The study attempted to determine the use of the teacher-developed technology-based instructional material to enhanced the academic performance of the kindergarten pupils in Caloocan North District IV, employing 30 teachers and pupils in three schools namely: Bagumbong Main Elemenetary School, Deparo Elementary School and Llano Elementary School in the Division of Caloocan City during the school year 2018-2019.
Specifically, it sought answers to the following questions: What are the least mastered skills of the kindergarten learners based on the ECD checklist? Gross Motor Domain; Fine Motor Domain; Self-Help Domain;
Receptive Language Domain; Expressive Language Domain; CognitiveDomain; and Social-Emotional Domain; what technology-based instructional material maybe developed based on the identified least mastered skills; what is the performance of the kindergarten learners before and after the use of the technology-based instruction based on the mean percentage score (MPS) in the pre and post assessments; is there a significant difference between the mean percentage scores (MPS) results of the leamers' pre and post assessments; and what are the comments and suggestions of the kindergarten teacher respondents on the developed technology-based instruction. Descriptive mixed method was utilized in this study with ECD Checklist which focused on the use of technology-based instructional material based on
the least mastered skills in the different domains of development. Likewise,
survey questionnaires were used for teacher respondents' comment and
suggest on the developed technology-based instructional material. It is also
identified the significant difference between the Mean Percentage Scores
(MPS) Results of the Learners' Pre and Post Assessment.
The salient findings revealed that the identified least mastered skills are as follows: Under Gross Motor Domain the skills identified are, a) Walks upstairs with alternate feet without holding handrail b) Walks downstairs with alternate feet without holding handrails; Under Fine Motor Domain the teacher respondents identified, a) Unscrew lid of container or unwraps food b) Draws a human figure (head, eyes, trunk, arms, hands); Under the Self-Help Domain the respondents identified a) Dresses without assistance including buttons and tying b) Washes and dries hands without any help; Under the Receptive Domain teacher respondents identified a) Points to 5 body parts on himself when asked to do so b) Points to family members when asked to do so; Under the Expressive Domain teacher respondents reflects a) Names objects in pictures b) Ask "what questions; Under Cognitive Domain teachers respondents manifest a) Points to left and right sides of the body b) Matches upper and lower case letters and Under Socio-Emotional Domain teacher respondents signify a) Demonstrates respect for elders using terms like "po" and "opo" b) Appropriately uses cultural gestures of greeting without
much prompting.
There were fourteen (14) identified least mastered skills.
In addition, the technology-based instructional material was developed based on the identified least mastered skills. The material is used by the teachers in their classes which yield an improved performance. This was evidenced by the MPS that surpassed the mastery level.
The mean percentage (MPS) result of the kindergarten learner on their pre assessment show that the level of early childhood care and development
checklist report indicates that the learners fall under the different level with delayed as the average as the highest mean percentage score while on the post assessment result there are only two levels identified whose highest mean percentage score is average and few of the learners fell on slightly
advance level.
Moreover, it is recommended that the Skills under the different developmental domains in the Kindergarten must be mastered before they move to the next grade level. It is recommended that all identified least
mastered skills should be addressed by way of adopting strategies so as to
improve performance.
Exposing kindergarten teachers and learners in the utilization of the developed technology-based instructional material ultimately developed in themselves the value of hard work, enthusiasm and positive attitude towards the use of supplemental material. These two values greatly help them
motivate their pupils to participate actively and improve skills, hence, the
sustainable use of this material is hereto recommended.
After determining the increased performance in the post test, it is recommended that teachers should provide their own version of the technology-based instructional material from the identified least mastered skill.
School heads should provide trainings and seminars related to the use of new technology in teaching, especially on the development of technology-
based materials.Further research studies parallel to this study should be pursued to enhance the developed technology-based instructional material and to further justify the salient findings in this investigation.
The researcher hereby recommends utilization of this investigation in the schools division covered in this study. Further, a parallel study should be
pursued to justify the findings of this research work.
Finally, it is recommended that this piece of work be placed in the
university library for future reference.