Assessment of the Academic Performance of the University Grade School Preschoolers, 2012-2013 University of Bohol, Tagbilaran City
Abstract
Pre-elementary Education caters to distinct educational programs designed for ages three to six as preparation for formal primary education. This study aimed to assess the school readiness of its current pre-elementary graders and validate how effective the implementation of its curriculum is. The study is descriptive by nature as it sought to describe the present status of the incoming grade 1 pupil of UB, University Grade School. To ensure reliability and validity in the measurements, the researcher made use of the standard competencies for the school readiness assessment from the Department of Education and formulated questions based on those skills and competencies. One-sample t-test of significant difference – for comparing the 1st and 2nd readiness assessment of the respondents and Pearson Product-moment of Correlation as statistical treatments for testing the possible correlation between the academic performance and the readiness assessment scores of the respondents. The results show a higher percentage of respondents are under proficient and advanced levels of proficiency, Pearson r shows that the academic performance and school readiness assessment results were correlated and that that the first and second readiness assessment had no significant difference. It can be inferred that the assessment tool, as well as the process of conducting the test, were very reliable for it shows consistent results.
Keywords
Full Text: PDF
References
| Bredekamp, S., & Rose Grant, T. (Eds.) 1992 Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Washington, DC: National Association for the Education of Young Children |
| Costenbader, V., Rohrer, A. M., & DiFonzo, N. (2000). Kindergarten Screening: A Survey of Current Practice. Psychology in the Schools, 37(4), 323-332. |
| Darbonne, Katherine A. (2007). School Readiness and Preschoolers’ Attachment Representations: Possible Connections. B.S. Louisiana State University, 2005. |
| Darling-Hammond, L. (1990). Teacher Professionalism: Why and how? In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp. 25-50). New York: Falmer Press. |
| Driscoll, M. P., & Driscoll, M. P. (2005). Psychology of learning for instruction. |
| Epstein, Ann S., Schweinhart, Lawrence J., DeBruin-Parecki, Andres & Robin Kenneth B. (2004). Preschool Assessment: A Guide to Developing a Balanced Approach |
| Erikson, E. H. (1982). Psychosocial development |
| Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. Handbook of child psychology, 3,167-230. |
| Lasi, S., Nadeem, S., Fatima, I. (2007). Quality in early childhood education: Assessing early child development - a holistic approach for ages 3-6 years. Quality in education: Teaching and leadership in challenging times, 295-305 |
| Mooney, Carol Garhart, (2000). Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky |
| Msyzak, Jessica Peters & Conn-Powers,Michael C. (2008). Kindergarten Readiness Assessment: An Analysis of Existing and Recommended Pracrices. Indiana Institute on Disability and Community Indiana University-Bloomington Summary of the Minnesota 2010 School Readiness Study: Developmental Assessment at Kindergarten Entrance, 2011. |
| Taiwo, A. A., & Tyolo, J. B. (2002). The effect of pre-school education on academic performance in primary school: a case study of grade one pupils in Botswana. International Journal of |
| Educational Development, 22(2), 169-180. University of Bohol Grade School Department, Handbook, 2002 Edition |
DOI: http://dx.doi.org/10.15631/ub.mrj.v1i1.5
Article Metrics
Metrics powered by PLOS ALM
Refbacks
- There are currently no refbacks.
Copyright (c) 2014 University of Bohol Multidisciplinary Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.