EXTENT OF IMPLEMENTATION OF KINDERGARTEN PROGRAM AND ITS IMPACT ON SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) IN THE ELEMENTARY SCHOOLS IN ONE DIVISION IN THE PHILIPPINES

This study aimed to determine the extent of implementation of kindergarten program and its impact on School Readiness Year-End Assessment (SReYA) in elementary schools in one division in the Philippines. The study was descriptive type of research, using a combination of self-constructed and adopted questionnaire, validated by the kindergarten division coordinator of the Department of Education and the researcher?s adviser. The respondents of the study were the 134 kindergarten teachers in all the elementary schools in the division. The main concern of the study was kindergarten program implementation in terms of curriculum guide, blocks of time, classroom areas, instructional materials, methods of teaching and administrative support. Weighted mean, skewness, frequency counts, and percentage were utilized to analyze the data gathered. Chi-square and pearson r were employed to determine the significant relationship between the implementation of kindergarten program and SReYA results. Chi-square was also utilized to determine if there is a significant difference in the implementation of kindergarten program in terms of school type; big and small school, school location; east and west district school. The respondents were dominated by female teachers. The quarter percent of the total respondent continue earning education in master?s program. Almost 50 percent has been teaching kindergarten for about 2-4 years. The standard class size of 21-30 pupils in the morning session were manifested, while 11-20 pupils can be seen in afternoon session. They were found to be highly knowledgeable in kindergarten curriculum guide and blocks of time. They were frequently utilizing the classroom areas, instructional materials and methods of teaching. Administrative support was found out to be highly observed by kindergarten teachers. The SReYA results from both east and west districts big and small schools were ready in terms of 10 domains. Findings revealed that there is a significant relationship 2 kindergarten programs and the 3 domains of SReYA such as fine motor skills and administrative support, numeracy skills and classroom areas, and sensory perceptive and classroom areas. Further, there is a significant difference in the curriculum guide as well as with administrator support over kindergarten program in big and small schools.