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PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL ____________________
A Thesis Presented to the Faculty of the College of Education SAMAR COLLEGE City of Catbalogan ____________________
In Partial Fulfillment of the Requirements for the Degree BACHELOR OF ELEMENTARY EDUCATION ____________________
JUDY ANN A. LOMINOQUE NELLY JEAN B. METANTE JOHN ARBEY A. ROTAP
April 2017
ii APPROVAL SHEET This Thesis entitled “PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL,” which has been prepared and submitted by JUDY ANN A. LOMINOQUE, NELLY JEAN B. METANTE, and JOHN ARBEY A. ROTAP, is hereby recommended for final oral defense. TEODY LESTER V. PANELA, RN, LPT, MAN Institutional Research Coordinator Adviser ____
Approved by the Committee on Oral Examination on April ___, 2017 with the rating of _______. NIMFA T. TORREMORO,Ph.D Dean, College of Education Chairman EVANGELINE G. MIRANDA, M.B. Field Study Coordinator Member
MANILYN O.A.SERPAJUAN, M.E. BERNARDINO BACURIO,D.M. Principal, Elementary Department Research Coordinator Member Member
________________________________________________________ Accepted in partial fulfillment of the requirements for the degree, BACHELOR OF ELEMENTARY EDUCATION. NIMFA T. TORREMORO,Ph.D Dean, College of Education Date of Final Oral Defense April
__, 2017
iii ACKNOWLEDGMENT The researchers would like to extend their heartfelt gratitude to the persons who in one way or another have extended their support:
iv TABLE OF CONTENTS TITLE PAGE . . . . . . . . . . . . . . . . . . . . .
i
APPROVAL SHEET. . . . . . . . . . .
. . . . . . . .
ii
ACKNOWLEDGEMENT . . . . . . . . . .
. . . . . . . .
iii
. . . . . . .
iv
LIST OF FIGURES . . . . . . . . . .
. . . . . . . .
vii
LIST OF TABLES. . . . . . . . . . .
. . . . . . . .
viii
THESIS ABSTRACT . . . . . . . . . .
. . . . . . . .
ix
TABLE OF CONTENTS . . . . . . . . . .
Chapter 1
Page
THE PROBLEM AND ITS BACKGROUND Introduction . . . . . . . Statement of the Problem
. . . . . . .
1
. . . . . . . .
6
Hypothesis . . . . . . . .
. . . . . . .
7
. . . . . . . .
8
Conceptual Framework . . .
. . . . . . .
11
Scope and Delimitation . .
. . . . . . .
13
Significance of the Study. .
. . . . . .
14
Definition of Terms
. . . . . .
16
Theoretical Framework. .
2
3
. . . .
REVIEW OF RELATED LITERATURE AND STUDIES Related Literature . . . .
. . . . . . .
20
Related Studies
. . . . . . .
24
METHODOLOGY
. . . . .
v Research Design
. . . . .
. . . . . . .
33
. . .
. . . . . . .
34
. . . . .
. . . . . . .
34
. . . . . . . .
37
Sampling Procedure . . . .
. . . . . . .
38
Data Gathering Procedure .
. . . . . . .
38
Statistical Treatment of Data . . . . . .
39
Locale of the Study Instrumentation
Validation of Instrument
4
5
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Profile of the Teacher-Respondents. . . .
43
Teacher-Respondents’ Perception on the Implementation of School Readiness Year-End Assessment (SReYA). . . . . .
49
Comparison Between Teacher-Respondents’ Profile Variates and their Perception on the Implementation of School Readiness Year-End Assessment (SReYA).
54
Implications of the Study . . . . . . . .
58
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings . . . . . . . . . . .
60
Conclusions . . . . . . . . . . . . . . .
66
Recommendations . . . . . . . . . . . . .
68
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . .
69
APPENDICES . . . . . . . . . . . . . . . . . . . . .
74
A. Approval Letter for Research Tittle. . . . .
75
B. Letter to the Principal. . . . . . . . . . .
76
vi C. Cover Letter for the Teacher-Respondents . .
77
D. Questionnaire for Teacher-Respondents. . . .
78
CURRICULUM VITAE . . . . . . . . . . . . . . . . . .
81
vii LIST OF FIGURES Figure
Page
1
The Conceptual Framework of the Study . . .
12
2
The Map Showing the Locale of the Study . .
35
viii LIST OF TABLES Table
Page
1
Age of Teacher-Respondents
44
2
Sex of Teacher-Respondents
44
3
Teacher-Respondents’ Civil Status
45
4
Teacher-Respondents’ Highest Educational Attainment
45
5
Teacher-Respondents’ Average Monthly Income
46
6
Teacher-Respondents’ Number of Hours of Relevant In-Service Training Attended
47
Teacher-Respondents’ Number of Years in Teaching
48
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of the Academic Performance of the Students
50
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of Classroom Behavioral Performance
51
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of Child Behavior
53
Comparison Between the Teacher-Respondents’ Profile Variates and their Perception on the Implementation of School Readiness Year-End Assessment (SReYA)
55
7 8
9
10
11
ix THESIS ABSTRACT
Research Title
:
PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL
Researchers
:
JUDY ANN A. LOMINOQUE NELLY JEAN B. METANTE JOHN ARBEY A. ROTAP
Language Use
:
English
Research Type
:
Undergraduate Thesis
Degree
:
Bachelor of Elementary Education
Year Completed
:
April 2017
Keywords
:
Implementation School Readiness Year-End Assessment Kindergarten Teacher Perception School Readiness
This
study
determined
the
perception
on
the
implementation of the School Readiness Year-End Assessment (SReYA)
among
the
Kindergarten
teachers
of
Catbalogan
I
Central Elementary School, Catbalogan City, Samar during the School Year 2016-2017. This descriptive-correlational study, which utilized a questionnaire,
conducted
a
survey
to
11
kindergarten
x teachers. All were female and perceived that performance of the kindergarten students as above average especially in basic
subjects,
teacher
arithmetic
relationship
and
was
writing
excellent.
skills
Also,
while
most
of
the the
teacher perceived that students have difficulty organizing tasks and activities and talks excessively. The study found significant
relationship
between
the
teacher-respondents’
perception on the implementation of SReYA and their age. Students performance
should
but
also
be
gauge
with
not
their
solely
physical
on
mental
activity
and
emotional stability. The assessment process should not be taken lightly. Teachers must have a keen eye for details specifically
knowing
when
to
introduce
a
new
topic,
reinforce it or rediscovery a new learning form. Since the study
is
limited
to
one
school,
future
studies
can
be
conducted in other school of other cities or municipalities is needed to validate the said study.
A Thesis Presented to the Faculty of the College of Education SAMAR COLLEGE City of Catbalogan ____________________
In Partial Fulfillment of the Requirements for the Degree BACHELOR OF ELEMENTARY EDUCATION ____________________
JUDY ANN A. LOMINOQUE NELLY JEAN B. METANTE JOHN ARBEY A. ROTAP
April 2017
ii APPROVAL SHEET This Thesis entitled “PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL,” which has been prepared and submitted by JUDY ANN A. LOMINOQUE, NELLY JEAN B. METANTE, and JOHN ARBEY A. ROTAP, is hereby recommended for final oral defense. TEODY LESTER V. PANELA, RN, LPT, MAN Institutional Research Coordinator Adviser ____
Approved by the Committee on Oral Examination on April ___, 2017 with the rating of _______. NIMFA T. TORREMORO,Ph.D Dean, College of Education Chairman EVANGELINE G. MIRANDA, M.B. Field Study Coordinator Member
MANILYN O.A.SERPAJUAN, M.E. BERNARDINO BACURIO,D.M. Principal, Elementary Department Research Coordinator Member Member
________________________________________________________ Accepted in partial fulfillment of the requirements for the degree, BACHELOR OF ELEMENTARY EDUCATION. NIMFA T. TORREMORO,Ph.D Dean, College of Education Date of Final Oral Defense April
__, 2017
iii ACKNOWLEDGMENT The researchers would like to extend their heartfelt gratitude to the persons who in one way or another have extended their support:
iv TABLE OF CONTENTS TITLE PAGE . . . . . . . . . . . . . . . . . . . . .
i
APPROVAL SHEET. . . . . . . . . . .
. . . . . . . .
ii
ACKNOWLEDGEMENT . . . . . . . . . .
. . . . . . . .
iii
. . . . . . .
iv
LIST OF FIGURES . . . . . . . . . .
. . . . . . . .
vii
LIST OF TABLES. . . . . . . . . . .
. . . . . . . .
viii
THESIS ABSTRACT . . . . . . . . . .
. . . . . . . .
ix
TABLE OF CONTENTS . . . . . . . . . .
Chapter 1
Page
THE PROBLEM AND ITS BACKGROUND Introduction . . . . . . . Statement of the Problem
. . . . . . .
1
. . . . . . . .
6
Hypothesis . . . . . . . .
. . . . . . .
7
. . . . . . . .
8
Conceptual Framework . . .
. . . . . . .
11
Scope and Delimitation . .
. . . . . . .
13
Significance of the Study. .
. . . . . .
14
Definition of Terms
. . . . . .
16
Theoretical Framework. .
2
3
. . . .
REVIEW OF RELATED LITERATURE AND STUDIES Related Literature . . . .
. . . . . . .
20
Related Studies
. . . . . . .
24
METHODOLOGY
. . . . .
v Research Design
. . . . .
. . . . . . .
33
. . .
. . . . . . .
34
. . . . .
. . . . . . .
34
. . . . . . . .
37
Sampling Procedure . . . .
. . . . . . .
38
Data Gathering Procedure .
. . . . . . .
38
Statistical Treatment of Data . . . . . .
39
Locale of the Study Instrumentation
Validation of Instrument
4
5
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Profile of the Teacher-Respondents. . . .
43
Teacher-Respondents’ Perception on the Implementation of School Readiness Year-End Assessment (SReYA). . . . . .
49
Comparison Between Teacher-Respondents’ Profile Variates and their Perception on the Implementation of School Readiness Year-End Assessment (SReYA).
54
Implications of the Study . . . . . . . .
58
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings . . . . . . . . . . .
60
Conclusions . . . . . . . . . . . . . . .
66
Recommendations . . . . . . . . . . . . .
68
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . .
69
APPENDICES . . . . . . . . . . . . . . . . . . . . .
74
A. Approval Letter for Research Tittle. . . . .
75
B. Letter to the Principal. . . . . . . . . . .
76
vi C. Cover Letter for the Teacher-Respondents . .
77
D. Questionnaire for Teacher-Respondents. . . .
78
CURRICULUM VITAE . . . . . . . . . . . . . . . . . .
81
vii LIST OF FIGURES Figure
Page
1
The Conceptual Framework of the Study . . .
12
2
The Map Showing the Locale of the Study . .
35
viii LIST OF TABLES Table
Page
1
Age of Teacher-Respondents
44
2
Sex of Teacher-Respondents
44
3
Teacher-Respondents’ Civil Status
45
4
Teacher-Respondents’ Highest Educational Attainment
45
5
Teacher-Respondents’ Average Monthly Income
46
6
Teacher-Respondents’ Number of Hours of Relevant In-Service Training Attended
47
Teacher-Respondents’ Number of Years in Teaching
48
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of the Academic Performance of the Students
50
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of Classroom Behavioral Performance
51
Teacher-Respondents’ Perception on the Implementation of SReYA in terms of Child Behavior
53
Comparison Between the Teacher-Respondents’ Profile Variates and their Perception on the Implementation of School Readiness Year-End Assessment (SReYA)
55
7 8
9
10
11
ix THESIS ABSTRACT
Research Title
:
PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL
Researchers
:
JUDY ANN A. LOMINOQUE NELLY JEAN B. METANTE JOHN ARBEY A. ROTAP
Language Use
:
English
Research Type
:
Undergraduate Thesis
Degree
:
Bachelor of Elementary Education
Year Completed
:
April 2017
Keywords
:
Implementation School Readiness Year-End Assessment Kindergarten Teacher Perception School Readiness
This
study
determined
the
perception
on
the
implementation of the School Readiness Year-End Assessment (SReYA)
among
the
Kindergarten
teachers
of
Catbalogan
I
Central Elementary School, Catbalogan City, Samar during the School Year 2016-2017. This descriptive-correlational study, which utilized a questionnaire,
conducted
a
survey
to
11
kindergarten
x teachers. All were female and perceived that performance of the kindergarten students as above average especially in basic
subjects,
teacher
arithmetic
relationship
and
was
writing
excellent.
skills
Also,
while
most
of
the the
teacher perceived that students have difficulty organizing tasks and activities and talks excessively. The study found significant
relationship
between
the
teacher-respondents’
perception on the implementation of SReYA and their age. Students performance
should
but
also
be
gauge
with
not
their
solely
physical
on
mental
activity
and
emotional stability. The assessment process should not be taken lightly. Teachers must have a keen eye for details specifically
knowing
when
to
introduce
a
new
topic,
reinforce it or rediscovery a new learning form. Since the study
is
limited
to
one
school,
future
studies
can
be
conducted in other school of other cities or municipalities is needed to validate the said study.
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