The assessment of pre-school program: The case of Indanan South District

Hudaida Juhaili; Masnona Asiri

doi:10.62596/je3na507

Authors

Hudaida Sabtiri Juhaili Graduate School, Sulu State College, Jolo, Sulu Author
Masnona S. Asiri Graduate School, Sulu State College, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/je3na507

Keywords:

Preschool Program, Assessment Of Preschool Program

Abstract

This study is descriptive-exploratory research that aims to determine the impact of the preschool program on teacher respondents’ perceptions in the Indanan South District of Sulu. Various statistical tests, such as weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson’s r test, were used to analyze the data. The following findings were obtained from the study: The majority of the one hundred teacher respondents are married, between the ages of 26 and 30, female, possess a bachelor’s degree, and have worked for less than five years. The method of thinking subcategories pertaining to the influence of preschool programs on a child’s primary school performance received an “agree” rating with a weighted mean score of 3.71 and a standard deviation of 0.79174. The teacher respondents in the Indanan South District, on the other hand, rated the behavior-related subcategory as “moderately agree,” with a weighted mean score of 2.90 and a standard deviation of 0.85952. Regarding the perceived impact of the preschool program, age, gender, duration of service, civil status, and educational attainment did not correlate significantly. This finding indicates that, notwithstanding their demographic characteristics, the teacher participants held comparable perspectives regarding the influence of the preschool program in the Indanan South District. Moreover, a robust interdependence was observed among the subcategories pertaining to the magnitude of the influence of preschool programs in the Indanan South District, as evidenced by the high correlations between them.

References

Appl, Dolores. (2000). Clarifying the Preschool Assessment Process: Traditional Practices and Alternative Approaches. Early Childhood Education Journal. 27. 219-225. 10.1023/B:ECEJ.0000003358.78284.fa. DOI: https://doi.org/10.1023/B:ECEJ.0000003358.78284.fa

Chavez, J.V. (2020). Academic and Health Insecurities of Indigent Students during Pandemic: Study on Adaptive Strategies under Learning Constraints. Journal of Multidisciplinary in Social Sciences. 16(3): 74-81. DOI: https://doi.org/10.47696/adved.202035

Chavez, J.V. (2023). Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences. 19(1): 9-17.

Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160-174. DOI: https://doi.org/10.21449/ijate.1094589

Dunst, C. J., McWilliam, R. A., & Holbert, K. (1986). Assessment of Preschool Classroom Environments. Diagnostique, 11(3-4), 212-232. https://doi.org/10.1177/073724778601100306 DOI: https://doi.org/10.1177/073724778601100306

Duhaylungsod, A.V. and Chavez, J.V. (2023) ChatGPT and other AI Users: Innovative and Creative Utilitarian Value and Mindset Shift. Journal of Namibian Studies, 33 (2023): 4367–4378 ISSN: 2197-5523 (online). DOI: https://doi.org/10.59670/jns.v33i.2791

Frances E. Aboud, Evaluation of an early childhood preschool program in rural Bangladesh, Early Childhood Research Quarterly, Volume 21, Issue 1, 2006, Pages 46-60, ISSN 0885-2006, https://doi.org/10.1016/j.ecresq.2006.01.008. (https://www.sciencedirect.com/science/article/pii/S0885200606000068) DOI: https://doi.org/10.1016/j.ecresq.2006.01.008

Gözüm, Ali Ibrahim Can & Gungor, Sabri & Altinkaynak, Senay. (2021). Investigation of Child Assessment in Preschool Education Using Nominal Focus Group Technique. International Online Journal of Educational Sciences. 13. 10.15345/iojes.2021.01.020. DOI: https://doi.org/10.15345/iojes.2021.01.016

Gormley, William & Phillips, Deborah & Gayer, Ted. (2008). Preschool Programs Can Boost School Readiness. Science (New York, N.Y.). 320. 1723-4. 10.1126/science.1156019. DOI: https://doi.org/10.1126/science.1156019

Helvacı, Ayhan. (2015). The Content Assessment of Pre-School Education Program in Turkey Towards Music Education. Procedia – Social and Behavioral Sciences. 197. 2454-2458. 10.1016/j.sbspro.2015.07.310. DOI: https://doi.org/10.1016/j.sbspro.2015.07.310

Milková, Eva & Pekarkova, Simona & Azim, Muhammad & Jabin, Bushra. (2020). Assessment and development of school readiness level of preschool children through using computerized platform. Interactive Learning Environments. 31. 1-12. 10.1080/10494820.2020.1789671. DOI: https://doi.org/10.1080/10494820.2020.1789671

Murro RA, Lobo JG, Inso ARC, Chavez JV. (2023). Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology 2023; 9(1): 1957. Doi: 10.54517/esp.v9i1.1957 DOI: https://doi.org/10.54517/esp.v9i1.1957

Odumbo, Odunayo & Ibukun, & Oludele, Okewole & Ikuomola, Emmanuel & Extension, Kiu Publication. (2023). Assessment of Early Childhood Education Resources in Public and Private Schools in Lagos State, Nigeria. 11. 1-13.

Özdoğru, Asil. (2019). Program Development, Assessment, and Evaluation in Early Childhood Care and Education: Concepts, Methodologies, Tools, and Applications. 10.4018/978-1-5225-7507-8.ch060. DOI: https://doi.org/10.4018/978-1-5225-7507-8.ch060

Sabol, Terri & Soliday Hong, Sandra & Pianta, R & Burchinal, M. (2013). Can Rating Pre-K Programs Predict Children’s Learning?. Science (New York, N.Y.). 341. 845-6. 10.1126/science.1233517. Systems intended to rate the quality of early education programs may not actually reflect impacts on learning. DOI: https://doi.org/10.1126/science.1233517

Samuels, M.T., Killip, S.M., MacKenzie, H., Fagan, J. (1992). Evaluating Preschool Programs: The Role of Dynamic Assessment. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_10 DOI: https://doi.org/10.1007/978-1-4612-4392-2_10

Shaari, Mariam & Ahmad, Sabarinah. (2018). Preschool Design and School Readiness. Asian Journal of Quality of Life. 3. 109. 10.21834/ajqol.v3i10.106. DOI: https://doi.org/10.21834/ajqol.v3i10.106

Snow, Catherine & Hemel, S.B. & Assessment, Board & Education, Division & Council, National. (2008). Early childhood assessment: Why, what, and how. 10.17226/12446.

Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter? The Future of Children, 26(2), 21–35. http://www.jstor.org/stable/43940579 DOI: https://doi.org/10.1353/foc.2016.0010

Zhan, Jing. (2023). Assessment and Evaluation System of Preschool Education Curriculum Based on Big Data. 10.1007/978-3-031-21164-5_49. DOI: https://doi.org/10.1007/978-3-031-21164-5_49