Teaching Strategies And Academic Growth Of Kindergarten Learners In Calapan City And Oriental Mindoro Divisions

Abstract

This study aimed to examine the teaching strategies utilized by kindergarten teachers and the extent of academic growth among kindergarten learners in Calapan City and Oriental Mindoro Divisions, with the end view of proposing enhancement activities that may strengthen instructional practices and support learners’ development. The study employed a descriptive–correlational method of research using a researcher-developed questionnaire to collect the required data. The respondents of the study were kindergarten teachers in the two divisions selected through purposive sampling. Statistical tools used to analyze the data included frequency, weighted mean, ranking, and Pearson’s r correlation coefficient to determine the relationship between teaching strategies and learners’ academic growth.

The findings of the study revealed that kindergarten teachers generally used teaching strategies related to learning content, classroom activities, and assessment tasks. Kindergarten learners likewise demonstrated highly manifested academic growth in self-help, cognitive, social-emotional, and psychomotor domains, indicating that they are developing independence, curiosity, positive social interaction, and motor coordination through classroom experiences. The results also showed a significant relationship between the level of utilization of teaching strategies and the extent of learners’ academic growth, particularly highlighting that classroom-based activities have the strongest relationship with cognitive development. However, teachers also encountered several challenges, such as limited instructional materials, varied learning abilities among learners, and the need to balance administrative and teaching responsibilities, which may affect the effective implementation of teaching strategies.

Based on the conclusions drawn from the study, it is recommended that kindergarten teachers continue strengthening the use of developmentally appropriate teaching strategies when presenting learning content, conducting classroom activities, and implementing meaningful assessment practices. Schools may also provide adequate instructional materials, professional development opportunities, and collaborative learning sessions to support teachers in addressing classroom challenges and improving instructional practices. Furthermore, the proposed enhancement activities, such as workshops on instructional material development, training in interactive classroom-based activities, seminars on developmentally appropriate assessment, and professional learning communities, may be implemented to promote more engaging learning environments and support the continuous academic growth of kindergarten learners.