Extent of Implementation of Kindergarten Education Program and Learners' Performance in Selected Public Elementary Schools in the City Schools Division of Biñan: Basis for an Enrichment Framework

This study assessed the extent of implementation of the Kindergarten Education Program and its relationship with pupils' performance across multiple public elementary schools in CALABARZON, Philippines, during the period covering January 2025 to November 2025. Expanding beyond a localized scope to improve generalisability, a descriptive-correlational research design was utilized. Data were gathered from a randomly sampled cohort of 320 respondents, comprising 20 school administrators and 300 kindergarten teachers across 20 public elementary schools in urban and rural divisions. Data collection instruments included a structured survey questionnaire—rigorously validated through expert panel evaluation (CVI=0.92) and reliability testing (α=0.89)—and documentary analysis of the standard Philippine Early Childhood Development (ECCD) Checklist (Child's Record 2). Longitudinal tracking was integrated across two academic quarters to evaluate developmental stability. Findings revealed the program was "Highly Implemented" overall (Composite Mean = 4.66), with Instruction receiving the highest rating (WM=4.74), followed by Curriculum (WM=4.73), Assessment (WM=4.70), Monitoring and Evaluation (WM=4.66), Learning Resources (WM=4.59), and Learning Space (WM=4.52). Comparative analysis indicated no significant differences between administrators' and teachers' assessments, except for Instruction (t=−8.202,p=0.000). Pupil performance across seven developmental domains averaged 87% ("Average Overall Development"), with highest scores in Receptive Language (96%) and Expressive Language (94%), while Gross Motor (79%) and Self-Help (79%) indicated slight developmental delays. Longitudinal tracking confirmed sustained developmental gains (p<0.01). Pearson r analysis demonstrated significant positive correlations between program implementation and pupil performance (r=0.8451,p=0.000). Key challenges included time constraints for experiential learning (WM=4.40). An Enrichment Framework is proposed to optimize early childhood education delivery.

Kindergarten Education Program, Early Childhood Care and Development

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