Free Flow PLay And Knowledges, Skills And Attitudes (KSA) Performance Of Kindergarten Pupils In Selected Schools Of Pobcaran District, Caloocan City
Type
Thesis
Authors
Category
Publication Year
2017
Pages
90
Abstract
The study sought to determine the effectiveness of free flow play activities in enhancing the Knowledge, Skills and Attitudes (KSA) of Kindergarten pupils at POBCARAN District, Division of City Schools, Caloocan City, for school year 2016-2017.
Specifically, the study answered the following questions pertaining to the use of free flow play in common activities for Kindergarten pupils, KSA performance, and significant difference before and after implementation of free flow play, challenges and activity module.
In consideration of the values computed, the study shows that the common activities always utilized for knowledge was naming three animals, for skills, throwing ball overhead; and for attitude, sharing toys with others.
The result of the t-test demonstrated a significant difference of the grand mean score both for the pre-test and post-test of the kindergarten pupil. As reflected, a higher mean score was obtained in the post-test. This implies that there is improvement in the performance of the pupil after free-flow play is integrated in their lessons.
The study revealed that the greatest challenge usually encountered by teacher-respondents were inadequate teaching materials and teacher supervision and facilitation. The 22 teacher-respondents have encountered one common problem or challenge, which is: the Department of Education was not able to provide sufficient instructional materials that could be utilized by the learners. This prompted the researcher to design an activity module which serves as an instructional material to assist the teachers achieves the goal in the teaching-learning process.
The module prepared by the researcher, a sample could be viewed on appendix N, is intended to enhance the Knowledge, Skills and Attitude performance of the pupils. It is divided into the following parts: Title, Objective, Materials, and Procedure. A corresponding rubrics was designed also to assess the pupils' performance in their activity module, the sample of the rubric used is included on appendix F.
In conclusion, the common activities in which free flow play were utilized for knowledge were naming three animals, for skills throwing ball overhead and for attitude, sharing toys with others. Also, the pre-test results of ABES, Central, ERES, and Gregoria show a fair performance, while Gomburza reflects a satisfactory performance. The post-test mean score for Gomburza shows to be excellent, while for ABES, ERES, Central and Gregoria have a very good over-all interpretation. In addition, the difference on the levels of computed KSA Performance on the pre-test and post-test of the kindergarten pupils reflects a computed values that there is a significant difference on the pre-test and post- test result of the pupil-respondents. This implies that there is an improvement in the performance of the pupil after free-flow play is integrated in their lessons. Furthermore, the greatest challenges encountered by teacher-respondents were in inadequate of teaching materials and teacher supervision and facilitation. More so, the researcher concludes that an activity could be an effective material to be used in enhancing pupils KSA performance.
After careful analysis of the study, this study found the need to raise general awareness regarding the importance of play to children, its potential in supporting young children's well-being, learning and development. More so, it hopes to awareness amongst the range of adult stakeholders who take decisions on behalf of children to engage with the newness' of childhood experience, the capacity and eagerness to explore, and the significance of the sensory experience to children in their response to their surrounding physical environment. Much more, it recommends training for continuing professional development of all early years' practitioners. Lastly, designing and organizing indoor-outdoor play spaces enhances interest of all young children, although this requires collaborative efforts between early years practitioners, children, parents and other 'stakeholders'. This also underlines the responsibility of national and local government to provide quality education so that young children's entitlements to 'good' play are realized.
Specifically, the study answered the following questions pertaining to the use of free flow play in common activities for Kindergarten pupils, KSA performance, and significant difference before and after implementation of free flow play, challenges and activity module.
In consideration of the values computed, the study shows that the common activities always utilized for knowledge was naming three animals, for skills, throwing ball overhead; and for attitude, sharing toys with others.
The result of the t-test demonstrated a significant difference of the grand mean score both for the pre-test and post-test of the kindergarten pupil. As reflected, a higher mean score was obtained in the post-test. This implies that there is improvement in the performance of the pupil after free-flow play is integrated in their lessons.
The study revealed that the greatest challenge usually encountered by teacher-respondents were inadequate teaching materials and teacher supervision and facilitation. The 22 teacher-respondents have encountered one common problem or challenge, which is: the Department of Education was not able to provide sufficient instructional materials that could be utilized by the learners. This prompted the researcher to design an activity module which serves as an instructional material to assist the teachers achieves the goal in the teaching-learning process.
The module prepared by the researcher, a sample could be viewed on appendix N, is intended to enhance the Knowledge, Skills and Attitude performance of the pupils. It is divided into the following parts: Title, Objective, Materials, and Procedure. A corresponding rubrics was designed also to assess the pupils' performance in their activity module, the sample of the rubric used is included on appendix F.
In conclusion, the common activities in which free flow play were utilized for knowledge were naming three animals, for skills throwing ball overhead and for attitude, sharing toys with others. Also, the pre-test results of ABES, Central, ERES, and Gregoria show a fair performance, while Gomburza reflects a satisfactory performance. The post-test mean score for Gomburza shows to be excellent, while for ABES, ERES, Central and Gregoria have a very good over-all interpretation. In addition, the difference on the levels of computed KSA Performance on the pre-test and post-test of the kindergarten pupils reflects a computed values that there is a significant difference on the pre-test and post- test result of the pupil-respondents. This implies that there is an improvement in the performance of the pupil after free-flow play is integrated in their lessons. Furthermore, the greatest challenges encountered by teacher-respondents were in inadequate of teaching materials and teacher supervision and facilitation. More so, the researcher concludes that an activity could be an effective material to be used in enhancing pupils KSA performance.
After careful analysis of the study, this study found the need to raise general awareness regarding the importance of play to children, its potential in supporting young children's well-being, learning and development. More so, it hopes to awareness amongst the range of adult stakeholders who take decisions on behalf of children to engage with the newness' of childhood experience, the capacity and eagerness to explore, and the significance of the sensory experience to children in their response to their surrounding physical environment. Much more, it recommends training for continuing professional development of all early years' practitioners. Lastly, designing and organizing indoor-outdoor play spaces enhances interest of all young children, although this requires collaborative efforts between early years practitioners, children, parents and other 'stakeholders'. This also underlines the responsibility of national and local government to provide quality education so that young children's entitlements to 'good' play are realized.
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