PERCEPTION ON THE IMPLEMENTATION OF THE SCHOOL READINESS

YEAR-END ASSESSMENT (SREYA) AMONG KINDERGARTEN TEACHERS

OF CATBALOGAN I CENTRAL ELEMENTARY SCHOOL

____________________

A Thesis

Presented to

the Faculty of the College of Education

SAMAR COLLEGE

City of Catbalogan

____________________

In Partial Fulfillment of the

Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

____________________

JUDY ANN A. LOMINOQUE

NELLY JEAN B. METANTE

JOHN ARBEY A. ROTAP

April 2017
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APPROVAL SHEET

This Thesis entitled “PERCEPTION ON THE IMPLEMENTATION

OF THE SCHOOL READINESS YEAR-END ASSESSMENT (SREYA) AMONG
KINDERGARTEN TEACHERS OF CATBALOGAN I CENTRAL ELEMENTARY
SCHOOL,” which has been prepared and submitted by JUDY ANN A.
LOMINOQUE, NELLY JEAN B. METANTE, and JOHN ARBEY A. ROTAP, is
hereby recommended for final oral defense.

TEODY LESTER V. PANELA, RN, LPT, MAN

Institutional Research Coordinator
Adviser
____

Approved by the Committee on Oral Examination on April

___, 2017 with the rating of _______.

NIMFA T. TORREMORO,Ph.D
Dean, College of Education
Chairman

EVANGELINE G. MIRANDA, M.B. MANILYN O.A.SERPAJUAN,

BERNARDINO M.E.
BACURIO,D.M.
Field Study Coordinator Principal, Elementary
Research Department
Coordinator
Member Member
Member

________________________________________________________

Accepted in partial fulfillment of the requirements

for the degree, BACHELOR OF ELEMENTARY EDUCATION.

NIMFA T. TORREMORO,Ph.D
Dean, College of Education

Date of Final Oral Defense

April __, 2017
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ACKNOWLEDGMENT

The researchers would like to extend their heartfelt

gratitude to the persons who in one way or another have
extended their support:
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TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET. . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . iii

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . iv

LIST OF FIGURES . . . . . . . . . . . . . . . . . . vii

LIST OF TABLES. . . . . . . . . . . . . . . . . . . viii

THESIS ABSTRACT . . . . . . . . . . . . . . . . . . ix

Chapter Page

1 THE PROBLEM AND ITS BACKGROUND

Introduction . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . 6

Hypothesis . . . . . . . . . . . . . . . 7

Theoretical Framework. . . . . . . . . . 8

Conceptual Framework . . . . . . . . . . 11

Scope and Delimitation . . . . . . . . . 13

Significance of the Study. . . . . . . . 14

Definition of Terms . . . . . . . . . . 16

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . . 20

Related Studies . . . . . . . . . . . . 24

3 METHODOLOGY
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Research Design . . . . . . . . . . . . 33

Locale of the Study . . . . . . . . . . 34

Instrumentation . . . . . . . . . . . . 34

Validation of Instrument . . . . . . . . 37

Sampling Procedure . . . . . . . . . . . 38

Data Gathering Procedure . . . . . . . . 38

Statistical Treatment of Data . . . . . . 39

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

Profile of the Teacher-Respondents. . . . 43

Teacher-Respondents’ Perception on the

Implementation of School Readiness
Year-End Assessment (SReYA). . . . . . 49

Comparison Between Teacher-Respondents’

Profile Variates and their Perception
on the Implementation of School
Readiness Year-End Assessment (SReYA). 54

Implications of the Study . . . . . . . . 58

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . 60

Conclusions . . . . . . . . . . . . . . . 66

Recommendations . . . . . . . . . . . . . 68

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 69

APPENDICES . . . . . . . . . . . . . . . . . . . . . 74

A. Approval Letter for Research Tittle. . . . . 75

B. Letter to the Principal. . . . . . . . . . . 76

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C. Cover Letter for the Teacher-Respondents . . 77

D. Questionnaire for Teacher-Respondents. . . . 78

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . 81
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LIST OF FIGURES

Figure Page

1 The Conceptual Framework of the Study . . . 12

2 The Map Showing the Locale of the Study . . 35

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LIST OF TABLES

Table Page

1 Age of Teacher-Respondents 44

2 Sex of Teacher-Respondents 44

3 Teacher-Respondents’ Civil Status 45

4 Teacher-Respondents’ Highest Educational

Attainment 45

5 Teacher-Respondents’ Average Monthly Income 46

6 Teacher-Respondents’ Number of Hours of

Relevant In-Service Training Attended 47

7 Teacher-Respondents’ Number of Years in

Teaching 48

8 Teacher-Respondents’ Perception on the

Implementation of SReYA in terms of the
Academic Performance of the Students 50

9 Teacher-Respondents’ Perception on the

Implementation of SReYA in terms of Classroom
Behavioral Performance 51

10 Teacher-Respondents’ Perception on the

Implementation of SReYA in terms of Child
Behavior 53

11 Comparison Between the Teacher-Respondents’

Profile Variates and their Perception on the
Implementation of School Readiness Year-End
Assessment (SReYA) 55
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THESIS ABSTRACT

Research Title : PERCEPTION ON THE IMPLEMENTATION OF THE

SCHOOL READINESS YEAR-END ASSESSMENT
(SREYA) AMONG KINDERGARTEN TEACHERS OF
CATBALOGAN I CENTRAL ELEMENTARY SCHOOL

Researchers : JUDY ANN A. LOMINOQUE

NELLY JEAN B. METANTE
JOHN ARBEY A. ROTAP

Language Use : English

Research Type : Undergraduate Thesis

Degree : Bachelor of Elementary Education

Year Completed : April 2017

Keywords : Implementation

School Readiness Year-End Assessment

Kindergarten Teacher
Perception
School Readiness

This study determined the perception on the

implementation of the School Readiness Year-End Assessment

(SReYA) among the Kindergarten teachers of Catbalogan I

Central Elementary School, Catbalogan City, Samar during

the School Year 2016-2017.

This descriptive-correlational study, which utilized a

questionnaire, conducted a survey to 11 kindergarten

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teachers. All were female and perceived that performance of

the kindergarten students as above average especially in

basic subjects, arithmetic and writing skills while the

teacher relationship was excellent. Also, most of the

teacher perceived that students have difficulty organizing

tasks and activities and talks excessively. The study found

significant relationship between the teacher-respondents’

perception on the implementation of SReYA and their age.

Students should be gauge not solely on mental

performance but also with their physical activity and

emotional stability. The assessment process should not be

taken lightly. Teachers must have a keen eye for details

specifically knowing when to introduce a new topic,

reinforce it or rediscovery a new learning form. Since the

study is limited to one school, future studies can be

conducted in other school of other cities or municipalities

is needed to validate the said study.