Proposed Guide in Learning Space and Environment for Kindergarten Classes in Malvar District

Abstract

The study aimed to describe the existing learning space and environment in terms of classroom size, furniture and equipment, activity corners and play area of kindergarten classrooms, Malvar District, Division of Batangas Province. The practices of 16 public elementary schools in the implementation of learning space and environment for kindergarten were considered. Likewise, the issues and challenges met in the use of learning space and environment were also determined with the end view of developing a guide in learning space and environment for kindergarten. The study utilized the descriptive research design with researcher -constructed questionnaire as main data gathering instrument complemented by interviews and focus group discussion. The responses were gathered among 16 school heads and 50 kindergarten teachers from 16 public schools Malvar District, Division of Batangas. The statistical tools used were frequency, weighted and composite means and t-test. The findings with regard to respondents’ description on learning space and environment for kindergarten relative to classroom size and furniture and equipment revealed that classrooms provided to kindergarten by the school leaders adhered on the basic standards mandated by law as shown by the composite means of 3.38 and 3.37 respectively. Likewise, both group of respondents agreed that the classroom size, ratio, placement on access to entrance and exit points were given consideration. The respondents also agreed on the characteristics described in learning space and environment relative to furniture and equipment as shown by the composite means of 3.41 and 3.26. Moreover, demonstration of disagreement for activity corners was revealed on composite mean of 2.93 from school heads and 2.93 from the group of teachers. Relatively, strong disagreement was the assessment of the respondents on the existing play area as shown on the composite means of 1.36 and 1.43 respectively. For the practices of 16 public elementary schools on the implementation of the Omnibus Policy on Kindergarten Education Program, specifically with the learning space and environment, the two groups of respondents agreed that there were practices implemented and not yet implemented to the field as divulged in the composite means of 2.89 and 2.96. The open-ended-sensory materials like sand and water, clay or homemade playdough and other teaching materials are well-chosen and prepared to fit for the purpose and the outdoor play-based activities are held in sports and simple athletics movement activities and outdoor games like balancing, running, throwing and catching received the least weighted means of 1.20 and 1.27 for school heads while 1.30 and 1.36 for the teachers with verbal interpretation of both strong disagreement. Likewise, the two groups of respondents did not differ in their assessments as regards to practices of public elementary schools on the implementation of the learning space and environment as per Omnibus Policy on Kindergarten Education. The test of hypothesis showed that the two groups of respondents did not differ in their assessments as to description of the existing learning space and environment relative to classroom size, furniture and equipment, activity corners and play area. The research hypothesis raised in the study at 0.05 significant level is accepted; therefore, it revealed no significant difference in all of the areas in learning space and environment. On the other hand, the school heads expressed disagreement on results relative issues and challenges met as exhibited by composite mean of 2.99 while teachers responses revealed agreement on a forecited aspect on issues and challenges they met as shown on the composite mean of 3.11. Furthermore, the respondents showed disagreement on the following: play apparatus in the play area as shown in weighted means of 2.26 and 2.34; has designed areas for classroom and play area with weighted means of 2.35 and 2.56; has designed learning space and environment related to socio-cultural and biographical context and realities of the community for the child’s best application to real life situation as divulged in the weighted means of 2.43 and 2.58; the provision in classrooms for activity corners shown in weighted mean of 2.43 as assessed by school heads and 2.77 by the kindergarten teachers and has appropriate color of wall for acoustics of the classroom with weighted means of 2.33 and 2.67 respectively. On the basis of the findings, a guide on learning space and environment for kindergarten is proposed in order to help instructional leaders, kindergarten teachers and other stakeholders in adhering to the basic standards for the sub component learning space and environment with the purpose of improving the teaching-learning condition among five-year old Filipino children.