Comparative Evaluation Of The Primary Education Literacy

TITLE Comparative Evaluation of the Primary Education Literacy in Nagkaisang Nayon Elementary School (Public) and International Christian School (Private)

Objectives: To identify the primary factors that affect literacy and its contribution to primary literacy development.  To examine and compare the primary literacy performance of public and private schools.  To appreciate the level of literacy that our public and private elementary schools have. 

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Introduction 

“Education is very important investment among Filipino families. As the saying, “the best inheritance that a child gets in life is good education”. For some parents in the poor urban sector, the solution is to put their children in the public schools”.

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-Maria Agnes Jugo

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“The real joy in teaching is helping a student find that moment when they no longer at learning as something that they have to do and it becomes something they no longer can do without”.

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-Michelle Cook

Overview: State of Primary Education in the Philippines and Global

Primary Education in the Philippines: 

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The NSCB revealed that in the 2006-2007 school year only 83 percent of children were enrolled in primary school, down from 90 percent five years earlier. Even worse, only 59 percent of children eligible for secondary school were enrolled. This means one out of six children is being deprived of primary education and one out of three children is deprived of secondary education.

State of Primary Education Globally:  

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The population of primary school age in Eastern Asia is expected to drop by 25 percent or 29 million between 2000 and 2015 , easing the pressure on the education system. Other regions with a projected decrease in the population of primary school age are the Commonwealth of Independent States and the developed countries. In Latin America and the Caribbean and in South-Eastern Asia, the population is expected to be virtually unchanged.

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In Sub-Saharan Africa, the number of children of primary school age is estimated to grow by 37 percent or 41 million children over the period 2000 to 2015.

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In Western Asia, Southern Asia, Oceania, and Northern Africa, the projections also show an increase in the population of primary school age, but at a lower relative and absolute level than Sub-Saharan Africa. Countries in the former regions therefore face fewer demographic obstacles on the path to universal primary education than countries in SubSaharan Africa.

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Methodology:  

The data were gathered from International Christian School (private) , Nagkaisang Nayon Elementary School (public) , 3 teachers from private school, 17 teachers from public school, 29 students from private school and 174 students from public school. The instruments used to determine the characteristics of the elementary literacy performance of both public and private school, as well as the problems that the teachers encountered, were the Rating Scale: Elementary Environment and Teacher Observation; and Teacher-Interview Checklist and Teacher-Rating Scales. The tool used to evaluate the elementary literacy performance of children was the Early Literacy Test.

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Out of 581 population of students in Nagkaisang Nayon Elem. Sch., 30% of it was taken as sample and so 174 students were randomly selected from grades 1, 2 and 3. Same technique has been done with International Christian School. Out of 96 population of students, 29 students were also randomly selected.

Data Presentation

Teacher - Interview and Teacher Rating Scale 

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PUBLIC SCHOOL

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PRIVATE SCHOOLS

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The mean of the scores The mean of the scores is 3.7. It shows that is 4.05. It shows that public teachers are private teacher are frequently using always using creative creative materials or materials or strategies in strategies in teaching reading. teaching reading.

Student – Interview and Student Rating Scale  

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PUBLIC SCHOOL

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PRIVATE SCHOOLS

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The mean of the scores The mean of the scores is 3.3. it suggest that is 4.05. It suggest in public schools, the that the strategies strategies used by used by the teacher the teacher is only in private schools are sometimes effective frequently effective for the students. for the students.

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Factors that affect Literacy

Rating Scale: Early Environment and Teacher Observation 

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Table part s

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A

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Description

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Physical environment which is designed to promote concrete learning enabling the children to explore the place and materials towards literacy development.

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B Learning opportunities for big and small groups of children giving them options to choose learning experiences that will develop literacy.

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C Teacher noted to be observed, records and assessed child and groups progress and bases instruction on this information.

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D Methods and strategies that teachers used to class motivate students to express themselves.

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E

The manner of teaching language arts in class.

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F

Motivation to use creativity as a way of expressing the children’s imagination, thinking and productivity.

The Rating Scale Result 

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TABLE A:

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Public: 3.7

Public: 4.1

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Private: 4.5

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TABLE B:

Private: 4.2

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TABLE C:

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Public: 4.2

Public: 4.3

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Private: 4.6

TABLE D:

Private: 4.3

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TABLE E:

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Public: 3.4

Public: 3.5

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Private: 4.4

TABLE F:

Private: 4.2

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Conclusion: Primary Childhood Environment and Teacher Observation 

Possible highest score in the rating scale of primary childhood environment and teacher observation is 50. and the result are: for private school(ICS) they gain 4.3 and public school (NNES) 3.9. So, the private schools have an moderately adequate environment and teacher while public have minimally inadequate. Therefore the result shows that private schools is more adequate in terms of factors that affect literacy than public. This is why private schools gain high literacy performance.

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Conclusions 

Through data analyses, the following were the generated findings:

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1) The characteristics of the elementary literacy performance of both public and private schools are geared towards the traditional approach. Teachers are using paper-pencil task, workbooks and phonics instruction.

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2) The class size of public school is much bigger than the class size of the private school provided that the public school doesn’t have enough classroom spaces for students.

 

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3) Children in public school are usually taught in large groups and no small group learning experiences are offered.

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4) There are Developmentally Appropriate materials available in private school than in public school.

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5) The focus of teaching is always through teacherdirected instruction.

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6) The most significant problems that the elementary public teachers encounter within the service are: a) the children have lack of understanding of the words being read in class and age-inappropriate lessons; b) there is lack of creative teaching materials and story books.

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Obviously, Private school is expected to be well-

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equipped than those of public school. Therefore, the literacy performance of Private school is much higher than of the Public school because of the many factors that affect the literacy performance of the students. 

Recommendations 

Teachers should undergo regular trainings in teaching and be more resourceful in creating learning experiences to children.

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Development leaders should have a good monitoring system that will evaluate the elementary schools both public and private in their primary literacy performances.

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Consistent evaluation of students’ performance is recommended to note who among them should undergo remediation or intervention to address the children’s need in an earlier phase.

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