UTILIZATION OF EXPLICIT INSTRUCTION IN KINDERGARTEN

Jobelyn L. Cadungog, Cornelio R. Rollo

Abstract


This study aimed to determine the effectiveness of utilizing explicit instruction in kindergarten at P. Kindat Elementary School in the school year 2022-2023. The researcher utilized a non-equivalent group quasi-experimental design because the learners were grouped heterogeneously for which random selection and assignment were not possible. The study was conducted at P. Kindat Elementary School, Dadiangas West District, Division of General Santos City with 60 bona fide kindergarten learners as respondents of this study. The study found that the majority of the performance of the two groups of kindergarten learners before the utilization of explicit instruction was fair. It means that they did not meet the learning standards needed. Moreover, their performances after the utilization of explicit and without explicit instruction in the control group show that the majority of the kindergarten learners had fair performance, while the experimental group who are using explicit instruction met the minimum learning standards needed. Lastly, there was no significant difference in the control group, while there was a significant difference in the experimental group. This means that the utilization of explicit instruction was effective in teaching kindergarten learners.

 

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educational management, kindergarten learners, control group, experimental group, explicit instruction, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v11i3.5241

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