront of the changing education
paradigm from the traditional face-to-face teaching to virtual instruction. With the
heightened disparity of students’ access to education in the new normal, teachers are
called to exercise agency reflecting strategies that contextualize imposed learning
platforms (Romerosa, Lacuata, Rivera, and Dela Cruz, Jr., 2021).
The researchers had studied the several schools in Amadeo, Cavite with the end
view in mind to assess and evaluate the academic performance of the young learners on
how well they adjusted on the transition to the current new normal of education in
terms of their human development such as their physical, cognitive, psychosocial, and
affective domains. The researchers would try to find out also the pedagogical
presentation and the teachers' challenges in assessing the academic performance of the
pupils in this New Normal of Education.
Statement of the Problem
This study aims to assess the academic performance of young learners during
their transition to the new normal scheme of education in Private Schools at Amadeo,
Cavite.
Specifically, the study aims to answer the following research questions:
1. What is the outcome of pupils in assessment in terms of:
2
1.1 Physical;
1.2 Cognitive;
1. Psychosocial;
2. Affective?
2. What are the intervention of the teachers to improve the weaknesses of children
in terms of:
1. Physical;
2. Cognitive;
3. Psychosocial;
4. Affective?
5. What are the challenges for the teachers in engaging the assessments scores in
academic performance of pupils during the transition of new normal?
Significance of the Study
The study had a significant to the pupils, teachers, parents, and future researchers.
First, the pupils will be assessed objectively by their teachers regarding their online
academic performance with the abrupt transition to online learning. Secondly, the
teachers had benefit greatly by making this as a source of information of effective

3
teaching practiced while on transition programs on online teaching. Thirdly, parents had
informed properly of the challenges of both the pupils and teachers are facing during
their online activities. Lastly, for future researchers, the results of this paper can serve as
a reference for students and people within the academic community if they want to
venture into similar studies. Recommendation made at the end of this research can also
be a bench point of the gaps and possible areas that needs further research on.
4
Scope and Limitations
The research primarily focused on the Assessment of the academic performance of
young learners adjusting on the transition to the current new normal education within
the Academic year 2020-2021. The participants of the study will be the Early Childhood
Education Teachers, specifically from nursery, kinder, preschool, and grades 1-3 primary
school level from different selected private schools in Amadeo, Cavite. There are 7
selected private schools in Amadeo and those are, Don Gerardo Children’s Center, Inc.,
Dorcas Samaritan Academe, Fr. Luigi Caburlotto School, Instituto Maria Immacolata Inc.,
Scuola Maria Santissima, Inc., St. Mary Magdalene Parochial School of Amadeo, Inc., and
Sunstar Academy.
The researchers limit the study to the selected private schools with early
childhood teachers only. This does not cover the admin staff, parents, pupils, and tutor.
The study aims to include 40 participants among the selected schools within the
Municipality of Amadeo, the coffee capital of the Philippines.
The research does not intend to promote or offended any school learning quality
but as information to guide the readers of various learning experience such as projects,
programs, teaching, and replicability.
5
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of relevant literature, studies, and concepts essential
to the development of the conceptual framework and the direction of the study.
Adaptation in the Transition
Transition to school is a highly demanding and crucial phase for children at an
intellectual, social, and emotional level and, is therefore, an opportunity for growth and
development. (Correia & Marques-Pinto., 2016). Over the years, particularly in this time
of worldwide pandemic where children are not just experiencing transition from
preschool to primary education but also from normal to new normal education,
policymakers, researchers, and educators around the world have acknowledge the
importance of children’s transition to school but despite to this greater emphasis,
studies on the adaptation processes involving in the transition to primary school are still
scarce. As a result, much attention has been directed towards researching transition
experiences, developing policies to support transitions, and implementing range of
transition practices and programs aimed to promote effective transitions. At the heart
of many of these has been the notion of transition as a bridge between the worlds of
home, or prior-to-school services, and school (Packer, Thomas, Jones, Watkins., 2021).
6
The way children manage the transition to the first year of schooling has long-
term implications for their future development, learning, and adaptation to school. The
transition from preschool to the first cycle is frequently considered successful when the
child likes school and progressively improves his/her academic skills. Negative
adaptation is usually indicated by anxiety, avoidance, and negative attitudes towards
school. Other school adaptation indicators have been considered in three competence
domains, namely the academic, social, and behavioral. In the first domain, the
acquisition of academic competences (e.g., academic performance and meta-cognitive
competences) and motivation (e.g., values in relation to school, academic aims and
competence beliefs) are mentioned. In the social domain, relationships with peers and
adults (e.g., sense of belonging, peer acceptance, friendship quality, social objectives)
are taken into consideration. In the behavioral domain, behavioral self-control and
attention, and emotional self-regulation (e.g., delaying gratification, controlling impulse,
direct attention) are highlighted.
The concepts of school readiness and school transition are very closely linked.
Initial definitions of the former pointed to a set of cognitive competencies that children
were expected to have acquired before starting school. Later, a far broader concept
emerged, involving not only cognitive, but also physical and social competencies. Hence,
the school readiness perspective was extended to cover different domains, such as
motor development and physical well-being; social and emotional development;
approaches to learning; development of language and cognition, and general

7
knowledge. Application of In the ecological model to school transition implies a new
broadening of the school readiness (Downloaded by [University of Pennsylvania] at
11:27 08 August 2016 Educational Research 249 paradigm). In addition to the
attention given to preparing the child for school, other factors are being studied and
identified as important within the scope of school adaptation. These include an
awareness that the school must be prepared to meet the needs, and respond to the
individual characteristics, of children and the cultural diversity of their families. To do so,
the children’s prior experiences need to be considered so that new experiences and
knowledge may be built thereon.
Remote Education
Over 1.5 billion children from around the world were affected by school or
university closures during the early phase of the COVID-19 pandemic in 2020 and
distance learning was introduced for many pupils. Many problems that teachers faced
during ‘remote education’. It was found that in some cases there was a lack of
information technology equipment in the pupils’ home, a lack of communication with
the pupils and their parents, a lack of motivation among pupils, and health problems
had begun emerging among children. However, teachers noted some positive aspects of
this form of education, which enables them to conduct classes during pandemic. It was
noted that many teachers indicated that the experience they had gained in remote
8
working provided important indications for the further development of distance
learning approaches with young children that may help to ameliorate the potential
social inequalities that may arise in such a crisis.
In early December 2019, an outbreak of coronavirus 2019 (COVID-19) occurred.
On 30 January 2020, the World Health Organization declared the outbreak of an
international public health emergency. The perceived risk of the disease has prompted
many governments to establish various protective measures (Zhang and Liu., 2020).
UNESCO has subsequently created the Global Education Coalition, which is a platform
for cooperation and exchange to protect the right to education during these
unprecedented disturbances. The UNESCO Director-General, Audrey Azoulay, when
inviting global organizations such as the WHO, the UN and others to work together to
ensure continuity of education (https://en.unesco.org. 2020).
The phenomena associated with threats to human health caused by COVID-19 gave
teachers a number of new tasks (see: Education in a post-COVID world: Nine ideas for public
action 2020; UNESCO 2020). The responsibility for children, not only for their
educational achievements and preparation for functioning in modern society, but also for
preparing them to cope with unpredictable situations, lies not only with parents, but also with
teachers.
The spreading COVID-19 pandemic forced communities and institutions to look for
new ‘pathways’ to operate in conditions of threat to health and life (see: World Bank 2020). The
9
organization of education for millions of pupils and hundreds of thousands of teachers proved to
be an extremely difficult task. Teachers had to change their methods of education practically
overnight from the traditional classroom system to a remote form of education. There was no
time for professional preparation for remote work on the educational platform chosen by the
school. Teachers were dependent on their own computer equipment, their own IT skills, and the
teaching materials they developed for remote working, and pupils also learn the basics of
computer from the first year of primary school.
Distance Education
The transitions from Early childhood education to primary school is a big step
for all children, and step which more and more children are having to take. Quality
transitions should be well- prepared, and child centered, managed by trained staff
collaborating with one another, and guided by an appropriate and aligned curriculum.
Technology in distance education should only serve as a tool, but should not take on
teaching roles, as some authors point out. The huge potential of distance learning
consists, among other things, in increasing the effectiveness of teaching, reducing time
and costs in comparison with traditional teaching, it is becoming a competitive tool on
the educational market (Rahim et al., 2020). In the presented understanding of distance
learning, as suggested by some specialists, this form of teaching does not include
watching TV or surfing the web Kubiak (2003). Distance learning has a very long history.
The idea of distance learning was applied over 250 years ago. It consisted primarily in
the exchange of teaching materials via traditional mail – between the teaching
10
institution and students, the so-called correspondence education (see: Hubackova 2015;
see: Konieczek, 2017;).
In some countries, such as Australia and Finland, distance learning is commonly
implemented at all levels of education. In Australia, for example, there are four models of
distance learning: correspondence, multi-module, tele-learning, and flexible teaching. The
flexible teaching model has been very popular in Australia in recent years, as it allows for online
and offline learning (using CD publications and the global Internet). It is used by many Australian
universities and different types of secondary schools. In the subject literature it is possible to see
both the advantages and disadvantages of distance learning. The proper identification of the
negative aspects of this form of education will allow educator to counteract the potential
irregularities during the development of strategies for the implementation of distance learning
processes. However, the pandemic forced teachers and lecturers, although reluctant, to switch
to online teaching overnight Dhawan (2020).
The effectiveness of distance learning with the use of social media during the COVID-
19 pandemic is currently being studied, especially among students. Partial studies show the
effectiveness of distance learning only in the case of theory, i.e. theoretical classes, while
practical and field classes are less effective in student assessment Nadeak (2020). However,
there are no studies on the current state of effectiveness of distance learning in the group of
children between 6 and 9 years of age, which leads many specialists to undertake research on
this interesting issue.
11
In the case of distance learning, the pupil works without physical, direct contact with
the teacher and colleagues, and therefore needs to be more involved and motivated to learn.
Traditional teaching provides opportunities for many informal situations, such as casual
conversations in the school corridor where you can learn about the views of other pupils. In the
case of a distance learning, an online message must be sent for this purpose, which is already a
more complex activity and requires some additional practice in communicating by means of
short text messages used during e.g., chats or e-mail contacts. The pupil should use the
computer and telecommunication techniques efficiently and confidently. The teacher, on the
other hand, has far fewer opportunities to directly evaluate the work of the pupil. In distance
learning, pupils are required to be independent and to be able to organize their time, which is
very difficult to achieve in the case of pre-school children, or pupils of younger classes (I–III)
of primary school, considering their developmental characteristics. We cannot count on the
teacher always being reminded of upcoming class/lesson dates.
Learning online is not moving a playroom or school bench to the Internet. It requires a
completely different methodology, work planning and other types of tasks and activities. Above
all, the teacher must (should) take on the role of tutor in the teaching process (see: Nelson-
Royes., 2015). In addition, online activities and lessons have a completely different dynamic, the
way they interact is changing. The child/pupil becomes a co-organizer and co-leader who can
guide the activity/lesson, ask questions, share thoughts and so on. The advantage of traditional
teaching is the teacher’s direct supervision of the pupils’ work. By observing the pupils, the
teacher can notice those who have difficulty in learning certain skills. It was believed that the
education of children should be properly stimulated, guided, and supervised directly by
12
teachers. Traditional teaching can and should be comprehensively supported using the Internet.
Children and teenagers search for a lot of information necessary for school topics without going
to the library. The Internet is helpful in every area of life, it is only a matter of finding and
processing information properly.
13
Academic Performance
The study in a significant relationship between parental involvement and
students' academic performance. Thus, the following conclusions were derived: The
parents were still in the process of developing their involvement in school, specifically,
in this challenging time. Therefore, it challenges the students with their parents to be
active in learning in-home while the isolation is relative to their success in their
educational goals.
Tus (2021).
The influence of language attitude on the academic achievement of young
children in the monolingual context has not been explored. Thus, this research
ascertained the degree of relationship between attitudes toward the mother tongue
and the academic performance of the learners. It was found out that there is a
significant relationship between attitudes toward the mother tongue and the academic
performance of learners. Amid the vast body of diverse research in the area of language
education, the present study weaves pieces of evidence that attitudes of learners
toward mother tongue are associated with their academic performance in the context
of a monolingual environment (Cahapay, 2020).
School feeding has long been a welfare scheme adopted in the Philippines but
there are very limited empirical studies that assessed its effectiveness. The nutrition-
cognition nexus needs to be examined especially that regular SF program has been
14
institutionalized recently by the government. From a set of socioeconomic factors and
anthropometric measures, the present study determined which of them are significantly
associated with the composite final grade of pupils. Schoolchildren under varying low
levels of nutritional status and with low parents’ education are predisposed to low
academic performance (Soliman et. al., 2018).
The pupils’ levels of affective, behavioral, and cognitive engagement were
high while majority of them had an average academic performance. There was no
significant correlation between the teachers’ culturally responsive teaching practices
and the pupils’ engagement and academic performance. Furthermore, an insignificant
correlation existed between the pupils’ engagement and their academic performance
(Mangila, and Pacubala., 2020).
As part of Francisco and Celon (2020), principal aim of the researcher was to
test the impact of instructional practices of teachers on students’ academic
performance. This means that for every unit improvement in the instructional
management practices mentioned could generate a certain increase in students’
academic performance. The study recommended that school principals may conduct
frequent teachers’ assessment, training needs assessment to identify the needs of
teachers in terms of their profession.
A state to Carbonel et. al. (2016), the essential for the children by the help of
the parents to enrich the quality to their child. To education as the compromise the
15
implement by the academic performance of the child to have an important substance in
which could derive from the subject matter through math. This subject can gain for the
relation to the parents and children to gazed upon the knowledge and logical in
numeracy. To obtain in a content that provides the ways of improving to teach children
and build into their domain. The ways for children to compromise the progress to
comprehend well in mathematics.
This study revolves around the idea of single parenting and how the parents can
uphold the responsibilities of two parents at once, and the factors that both hinder, and
empower them and their child. Specifically, the researchers want to see how the
children’s academic performance is affected by the factors and the parenting styles. To
benefit the single parents that are confused in what methods and factors work in the
development of the child (Chua, Kieffer Ryan, et.al. 2020).
Assessment of Young Learners
This study describes a trialogue-based system for assessing the spoken
language abilities of young learners of English. Specifically, the system employs spoken
dialogue system components in interactive, conversation-based assessment tasks
involving the test taker and two virtual interlocutors. The tasks are designed to be
engaging for young learners of English at the elementary school level by incorporating
16
real-life situations into the conversations and by providing immediate feedback about
their spoken responses (Evanini et. al., 2014).
Given the fact that English is an obligatory subject in Serbian schools since the
first grade, many parents opt for an early start and enroll their children in English classes
while they are still in kindergarten, before they can read or write. Another context in
which young learners learn English in Serbia are the first two grades of primary school,
which are also considered to belong to the pre-literacy period because children learn
the Latin alphabet only in the second semester of the second grade (Bojanić and
Topalov., 2017).
Lively and engaging, chapters help readers cultivate developmentally
appropriate practice, create appropriate expectations, examine, and celebrate children’s
work, interact in groups, and improve their reflective teaching. Accounts of real
experiences from children, families, teachers, and administrators provide on-the-ground
models of assessment strategies and demonstrate how children are affected Fiore
(2020).
Images are an essential tool for communicating with children, particularly at
younger ages when they are still developing their emergent literacy skills. Hence,
assessments that use images to assess their conceptual knowledge and visual literacy,
are an important component of their learning process. Creating assessments at scale is a
challenging task, which has led to several techniques being proposed for automatic
17
generation of textual assessments. However, none of them focuses on generating
image-based assessments. To understand the manual process of creating visual
assessments, we interviewed primary school teachers (Singh, Mittal, Atreja, Sharma, M.,
Nagar, Dey, and Jain, 2019).
With use of self-assessment of young language learners on the rise,
educators of young learners often want to know what SA captures and how best to use
it to assist their students’ learning. This study focuses on understanding how young
learners’ processes for responding to SA items differ by age and by context of
implementation Butler (2018).
As stated by Saracho (2015), child assessment and program evaluation can
lead to effective results and better accountability for preschool, kindergarten, and
primary school programs. The purpose of this volume is to share a collection of research
strands on contemporary perspectives on research in assessment and evaluation in
early childhood education. It provides a review and critical analysis of the literature on
assessment and evaluation of programs, children, teachers, and settings.
In the study of (Yanko and Gouzouasi., 2019), as a means of assessment and
expand upon this approach by using visual and aural metaphors to examine how they
can provide teachers with the necessary tools and practices to compose richly
detailed, meaningful storied assessments. They discovered that children are capable
and able to engage with descriptive, interpretive, and evaluative aesthetic criticisms
18
and that the sharing of learning stories promotes discussions, understandings, and a
celebration of young learners’ meaning making with integrated arts. They postulate
the learning story is a viable assessment practice for the aesthetic and artistic merits
that emerge as children engage with music and the arts.
The flexibility to evaluate children in areas that were appropriate for them. For example,
we could delay assessing reading skills if a child did not yet show an understanding of the
difference between letters, words, and numbers. Assessment in today’s kindergarten
classrooms, unfortunately, looks at times like what we would expect in upper-grade classrooms,
with proctors and secure testing materials. Blessing (2019).
Therefore, (Correia and Marques-Pinto., 2016) transition to school is a highly
demanding phase at an intellectual, social, and emotional level and is, therefore, an
opportunity for growth and development. Despite the greater emphasis given to school
transition in Portugal over recent years, namely by means of new educational policies,
studies on the adaptation processes involved in the transition to primary school are still
scarce.
As stated by (Zhang and Liu., 2020) the nutritional status of each infected
patient should be evaluated before the administration of general treatments and the
current children's RNA-virus vaccines including influenza vaccine should be immunized
for uninfected people and health care workers. In addition, convalescent plasma should
be given to COVID-19 patients if it is available. In conclusion, we suggest that all the
19
potential interventions be implemented to control the emerging COVID-19 if the
infection is uncontrollable.
Parental involvement is one of the determinants of the academic success of the
students. Thus, the COVID-19 pandemic affected the living conditions of societies,
specifically, the families. Further, this resulted in the implementation of the new normal
of education: online learning modalities. This revealed that the students performed well
in class during online learning modalities. Tus (2021).
This study of Fiore (2020) explored a variety of ways to observe and assess young
children in their natural environments, this critical volume encourages an assessment
strategy where the child remains the focus and collaboration with children, families, and
colleagues creates an image of the child that is empowering rather than constraining.
20
RESEARCH PARADIGM
INPUT PROCESS OUTPUT
The researchers The goal of the

Assessment of the will conduct a researchers by
results in young survey of 40 getting the
learners to participants from results to
engage in the the selected concise by the
phasing new Private Schools in respondents
normal. Amadeo, Cavite. answer.
Figure 1.1 IPO
The study was conducted to find out about the total pupils in assessments under
the Private Schools. The researchers used a survey to the collect the data and
information based on the participants encounter in new normal. After gathered the
data, the researchers interpret at concludes the result. The study was held in the
Lyceum of the Philippines University- Cavite during the academic year of 2021-2022.
21
Definition of Terms
For better understanding of the study, the following terms are hereby defined.
Academic Performance-the measurement of student achievement across various
academic subjects.
Adjusting- to change something slightly in order to make it better, more accurate, or
more effective.
Assessments- the systematic basis for making inferences about the learning and
development of student.
Education-both the act of teaching knowledge to others and the act of receiving
knowledge from someone else.
Learners-who is learning about a particular subject or how to do something.
New Normal-A current situation, social custom, etc., that is different from what has
been experienced.
Private School-a school that is established, conducted, and primarily supported by a
nongovernmental agency.
Transitions- the process of changing, or a change from one form or condition to
another.
22
CHAPTER III
METHODOLOGY
The aim of this chapter is to set out the methodological approach undertaken to
identify assessments to evaluate the young learners in academic performance towards
in transition of New Normal. This chapter represents the aim of this research and the
methodological approach adopted. It presents the sample which was selected and set
out the method used for data collection along with the process of data analysis.
Research Design
This study utilized quantitative and descriptive design of our research. The engaging
method for research is a reality observed review that includes precise understanding of
results. Descriptive method describes a certain condition. This method is appropriate to
23
this study of assessment in academic performance of young learners towards in
adjusting the transition of new normal. On the other hand, quantitative research is
proper to this study aimed to direct the number of respondents which will prove of
assessments of the young learner’s domains.
Research Locale
The setti ng of where this research study is to be conducted and had limit
only to Amadeo, Cavite. The municipality of Amadeo is one of the southernmost
municipalities in the Province of Cavite that lies next to the popular Tagaytay
City. Amadeo is the smallest municipality in Cavite (14.25 sq. mi./ Population
(2020): 41, 901) which is politically subdivided into 26 barangays (12 urban, 14
rural) and 13 private schools (NKP, Elementary and Secondary Education) yet
hailed as the Coffee Capital of the Philippines. Thus, the researchers decided to
conduct a study on the Assessment of the Academic Performance of young
learners adjusting on the transition to the current new normal education in
selected private schools in Amadeo, Cavite.
24
25
Population and Sampling
This research had featured elementary teachers made up (number of 40 total)
participants. They are the teachers from a different selected private school in Amadeo,
Cavite. There are 8 selected private schools in Amadeo and those are Don Gerardo
Children’s Center, Inc., Dorcas Samaritan Academe, Fr. Luigi Caburlotto School, Instituto
Maria Immacolata Inc., Scuola Maria Santissima, Inc., St. Mary Magdalene Parochial
School of Amadeo, Inc., and Sunstar Academy.
To find the suitable population for the study, the researchers used a systematic
sampling in our study. To know the scores upon the academic performance of the young
learners to the teachers. The respondents are selected to the different private schools
at Amadeo, Cavite. A viewed for the teachers to the assessments of the pupil’s
performance. It conquered for the outcome of the student’s development for the
assessments.
Research Instrument
The researchers used a survey questionnaire as the main data gathering
instrument for each participant of the study. This instrument had been chosen to know
how the teachers from the selected private schools in Amadeo Cavite assess the
academic performance of young learners adjusting the transitions to new normal
education. The researchers themselves had gathered information to fully

26
understand the possibilities and to ensure the quality of each data to be
presented. Some of the methods are as follows:
1. Use a questionnaire to gather data to facilitate the research of researchers as
well as respondents through Google Form, a type of questionnaire that can be
done online where researchers will share a link of the questionnaire with the
respondents.
2. The researchers conduct a brief orientation with the respondents online
through Zoom meeting to ensure the confidentiality of the collected data before
distributing the questionnaire (Google form) so that the respondents can express
themselves freely.
3. The collected data will be analyzed to make it easier to forecast (tally).
Researchers utilized the percentage and frequency in statistical analysis of data.
Data Gathering Procedure
The following procedures had undertaken by the researchers in gathering the
data. A letter of request to conduct survey with the attached survey questionnaire
which was noted by their thesis adviser was prepared and presented to the School
Coordinator of different Private Schools of Amadeo, Cavite. Upon approval, the
researchers proceeded to the principals of the said selected schools to formally conduct
27
survey, however, they were advised of the aforementioned principals to submit their
survey questionnaire in a google form.They were assisted by the principals in sending
the Google Form to the teachers of the said selected private schools, the teachers are
sustainable to have answer the survey, after one (1) week, all data were gathered by the
researchers for tabulation, interpretation and analysis of data.
28
Statistical Treatment
This implies the researchers had tabulated the data were gathered for the
assessment of the young learners by utilizing frequency count, percentage ranking of
the scores and standard deviation.
Mean. This was used to determine the demographic profile of the teachers in
different Private Schools in Amadeo, Cavite.
Percentage. This is determined the outcome of the respondents were overall
outcome of the answered survey for teachers’ description.
Standard Deviation. This use for the measures the dispersion of a dataset
relative to its mean.
Likert Scale. To determine the academic performance of young learners’
assessment, to the teachers were utilized, respectively.
29
CHAPTER IV
RESULTS AND DISCUSSION
This chapter deals with the results and discussion of the study. It includes
presentation, analysis, and interpretation of gathered data.
1. Respondents’ Profile
The profile of the respondents includes age, gender, school of respondents, and
grade level they handled.
1. Age
Table 1.1
The profile of the respondents in terms of age
Age Frequency Percentage

1. 24-28 10 25.00
2. 29-33 7 17.50
3. 34-38 10 25.00
4. 39-43 6 15.00
30
5. 44-48 5 12.50
6. 49-53 2 5.00
TOTAL 40 100.00
Table 1.1 illustrates the respondents’ distribution in terms of age. It shows that
most respondents are 19-23 years old with frequency of 15 (or 31.91%). It is followed
by several respondents who are 38-43 and 24-28 years old with the same frequency of
10 (or 25%). It is the followed by some respondents who are 29-33, 39-43 and 44-48
years old with the frequency of 7 (or 17.5%), 6 (or 15%), and 5 (or 12.5%), respectively.
There are few respondents who are 49-53 years old with frequency of 2 (or 5%).
Findings reveal that majority of respondents are at young and middle age brackets.
1. Gender
Table 1.2
The Respondents’ Frequency Distribution in Terms of Gender
Gender Frequency Percentage

1. Male 3 7.50
2. Female 37 92.50
TOTAL 40 100.00
31
Table 1.2 illustrates the respondents’ distribution in terms of gender. It shows
that most of the respondents are female with frequency of 37 (or 92.5%). There are few
male respondents with frequency of 3 (or 7.5%). Findings call for a need to hire more
male teachers as there are many school activities that need male teachers such as
scouting, gardening, physical education, sports, and other related school activities.
1. School of Respondents
Table 1.3
School of Respondents
School Frequen Percentag

cy e
1. Fr. Luigi Caburlotto School 12 30.00
2. Scuola Maria Santissima, Inc. 7 17.50
3. Don Gerardo Children’s Center, Inc. 6 15.00
4. Dorcas Samaritan Academe 4 10.00
5. Instituto Maria Immacolata Inc. 4 10.00
6. St. Mary Magdalene Parochial School of 4 10.00
Amadeo, Inc.
7. Sunstar Academy 3 7.50
TOTAL 40 100.00
Table 1.3 illustrates the respondents’ distribution in terms of school where they
are teaching. It shows that most respondents are teaching in Fr. Luigi Caburlotto School
32
with frequency of 12 (or 30%). It is followed by several respondents who are teaching in
Scuola Maria Santissima, Inc., and Don Gerardo Children’s Center, Inc. with frequency of
7 (or 17.50%), and 6 (or 15%), respectively. It is the followed by teachers who are
teaching from Dorcas Samaritan Academe, stituto Maria Immacolata Inc., and t. Mary
Magdalene Parochial School of Amadeo, Inc. with the same frequency of 4 (or 10%
each). There is only few respondents who are teaching from Sunstar Academy with
frequency of 3 (or 7.50%). Findings call for a need to include public elementary school as
they have a greater number of pupils and more experienced teachers.
1. Grade Level Handled by Respondents
Table 1.4
Grade Level Handled by the Respondents
Grade Level Frequency Percentage

1. Nursery 7 17.50
2. Kinder 1 3 7.50
3. Kinder 2 2 5.00
4. Grade 1 10 25.00
5. Grade 2 7 17.50
6. Grade 3 11 27.50
TOTAL 40 100.00
Table 1.4 illustrates the respondents’ distribution in terms of grade level that
they are handling. It shows that most respondents are teaching Grade 3 level with
33
frequency of 11 (or 27.5%). It is followed by several respondents who are teaching
Grade 1 level with frequency of 10 (or 25%). It is the followed by teachers who are
teaching Grade 2 and Nursery levels with the same frequency of 7 (or 17.5% each).
There are only few respondents who are teaching Kinder 1 & 2 levels with frequency of
3 (or 7.50%) and 2 (or 5%), respectively.
7. Pupils’ Assessment Outcome
This section consists of pupils’ assessment outcome in terms of physical,
cognitive, psychosocial, and affective factors.
1. Physical Factors
Table 2.1
Mean Response on the Level of Outcomes of Pupils Assessment in terms of
Physical Factors
Physical Factors/Indicators Mean SD Interpretation

1. Participate in rhythm and dance activities. 4.28 0.88 Strongly Agree
2. Demonstrate locomotor (walk, run, jump 4.23 0.80 Strongly Agree
and hop) and non-locomotor (bend,
stretch, twist/turn, swing and balance)
movements.
3. Perform fine motor tasks that require small
4.08 0.86 Agree
muscle strengths.
4. Explores manipulative skills. 4.05 0.88 Agree
5. Exhibits coordination of facial muscles. 4.00 0.64 Agree
34
GRAND MEAN 4.14 0.81 Agree
Legend:
1.00-1.79 Strongly Disagree
1.80-2.59 Disagree
2.60-3.39 Neutral
3.40-4.19 Agree
4.20-5.00 Strongly Agree
Table 2.1 illustrates respondents’ perception on the pupils’ assessment
outcomes in terms of physical factors. It shows in general that respondents
homogeneously agree on the pupils’ assessment outcome in terms of physical factors
with grand mean of 4.14 and standard deviation of 0.81. The mean of 4.14 is in
between the interval of 3.40 to 4.19 which means agree. For the standard deviation of
0.81, the responses are homogeneous, and the values of standard deviation obtained
through analysis shows that most observations clustered around the mean for all
variables since SD<1.
With the rating of 4.23 to 4.28 and standard deviation of 0.80 to 0.88, Table 2.1
specifically shows that respondents strongly agree that their pupils participate in rhythm
and dance activities, and demonstrate locomotor (walk, run, jump and hop) and non-
35
locomotor (bend, stretch, twist/turn, swing, and balance) movements. The computed
mean of 4.23 to 4.28 is in between the interval of 4.20 to 5.00 which means strongly
agree. For the standard deviation of 0.80 to 0.88, the responses are homogeneous, and
the values of standard deviation obtained through analysis shows that most
observations clustered around the mean for all variables since SD<1.
However, with lower rating ranging from 4.00 to 4.08 and standard deviation
ranging from 0.64 to 0.88, Table 2.1 specifically shows that respondents homogeneously
agree that their pupils perform fine motor tasks that require small muscle strengths,
explores manipulative skills, and exhibits coordination of facial muscles. The computed
mean of 4.00 to 4.08 is in between the interval of 3.40-4.19 which means agree (See
legend). The SD of 0.64 to 0.88 is less than one (1) which means homogeneous, and
most observations clustered around the computed mean.
However, homogeneity is not yet perfect as standard deviation ranges from 0.64
to 0.88. This means that there are some teachers who disagree with pupils’ assessment
outcome in terms of the given physical factors/indicators. This finding calls for teachers
to make some interventions for children who have low assessment in terms of physical
factors.
1. Cognitive
Table 2.2

36
Cognitive Factors
Cognitive Factors/Indicators Mean SD Interpretation

1. Recalls basic concepts of previously learned 4.25 0.71 Strongly Agree
information.
2. Children can construct meaning from written 4.20 0.65 Strongly Agree
materials
3. Learners use concepts in new situations such 4.25 0.63 Strongly Agree
as presentations.
4. Determines how each part interrelates to an 4.00 0.75 Agree
overall structure.
5. Justifies a stand on their own opinion. 4.13 0.76 Agree
Grand Mean 4.18 0.70 Agree
Legend:
1.00- Strongly
1.79 Disagree
1.80- Disagree
2.59
2.60- Neutral
3.39
3.40- Agree
4.19
4.20- Strongly Agree
5.00
outcomes in terms of cognitive factors. It shows in general that respondents
homogeneously agree on the pupils’ assessment outcome in terms of cognition with
37
grand mean of 4.18 and standard deviation of 0.70. The mean of 4.18 is in between the
interval of 3.40 to 4.19 which means agree. For the standard deviation of 0.70, the
responses are homogeneous, and the values of standard deviation obtained through
analysis shows that most observations clustered around the mean for all variables since
SD<1.
specifically shows that respondents strongly agree that their pupils recall basic concepts
of previously learned information, construct meaning from written materials, and use
concepts in new situations such as presentations. The computed mean of 4.20 to 4.25 is
in between the interval of 4.20 to 5.00 which means strongly agree. For the standard
deviation of 0.63 to 0.71, the responses are homogeneous, and the values of standard
deviation obtained through analysis shows that most observations clustered around the
mean for all variables since SD<1.
With lower rating ranging from 4.00 to 4.13 and standard deviation ranging from
0.75 to 0.76, Table 2.2 specifically shows that respondents homogeneously agree that
their pupils can determine how each part interrelates to an overall structure and justify
a stand on their own opinion. The computed mean of 4.00 to 4.13 is in between the
interval of 3.40-4.19 which means agree (see legend). The SD of 0.75 to 0.76 is less than
one (1) which means homogeneous, and most observations clustered around the
computed mean.
38
outcome in terms of the given cognitive factors/indicators. This finding calls for teachers
to make some interventions for children who have low assessment in terms of cognitive
factors.
1. Psychosocial
Table 2.3

Psychosocial Factors
Psychosocial Factors/Indicators Mean SD Interpretation

1. Learner shares skills and knowledge. 4.48 0.60 Strongly Agree
2. Learner is responsible for participating in the 4.28 0.68 Strongly Agree
group.
3. Learner is willing to take on different roles 4.23 0.73 Strongly Agree
within a team.
4. Learners readily assists others. 4.18 0.75 Agree
5. Learner listens respectfully to proposals from 4.15 0.66 Agree
peers.
Legend:
1.00- Strongly
1.79 Disagree
1.80- Disagree
2.59
39
2.60- Neutral
3.39
3.40- Agree
4.19
5.00
outcomes in terms of psychosocial factors. It shows in general that respondents
homogeneously agree on the pupils’ assessment outcome in terms of psychosocial with
grand mean of 4.28 and standard deviation of 0.69. The mean of 4.28 is in between the
interval of 3.40 to 4.19 which means agree. For the standard deviation of 0.69, the
SD<1.
specifically shows that respondents strongly agree that their pupils share skills and
knowledge, responsible for participating in the group, and willing to take on different
roles within a team. The computed mean of 4.28 to 4.48 is in between the interval of
4.20 to 5.00 which means strongly agree. For the standard deviation of 0.60 to 0.68, the
40
SD<1.
their pupils can readily assists others and listens respectfully to proposals from peers.
The computed mean of 4.15 to 4.18 is in between the interval of 3.40-4.19 which means
agree. The SD of 0.66 to 0.75 is less than one (1) which means homogeneous, and most
observations clustered around the computed mean.
outcome in terms of the given psychosocial factors/indicators. This finding calls for
teachers to make some interventions for children who have low assessment in terms of
psychosocial factors.
1. Affective
Table 2.4

Affective Factors
Affective Factors/Indicators Mean SD Interpretation

1. Active participation on the part of the learners. 4.28 0.68 Strongly Agree
2. Organizes values into priorities by creating 4.20 0.65 Strongly Agree
unique worth.
41
3. Influences their behavior and becomes 4.18 0.71 Agree

characteristics.
4. Attentive towards the discussion. 4.10 0.78 Agree
5. Assigns a piece of information. 4.08 0.76 Agree
Legend:
1.00- Strongly
1.79 Disagree
1.80- Disagree
2.59
2.60- Neutral
3.39
3.40- Agree
4.19
5.00
outcomes in terms of affective factors. It shows in general that respondents
homogeneously agree on the pupils’ assessment outcome in terms of affective factors
with grand mean of 4.16 and standard deviation of 0.71. The mean of 4.16 is in
between the interval of 3.40 to 4.19 which means agree. For the standard deviation of
0.71, the responses are homogeneous, and the values of standard deviation obtained
through analysis shows that most observations clustered around the mean for all
variables since SD<1.
42
specifically shows that respondents strongly agree that their pupils participate actively
on the part of the learners and organize values into priorities by creating unique worth.
The computed mean of 4.20 to 4.28 is in between the interval of 4.20 to 5.00 which
means strongly agree. For the standard deviation of 0.65 to 0.68, the responses are
homogeneous, and the values of standard deviation obtained through analysis shows
that most observations clustered around the mean for all variables since SD<1.
their pupils influence their behavior and become characteristics, pay attention towards
discussion, and assign a piece of information. The computed mean of 4.08 to 4.18 is in
between the interval of 3.40-4.19 which means agree. The SD of 0.71 to 0.78 is less than
one (1) which means homogeneous, and most observations clustered around the
computed mean.
outcome in terms of the given affective factors/indicators. This finding calls for teachers
to make some interventions for children who have low assessment in terms of affective
factors.
6. Teachers’ Intervention to Improve Children’s Weaknesses.
43
This section consists of teachers’ intervention to improve weaknesses of
children in terms of physical, cognitive, psycho-social and affective.
1. Physical
Table 3.1
Level of Interventions of Teachers to Improve the Weaknesses of Children

in terms of Physical Factors
Interventions/Indicators Mean SD Interpretation

1. Teacher should develop competence in 4.50 0.64 Strongly Agree
movement skills such as building blocks for
more complex movement tasks.
2. Teacher should accumulate at least 5 minutes 4.40 0.63 Strongly Agree
daily of unstructured physical activity.
Grand Mean 4.45 0.63 Strongly Agree
Legend:
1.00- Strongly
1.79 Disagree
1.80- Disagree
2.59
2.60- Neutral
3.39
3.40- Agree
4.19
5.00
44
Table 3.1 illustrates level of interventions of teachers to improve the weaknesses
of children in terms of physical factors. It shows in general that teachers strongly agree
that there should be an intervention to improve the weaknesses of their pupils as to
physical factors with grand mean of 4.45 and standard deviation of 0.63. The mean of
4.45 is in between the interval of 4.20 to 5.00 which means strongly agree. For the
standard deviation of 0.63, the responses are homogeneous, and the values of standard
specifically shows that respondents strongly agree that teacher should develop
competence in movement skills such as building blocks for more complex movement
tasks. Likewise, they strongly agree that teacher should accumulate at least 5 minutes
daily of unstructured physical activity. The computed mean of 4.40 to 4.50 is in between
the interval of 4.20 to 5.00 which means strongly agree. For the standard deviation of
0.63 to 0.64, the responses are homogeneous, and the values of standard deviation
obtained through analysis shows that most observations clustered around the mean for
all variables since SD<1.
to 0.64. This means that there are some teachers who disagree with the given
interventions/indicators for children who have weakness in terms of physical factors.
45
This finding calls for teachers to share their methods of interventions to other teachers
for children who have weaknesses in terms of physical factors.
46
1. Cognitive
Table 3.2

in terms of Cognitive Factors
Indicators Mean SD Interpretation

1. Encourage learners to read printed books and 4.78 0.48 Strongly Agree
practice writing stories.
2. Teacher creates fun and engaging learning 4.73 0.55 Strongly Agree
opportunities through activity related to learner's
lives, interest and hobbies to increase their level
of participation and efforts.
Legend:
1.80-2.59 Disagree
2.60-3.39 Neutral
3.40-4.19 Agree
of children in terms of cognitive factors. It shows in general that teachers strongly agree
47
cognitive factors with grand mean of 4.75 and standard deviation of 0.52. The mean of
specifically shows that respondents strongly agree that teacher should encourage
learners to read printed books and practice writing stories. Likewise, they strongly agree
that teachers should create fun and engaging learning opportunities through activity
related to learner's lives, interest and hobbies to increase their level of participation and
efforts. The computed mean of 4.73 to 4.78 is in between the interval of 4.20 to 5.00
which means strongly agree. For the standard deviation of 0.48 to 0.55, the responses
are homogeneous, and the values of standard deviation obtained through analysis
shows that most observations clustered around the mean for all variables since SD<1.
interventions/indicators for children who have weakness in terms of cognitive factors.
for children who have weaknesses in terms of cognitive factors.
1. Psychosocial
48
Table 3.3

In terms of Psychosocial Factors
1. Encouraging children to return every day and makes 4.70 0.52 Strongly Agree
routine activities that is helpful as it gives a sense of
normality and creates a feeling of security and
certainty.
2. Children may also be reluctant to socialize with 3.80 1.07 Agree

their friends for fear of being away from their
home/parents or conversely parents may be afraid
to be apart from their children and not want to send
them to school.
of children in terms of psychosocial factors. It shows in general that teachers strongly
agree that there should be an intervention to improve the weaknesses of their pupils as to
psychosocial factors with grand mean of 4.25 and standard deviation of 0.95. The mean
of 4.25 is in between the interval of 4.20 to 5.00 which means strongly agree. For the
With the rating of 4.70 and standard deviation of 0.52, Table 3.3 specifically
shows that respondents strongly agree that teacher should encourage children to return
every day and makes routine activities that is helpful as it gives a sense of normality and
creates a feeling of security and certainty. The computed mean of 4.70 is in between the
49
interval of 4.20 to 5.00 which means strongly agree. For the standard deviation of 0.52,
the responses are homogeneous, and the values of standard deviation obtained through
SD<1.
With the lower rating of 3.80 and standard deviation of 1.07, Table 3.3
specifically shows that respondents heterogeneously agree that children may also be
reluctant to socialize with their friends for fear of being away from their home/parents
or conversely parents may be afraid to be apart from their children and not want to
send them to school. The computed mean of 3.80 is in between the interval of 3.40 to
4.19 which means agree. For the standard deviation of 1.07, the responses are
heterogeneous, and the values of standard deviation obtained through analysis shows
that most observations scattered around the mean for all variables since SD>1.
interventions/indicators for children who have weakness in terms of psychosocial
factors. This finding calls for teachers to share their methods of interventions to other
teachers for children who have weaknesses in terms of psychosocial factors.
1. Affective
Table 3.4

50
In terms of Affective Factors

1. Teacher listens actively and empathetically. 4.78 0.42 Strongly Agree
2. Teacher helps children understand the 4.73 0.55 Strongly Agree
consequences of behavior.
Legend:
1.80-2.59 Disagree
2.60-3.39 Neutral
3.40-4.19 Agree
of children in terms of cognitive factors. It shows in general that teachers strongly agree
affective factors with grand mean of 4.75 and standard deviation of 0.49. The mean of
specifically shows that respondents strongly agree that teachers listen actively and
empathetically. Likewise, they strongly agree that teachers should help children
51
understand the consequences of behavior. The computed mean of 4.73 to 4.78 is in
between the interval of 4.20 to 5.00 which means strongly agree. For the standard
deviation of 0.42 to 0.55, the responses are homogeneous, and the values of standard
interventions/indicators for children who have weakness in terms of affective factors.
for children who have weaknesses in terms of affective factors.
52
3. Challenges for the Teachers in Engaging the Assessments Scores in Academic

Performance of Pupils During the Transition of New Normal
Table 4.1
Challenges of Teachers in Engaging the Assessment Scores in Academic
Performance of Pupils during the Transition of New Normal
Factors/Indicators Mean SD Interpretatio

n
1. It should be careful about maintaining the records of 4.65 0.53 Strongly
student information. Agree
2. The technical requirements should be met for
assessment systems such as software, connectivity,
4.38 0.59 Strongly
security, and accessibility.
Agree
3. There are many assessment tools developed to assess 4.35 0.66 Strongly
the knowledge of the student learned in the classroom. Agree
4. There is difficulty in scalability and transfer problems
when different departments have separate working
3.55 1.08 Agree
practices and culture.
5. Teachers are finishing the syllabus in a short time as 3.50 1.43 Agree
they are loaded with administration works in schools.
6. There are students who cannot perform well in their 3.38 1.19 Neutral
exams when the examination changes.
7. Classroom assessment techniques are rare. 3.18 1.28 Neutral
8. There is a lack of training for new strategies and the 3.15 1.27 Neutral
use of technology for the assessment.
9. There is no flexibility in grading program. 2.85 1.19 Neutral
10. There is a lack of transparency in the assessment 2.83 1.26 Neutral
system.
53
11. There is no way developed that a student can know 2.68 1.21 Neutral
their assessment process and grading technique.
12. I have struggle towards in checking a tests. 2.60 1.22 Neutral
Grand Mean 2.64 1.29 Neutral
note:
1.00- Strongly
1.79 Disagree
1.80- Disagree
2.59
2.60- Neutral
3.39
3.40- Agree
4.19
5.00
Table 4.1 illustrates respondents’ level of agreement on the challenges of teachers
in engaging the assessment scores in academic performance of pupils during the
transition of new normal. With grand mean of 2.64 and standard deviation of 1.29, the
table shows in general that teachers responded heterogeneously, and they are neutral with
the challenges in engaging the assessment scores in academic performance of pupils.
This means that they may agree and/or disagree with the said challenges. The mean of
2.64 is in between the interval of 2.60 to 3.39 which means neutral. For the standard
deviation of 1.29, the responses are heterogeneous, and the values of standard deviation
54
obtained through analysis shows that most observations scattered around the mean for all
variables since SD>1.
specifically shows that respondents strongly agree that teachers should be careful about
maintaining the records of student information. Likewise, they strongly agree that the
technical requirements should be met for assessment systems such as software,
connectivity, security, and accessibility. Findings reveal further those respondents
strongly agree with the challenge that there are many assessment tools developed to
assess the knowledge of the student learned in the classroom. The computed mean of
4.35 to 4.65 is in between the interval of 4.20 to 5.00 which means strongly agree. For
the standard deviation of 0.53 to 0.66, the responses are homogeneous, and the values
of standard deviation obtained through analysis shows that most observations clustered
around the mean for all variables since SD<1.
specifically shows that respondents heterogeneously agree with the challenges that
there is difficulty in scalability and transfer problems when different departments have
separate working practices and culture. Likewise, they heterogeneously agree with the
challenges that teachers finished the syllabus in a short time as they are loaded with
administrative works in schools. The computed mean of 3.50 to 3.55 is in between the
interval of 3.40-4.19 which means agree. For the standard deviation of 1.08 to 1.08, the
55
responses are heterogeneous, and the values of standard deviation obtained through
analysis shows that most observations scattered around the mean for all variables since
SD>1. However, homogeneity is high as standard deviation ranges from 1.08 to 1.08.
This means that there are some teachers who are neutral with the given challenges. This
means further that some teachers agree that they can do the given challenges in
engaging the assessment scores in academic performance of pupils during the transition
of new normal.
specifically shows that respondents are heterogeneously neutral with the challenges
that there are students who cannot perform well in their exams when the examination
changes, classroom assessment techniques are rare, and there is a lack of training for
new strategies and the use of technology for the assessment. Likewise, they are
heterogeneously neutral with the challenges that there is no flexibility in grading
program, and there is a lack of transparency in the assessment system. Findings reveal
further that those respondents are heterogeneously neutral with the challenges that
there is no way developed that a student could know their assessment process and
grading technique, and they have struggle towards checking tests. The computed mean
of 2.60 to 3.38 is in between the interval of 2.60-3.39 which means neutral. For the
standard deviation of 1.19 to 1.28, the responses are heterogeneous, and the values of
standard deviation obtained through analysis shows that most observations scattered
around the mean for all variables since SD>1. However, homogeneity is high as
56
standard deviation ranges from 1.19 to 1.28. This means that there are some teachers
disagree with the given challenges. This means further that some teachers can do the
given challenges in engaging the assessment scores in academic performance of pupils
during the transition of new normal. This finding calls for teachers to share their ways of
facing challenges to other teachers to cope up in engaging the assessment scores in
academic performance of pupils during the transition of new normal.
57
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings as posited in the Statement of the
Problem in Chapter 1, conclusions drawn, and recommendations made.
Summary of Findings
The salient findings in the study include the following:
1. For Respondents’ Profile
1. Age
The majority of respondents are 19-23 years old with frequency of 15 (or
31.91%), followed by several respondents who are 38-43 and 24-28 years old with the
same frequency of 10 (or 25%). It is the followed by 29-33, 39-43, 44-48 and 49-53 years
old with frequency of 7 (or 17.5%), 6 (or 15%), 5 (or 12.5%) and 2 (or 5%), respectively.
2. Gender
The majority of the respondents are female with frequency of 37 (or 92.5%).
There are few male respondents with frequency of 3 (or 7.5%).
3. School of Respondents
58
The majority of respondents are teaching from Fr. Luigi Caburlotto School with
frequency of 12 (or 30%). It is followed by several respondents who are teaching from
Scuola Maria Santissima, Inc., Don Gerardo Children’s Center, Inc., Dorcas Samaritan
Academe, stituto Maria Immacolata Inc., St. Mary Magdalene Parochial School of
Amadeo, Inc. and Sunstar Academy with frequency of 3 to 7 teachers (or 7.50% to
17.50%).
4. Grade Level Handled by Respondents
The majority of respondents are teaching Grade 3 level with frequency of 11 (or
27.5%). It is followed by respondents who are teaching Grade 1, Grade 2, Nursery,
Kinder 1 & 2 with frequency of 2 to 10 (or 5% to 25%).
2. For Pupils’ Assessment Outcome
1. Physical Factors
In general, respondents homogeneously agree on the pupils’ assessment
outcome in terms of physical factors with grand mean of 4.14 and standard deviation of
0.81. Specifically, with the rating ranging from 4.23 to 4.28 and standard deviation of
0.80 to 0.88, respondents strongly agree that their pupils participate in rhythm and
dance activities, and demonstrate locomotor (walk, run, jump and hop) and non-
locomotor (bend, stretch, twist/turn, swing, and balance) movements. However, with
lower rating ranging from 4.00 to 4.08 and standard deviation ranging from 0.64 to 0.88,
respondents homogeneously agree that their pupils perform fine motor tasks that
59
require small muscle strengths, explores manipulative skills, and exhibits coordination of
facial muscles.
outcome in terms of the given physical factors/indicators.
2. Cognitive
outcome in terms of cognition with grand mean of 4.18 and standard deviation of 0.70.
Specifically, with the rating ranging from 4.20 to 4.25 and standard deviation of 0.63 to
0.71, respondents strongly agree that their pupils recall basic concepts of previously
learned information, construct meaning from written materials, and use concepts in
new situations such as presentations. With lower rating ranging from 4.00 to 4.13 and
standard deviation ranging from 0.75 to 0.76, respondents homogeneously agree that
their pupils can determine how each part interrelates to an overall structure and justify
a stand on their own opinion.
outcome in terms of the given cognitive factors/indicators.
3. Psychosocial
60
outcome in terms of psychosocial with grand mean of 4.28 and standard deviation of
0.60 to 0.68, respondents strongly agree that their pupils share skills and knowledge,
responsible for participating in the group, and willing to take on different roles within a
team. With lower rating ranging from 4.15 to 4.18 and standard deviation ranging from
0.66 to 0.75, respondents homogeneously agree that their pupils can readily assists
others and listens respectfully to proposals from peers.
outcome in terms of the given psychosocial factors/indicators.
4. Affective
outcome in terms of affective factors with grand mean of 4.16 and standard deviation of
0.65 to 0.68, respondents strongly agree that their pupils participate actively on the part
of the learners and organize values into priorities by creating unique worth. With lower
rating ranging from 4.08 to 4.18 and standard deviation ranging from 0.71 to 0.78,
respondents homogeneously agree that their pupils influence their behavior and
61
become characteristics, pay attention towards discussion, and assign a piece of
information.
outcome in terms of the given affective factors/indicators.
3. For Teachers’ Intervention to Improve Children’s Weaknesses.
1. Physical
In general, respondents strongly agree that there should be an intervention to
improve the weaknesses of their pupils as to physical factors with grand mean of 4.45 and
standard deviation of 0.63. Specifically, with the rating ranging from 4.40 to 4.50 and
standard deviation of 0.63 to 0.64, respondents strongly agree that teacher should develop
competence in movement skills such as building blocks for more complex movement
tasks. Likewise, they strongly agree that teacher should accumulate at least 5 minutes
daily of unstructured physical activity.
interventions/indicators for children who have weakness in terms of physical factors.
2. Cognitive
62
improve the weaknesses of their pupils as to cognitive factors with grand mean of 4.75
and standard deviation of 0.52. Specifically, with the rating ranging from 4.73 to 4.78 and
standard deviation of 0.48 to 0.55, respondents strongly agree that teacher should
encourage learners to read printed books and practice writing stories. Likewise, they
strongly agree that teachers should create fun and engaging learning opportunities
through activity related to learner's lives, interest and hobbies to increase their level of
participation and efforts.
interventions/indicators for children who have weakness in terms of cognitive factors.
3. Psychosocial
improve the weaknesses of their pupils as to psychosocial factors with grand mean of
4.25 and standard deviation of 0.95. Specifically, with the rating ranging from 4.70 and
standard deviation of 0.52, respondents strongly agree that teacher should encourage
children to return every day and makes routine activities that is helpful as it gives a sense
of normality and creates a feeling of security and certainty. With the lower rating of 3.80
and standard deviation of 1.07, respondents heterogeneously agree that children may also
be reluctant to socialize with their friends for fear of being away from their home/parents
63
or conversely parents may be afraid to be apart from their children and not want to send
them to school.
interventions/indicators for children who have weakness in terms of psychosocial
factors.
4. Affective
improve the weaknesses of their pupils as to affective factors with grand mean of 4.75
and standard deviation of 0.49. Specifically, with the rating ranging from 4.73 to 4.78 and
standard deviation of 0.42 to 0.55, respondents strongly agree that teachers listen actively
and empathetically. Likewise, they strongly agree that teachers should help children
understand the consequences of behavior.
interventions/indicators for children who have weakness in terms of affective factors.
4. For the Challenges of Teachers in Engaging the Assessments Scores in Academic
In general, respondents responded heterogeneously, and they are neutral with the
challenges in engaging the assessment scores in academic performance of pupils with
64
grand mean of 2.64 and standard deviation of 1.29. Specifically, with the rating ranging
from 4.35 to 4.65 and standard deviation of 0.53 to 0.66, respondents strongly agree that
teachers should be careful about maintaining the records of student information.
Likewise, they strongly agree that the technical requirements should be met for
assessment systems such as software, connectivity, security, and accessibility. Findings
reveal further those respondents strongly agree with the challenges that there are many
assessment tools developed to assess the knowledge of the student learned in the
classroom. With lower rating of 3.50 to 3.55 and standard deviation of 1.08 to 1.08,
respondents heterogeneously agree with the challenges that there is difficulty in
scalability and transfer problems when different departments have separate working
practices and culture. Likewise, they heterogeneously agree with the challenges that
teachers finished the syllabus in a short time as they are loaded with administrative works
in schools. However, homogeneity is high as standard deviation ranges from 1.08 to 1.08.
This means that there are some teachers who are neutral with the given challenges. This
means further that some teachers agree that they can do the given challenges in engaging
the assessment scores in academic performance of pupils during the transition of new
normal. With the rating of 2.60 to 3.38 and standard deviation of 1.19 to 1.28,
respondents are heterogeneously neutral with the challenges that there are students who
cannot perform well in their exams when the examination changes, classroom assessment
techniques are rare, and there is a lack of training for new strategies and the use of
technology for the assessment. Likewise, they are heterogeneously neutral with the
challenges that there is no flexibility in grading program, and there is a lack of
65
transparency in the assessment system. Findings reveal further that those respondents are
heterogeneously neutral with the challenges that there is no way developed that a student
could know their assessment process and grading technique, and they have struggle
towards checking tests.
However, homogeneity is high as standard deviation ranges from 1.19 to 1.28.
This means that there are some teachers disagree with the given challenges. This means
further that some teachers can do the given challenges in engaging the assessment scores
in academic performance of pupils during the transition of new normal.
Conclusion
Based on the foregoing summary of findings, the following conclusions are
drawn:
1. For Respondents’ Profile
The majority of respondents are 19-23 years old, female and all of them are
teaching from private schools. The majority of respondents are also teaching Grade 3
level.
2. For Pupils’ Assessment Outcome
1. Physical Factors
66
outcome in terms of physical factors. However, homogeneity is not yet perfect as
who disagree with pupils’ assessment outcome in terms of the given physical
factors/indicators.
2. Cognitive
outcome in terms of cognition. However, homogeneity is not yet perfect as standard
deviation ranges from 0.63 to 0.76. This means that there are some teachers who
disagree with pupils’ assessment outcome in terms of the given cognitive
factors/indicators.
3. Psychosocial
outcome in terms of psychosocial factors. However, homogeneity is not yet perfect as
who disagree with pupils’ assessment outcome in terms of the given psychosocial
factors/indicators.
4. Affective
67
outcome in terms of affective factors. However, homogeneity is not yet perfect as
who disagree with pupils’ assessment outcome in terms of the given affective
factors/indicators.
3. For Teachers’ Intervention to Improve Children’s Weaknesses.
1. Physical
improve the weaknesses of their pupils as to physical factors. However, homogeneity is
not yet perfect as standard deviation ranges from 0.63 to 0.64. This means that there are
some teachers who disagree with the given interventions/indicators for children who have
weakness in terms of physical factors.
2. Cognitive
improve the weaknesses of their pupils as to cognitive factors. However, homogeneity is
weakness in terms of cognitive factors.
3. Psychosocial
68
improve the weaknesses of their pupils as to psychosocial factors. However, homogeneity
is not yet perfect as standard deviation ranges from 0.52 to 1.07. This means that there
are some teachers who disagree with the given interventions/indicators for children who
have weakness in terms of psychosocial factors.
4. Affective
improve the weaknesses of their pupils as to affective factors. However, homogeneity is
weakness in terms of affective factors.
In general, respondents responded heterogeneously, and they are neutral with the
challenges in engaging the assessment scores in academic performance of pupils.
However, homogeneity is high as standard deviation ranges from 1.19 to 1.28. This
means that there are some teachers who disagree with the given challenges. This means
further that some teachers can do the given challenges in engaging the assessment scores
in academic performance of pupils during the transition of new normal.
69
Recommendations
Based on the summary of findings and conclusions drawn, the following are the
recommendations:
1. For Pupils’ Assessment Outcome. Since findings reveal that homogeneity is not
yet perfect as standard deviation ranges from 0.60 to 0.88 and there are some
teachers who disagree with pupils’ assessment outcome in terms of the given
physical, cognitive, psychosocial and affective factors, the researchers
recommend that teachers and parents must guide and monitor their pupils
regularly so as to attend their needs in developing domains in learning.
2. For Teachers’ Intervention to Improve Children’s Weaknesses. Since findings
reveal that homogeneity is not yet perfect as standard deviation ranges from
0.42 to 1.07 and there are some teachers who disagree with the given
interventions/indicators for children who have weakness in terms of physical,
cognitive, psychosocial, and affective factors, the researchers recommend that
the teachers must create and amend an appropriate intervention that will suited
to the needs of every learner and help them improve from their weaknesses.
Performance of Pupils During the Transition of New Normal. Findings reveal
that homogeneity is not yet perfect as standard deviation ranges
70
from 1.19 to 1.28. This means that there are some teachers who disagree with the given
challenges and can do the given challenges in engaging the assessment scores in
academic performance of pupils during the transition of new normal. In this connection,
the researchers recommend that teachers of selected Early Childhood level in private
schools in Amadeo Cavite must not limit their assessment on the academic performance
of their pupils through virtual communication, but teachers must conduct a home
visitation for them to identify the existent and possible needs of every pupil.
Future Researchers. The researchers recommend that future researchers must establish
this as a guide and standard in writing research study to produce more developing ideas
about the same subject matter.
71
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75
APPENDICES
76
77
APPENDIX A
Budgetary Requirements
BUDGETARY ALLOCATION AND EXPENSES
Transportation (estimated for 3 days of travel) 354
Food and Refreshments
Research Proposal Defense Payment 6,050
Supplies / Stationery 44
Publication
TOTAL
78
APPENDIX B
GANTT CHART
Research Gantt Chart 2021 2022
September October November December January Februar March April Ma June July August
y y
Title Selection Defense
Chapter 1
Chapter 2
Chapter 3
Research Proposal
Defense
Experimentation
Chapter 4
Chapter 5
Final Defense
Editing and Revision
Publication
79
APPENDIX C
RESEARCH LOCALE
80
APPENDIX D
APPROVAL AND VALIDATION LETTER
81
82
APPENDIX E
SURVEY QUESTIONNAIRE
LYCEUM OF THE PHILIPPINES UNIVERSITY-CAVITE
COLLEGE OF ARTS AND SCIENCES
Part I- Demographic Profile
Direction: Kindly fill out the details needed and put a check mark (✓) in the box provided that
best describes your answers in the following items:
Name:
Age:
Sex: _____ Male ______ Female
School:
( ) Don Gerardo Children’s Center, Inc.
( ) Dorcas Samaritan Academe
( ) Fr. Luigi Caburlotto School
( ) Instituto Maria Immacolata Inc.
( ) Scuola Maria Santissima, Inc.
( ) St. Mary Magdalene Parochial School of Amadeo, Inc.
( ) Sunstar Academy
Year level:
( ) Nursery
( ) Kinder 1
83
( ) Kinder 2
( ) Grade 1
( ) Grade 2
( ) Grade 3
Part II.
Directions: The statements below are the outcomes of pupils’ assessment in terms of
physical, cognitive, psycho-social and affective. Using the 1-5 scale outlined below, please
choose the number that is most reflective of your current ability to perform. 1 is the lowest
and 5 is the highest. Kindly put a check mark (✓) in the column that corresponds to your
answer.
Strongly Disagree (2) Neutral (3) Agree (4) Strongly Agree

Disagree (1) (5)
1. Physical
(1) (2) (3) (4) (5)
Perform fine motor tasks that

require small muscle strengths.
Demonstrate locomotor (walk, run,

jump and hop) and non-locomotor
(bend, stretch, twist/turn, swing and
balance) movements.
Participate in rhythm and dance

activities.
84
Exhibits coordination of facial

muscles.
Explores manipulative skills.
B. Cognitive
(1) (2) (3) (4) (5)
Recalls basic concepts of

previously learned
information.
Children can construct

meaning from written
materials
Learners use concepts in new

situations such as
presentations.
Determines how each part

interrelates to an overall
structure.
Justifies a stand on their own

opinion.
1. Psychosocial
(1) (2) (3) (4) (5)
Learner shares skills

and knowledge.
Learner is willing to
take on different roles
within a team.
Learner listens
respectfully to
proposals from peers.
85
Learner is responsible
for participating in the
group.
Learners readily assists

others.
2. Affective
(1) (2) (3) (4) (5)
Attentive towards the

discussion.
Active participation on
the part of the learners.
Assigns a piece of
information.
Organizes values into

priorities by creating
unique worth.
Influences their
behavior and becomes
characteristics.
Part III. Intervention of the teachers to improve the weaknesses of children in terms of: Physical,
Cognitive, Psychosocial, Affective. Kindly put a check mark (✓) in the column that corresponds
to your answer.
1. Physical
86
(1) (2) (3) (4) (5)
Teacher should
accumulate at least 5
minutes daily of
unstructured physical
activity.
Teacher should develop

competence in
movement skills such as
building blocks for more
complex movement
tasks.
B. Cognitive
87
(1) (2) (3) (4) (5)
Encourage learners to
read printed books and
practice writing stories.
Teacher creates fun

ang engaging learning
opportunities through
activity related to
learner's lives, interest
and hobbies to increase
their level of
participation and
efforts.
C. Psychosocial
(1) (2) (3) (4) (5)
Encouraging children to
return every day and
makes routine activities
that is helpful as it gives
a sense of normality and
creates a feeling of
security and certainty.
88
Children may also be

reluctant to socialize
with their friends for
fear of being away from
their home/parents or
conversely parents may
be afraid to be apart
from their children and
not want to send them
to school.
1. Affective
(1) (2) (3) (4) (5)
89
Teacher helps children

understand the
consequences of behavior.
Teacher listens actively and

empathetically.
Part IV. The challenges for the teachers in engaging the assessments scores in academic
performance of pupils during the transition of new normal. Kindly put a check mark (✓) in the
column that corresponds to your answer.
(1) (2) (3) (4) (5)
Classroom assessment techniques are

rare.
There are students who cannot

perform well in their exams when the
examination changes.
There are many assessment tools

developed to assess the knowledge
of the student learned in the
classroom.
The technical requirements should be

met for assessment systems such as
software, connectivity, security, and
accessibility.
There is a lack of training for new

strategies and the use of technology
for the assessment.
It should be careful about

maintaining the records of student
information.
There is difficulty in scalability and

transfer problems when different
departments have separate working
90
practices and culture.
Teachers are finishing the syllabus in a

short time as they are loaded with
administration works in schools.
There is no flexibility in programme

grading.
There is a lack of transparency in the

assessment system.
There is no way developed that a

student can know their assessment
process and grading technique.
I have struggle towards in checking a

tests.
91
APPENDIX F
CERTIFICATE OF INSTRUMENT VALIDATION
LYCEUM OF THE PHILIPPINES UNIVERSITY

Cavite Campus
Certificate of Instrument Validation
This is to certify that the research instruments used in the research study entitled:
THE ACADEMIC PERFORM OF YOUNG LEARNERS DURING THE TRANSITION PERIOD

OF NEW NORMAL EDUCATION: AN ASSESSMENT
submitted by:

JANICE M. LEOVERAS
for the degree, Bachelor of Early Childhood Education under the College of Arts and
Sciences has been reviewed for validity by the undersigned with respect to the
appropriate measurement tools and techniques.
92
Billy L. Hortilano, Ed. D. Date of Completion:

Validator’s Signature
Affiliation: LPU Cavite
93
APPENDIX G
CERTIFICATE OF STATISTICAL ANALYSIS

Cavite Campus
Certificate of Instrument Validation
This is to certify that the research manuscript entitled:

submitted by:

JANICE M. LEOVERAS
Sciences has been tabulated and analyzed by the undersigned statistician with respect
to appropriate measurement tools and techniques.
94
Engr. Jelyn M. Rodriguez Date of Completion: Aug. 10, 2022

Statistician’s Signature
95
APPENDIX H
TABULATED DATA
SOP 1: What is the outcome of pupils in assessment in terms of:
1.1 Physical?
1.2 Cognitive?
1. Psychosocial?
2. Affective?
Variables Mean Standard Deviation
Physical 4.14 .81
Cognitive 4.18 .70
Psychosocial 4.28 .69
Affective 4.16 .71
STATISTICS
Physical Cognitive Psychosocial Affective
N Valid 40 40 40 40
Missing 0 0 0 0
4.14 4.18 4.28 4.16
96
Mean
0.81 0.70 0.69 0.71
Standard Deviation
SOP 2: What are the intervention of the teachers to improve the weaknesses of
children in terms of:
a. Physical?
b. Cognitive?
c. Psychosocial?
d. Affective?
Physical 4.45 .63
Cognitive 4.75 .52
Psychosocial 4.25 .95
Affective 4.75 .49
97
STATISTICS
Physical Cognitive Psychosocial Affective

N Valid 40 40 40 40
Missing 0 0 0 0
Mean 4.45 4.75 4.25 4.75
Standard 0.63 0.52 0.95 0.49

Deviation
SOP 3: What are the challenges for the teachers in engaging the assessments scores in
academic performance of pupils during the transition of new normal?
Challenges for the teachers in 2.64 1.29

engaging the assessments
scores
98
1.80-2.59 Disagree
2.60-3.39 Neutral
3.40-4.19 Agree
INTERPRETATION
3.5-5.00 (Highly Challenges)

2.5-3.4 (Low Challenges)
APPENDIX I
99
CERTIFICATE OF ENGLISH EDITING

Cavite Campus
Certificate of English Editing

submitted by:

JANICE M. LEOVERAS
Sciences has been read and found it thorough and acceptable with respect to grammar
and composition by the undersigned English Critic.
100
Emelyn R. Carilla
English Critic’s Signature Date of
Completion: Aug. 04, 2022
101
APPENDIX J
CERTIFICATE OF TECHNICAL EDITING

Cavite Campus
Certificate of Technical Editing

submitted by:
Proponent’s Signature Proponent’s

Signature
JANICE M. LEOVERAS
for the degree, Bachelor of Elementary Education with specialization in Early Childhood
102
Education under the College of Arts and Sciences has been reviewed and found it
thorough and acceptable with respect to form, styles and standards adhered by the
institution by the undersigned Technical critic.
Billy L. Hortilano, Ed.D. Date of Completion:

Technical Editor’s Signature
103
APPENDIX K
CURRICULUM VITAE
Delmundo, Kyla R.
Bayan Luma 3
Imus, Cavite
Kydelmundo07@gmail.com
+639657440808
EDUCATIONAL ATTAINMENT
Primary Level
Bucandala Elementary School
Bucandala 2 Imus, Cavite
2011-2012
Secondary Level (Junior High School)
Imus Institute
Dimasalang Campus, Imus Cavite
2015-2016
Secondary Level (Senior High School)
Colegio De Porta Vaga

Patindig Araw Imus, Cavite
104
2017-2018
Tertiary Level (College)
Lyceum of the Philippines University-
Cavite Governor‘s Drive General
Trias City, Cavite
2022-
ACHIEVEMENT
Graduated in Primary level with Honors 2012

Loyalty award
105
Dotimas, Desiree Gail M.

Metro South Subd,
General Trias City, Cavite
desgail27@gmail.com
+6391-528-44435
Primary Level
Krislizz International Academy
Marcins Ave., C.H.E.S. II Brgy. Lapidario, Trece Martires City,
Cavite
2012-2013
Secondary Level (Junior High School)
Krislizz International Academy
Marcins Ave., C.H.E.S. II Brgy. Lapidario, Trece Martires City,
Cavite
2016-2017
Secondary Level (Senior High School)
Lyceum of the Philippines University-
Cavite Governor‘s Drive General
Trias City, Cavite
2018-2019
Tertiary Level (College)
106
Lyceum of the Philippines

University- Cavite Governor‘s Drive
2022-
ACHIEVEMENT

Graduated Junior High School for Thesis Defense 2017
Graduated Senior High School for Best Research Paper 2019
College of Arts and Science Student Government as Treasurer 2021
SEMINARS AND TRAINING PROGRAMS ATTENDED
Immersion Program 2019

Entrepreneurship Seminar 2019
Make a Plan Habit 2021
Interactive Teaching Strategy in the Time Beyond Covid-19 and Beyond 2021
Lika Pahinga, Teacher: A Stress Management Webinar and Workshop 2022
Mindset and Habits of a Lifelong Learner 2022
107
Leoveras, Janice M.
Better Living Subd., Paranaque
City
srjaniceleoveras@gmail.com
+6396-527-60524
Primary Level
Matag-ob Central Elementary
School Matag-ob, Leyte
2001-2002
Secondary Level
Matag-ob National High School

Matag-ob, Leyte
2006-2007
Tertiary Level
Lyceum of the Philippines
University- Cavite Governor‘s Drive
108
2022-
ACHIEVEMENT

Graduated High School with Honors 2007
SEMINARS AND TRAINING PROGRAMS ATTENDED
Early Childhood Education Units 2015

Human Development 2020
109

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

THE ACADEMIC PERFORMANCE OF YOUNG LEARNERS DURING THE TRANSITION

Submitted to the Faculty of the

College of Arts and Sciences

Lyceum of the Philippines University – Cavite

of the Requirements of the Degree

Bachelor of Early Childhood Education

DOTIMAS, DESIREE GAIL M.

DR. BILLY L. HORTILANO

ANNA EDITHA I. HERNANDEZ, LPT DR. CARMENCITA TOSCO

ATTY. JANICE KRISTINE RAMOS-ALMEDA

DR. RAMON C. MANIAGO

We hereby declare that the research paper entitled:

THE ACADEMIC PERFORMANCE OF YOUNG LEARNERS DURING THE TRANSITION

KYLA R. DELMUNDO DESIREE GAIL M. DOTIMAS

Date of Completion: _____________

BILLY L. HORTILANO, Ed.D. Date of Completion:________________

To their generous panelists, Ms. Anna Editha I. Hernandez and Dr.

College of Arts and Sciences

ASSESSMENT ON THE ACADEMIC PERFORMANCE OF YOUNG

Keywords: academic performance, assessments, education, new normal, transitions,

Data Gathering Procedure……………………………………………….. 33

CHAPTER 4 - RESULTS AND DISCUSSION….…………………………... 35

Level of Outcomes of Pupils Assessment in terms of Psychosocial

CHAPTER 5 - SUMMARY, CONCLUSIONS, AND

1 Age of the Respondents……….……………………………………… 35

2 Gender of the Respondents……………………………………………….. 36

3 Name of Schools of the Respondents……………………………..…….... 36

4 Grade Level Handled by the Respondents…...…………….…………… 37

5 Level of Outcomes of Pupils Assessment in terms of Physical Factors.. 38

6 Level of Outcomes of Pupils Assessment in terms of Cognitive Factors. 40

7 Level of Outcomes of Pupils Assessment in terms of Psychosocial Factors

8 Level of Outcomes of Pupils Assessment in terms of Affective Factors.. 44

9 Level of Interventions of the Teachers to Improve the Weaknesses of Children in

terms of Physical Factors ……………………………………………… 46

10 Level of Interventions of the Teachers to Improve the Weaknesses of Children in

terms of Cognitive Factors………………………………………..……...………………………. 48

11 Level of Interventions of the Teachers to Improve the Weaknesses of Children in

terms of Psychosocial Factor …………………………………………. 49

12 Level of Interventions of the Teachers to Improve the Weaknesses of Children in

terms of Affective Factors…………………………………………………… 51

13 Challenges of Teachers in Engaging the Assessment Scores in Academic Performance

of Pupils during the Transition of New Normal.

D Approval and Validation Letter………..…………………………. 76

F Certificate of Instrument Validation……………………………… 84

G Certificate of Statistical Analysis………………………………… 85

I Certificate of English Editing……………………………….. 89

J Certificate of Technical Editing………………………………… 90

Background of the Study

we had a pandemic back in 1918, the Spanish flu pandemic.

The choice had to adopted alternative delivery modes of learning is contingent on

complex and interdependent factors such as institutional infrastructures and resources,

geographical and socio-economic background of stakeholders (i.e. students and

teachers), existing funds of knowledge on types of delivery modalities (virtual learning

environment, modular approach, blended learning etc.). Regardless of the modes of

called to exercise agency reflecting strategies that contextualize imposed learning

platforms (Romerosa, Lacuata, Rivera, and Dela Cruz, Jr., 2021).

pupils in this New Normal of Education.

Statement of the Problem

Specifically, the study aims to answer the following research questions:

1. What is the outcome of pupils in assessment in terms of:

academic performance of pupils during the transition of new normal?

Significance of the Study