Comparative Study on the Learning Span of Pambilan Elementary School Kindergarten Learners Exposed to Localized and Non-Localized Verses: Input to Kindergarten Instructional Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I3.189Keywords:
Classroom Engagement, Culturally Responsive Instruction, Early Childhood Education, Kindergarten Instructional Plan, Learning Span, Localized Children's Verses, Non-Localized Children's Verses, Quasi-Experimental Research, Sustainable Development GoalsAbstract
This study examined the learning span of kindergarten learners exposed to localized and non-localized children's verses at Pambilan Elementary School, Alabat, Quezon Province, as a basis for developing a contextualized Kindergarten Instructional Plan. Anchored in Piaget's Theory of Cognitive Development, Skinner's Behaviorist Learning Theory, Gardner's Multiple Intelligences Theory, and Ladson-Billings' Culturally Relevant Pedagogy, the study employed a quasi-experimental research design within a natural classroom setting. Data were gathered through structured observation checklists using a four-point rating scale and time-on-task measurements to assess sustained focus, participation, responsiveness, and classroom engagement. Descriptive statistics and the Mann–Whitney U test were used to examine differences between instructional conditions. Results revealed Very High learning-span ratings for both localized (3.6) and non-localized (3.4) children's verses. Localized verses demonstrated higher descriptive ratings in sustained focus, eye contact, physical engagement, and peer interaction. However, the difference was not statistically significant (U = 0.000, Z = −1.000, p = 0.317). These findings indicate that both instructional approaches support classroom engagement, although localized materials offer additional opportunities for cultural relevance. The study recommends integrating culturally responsive verses, strengthening teacher training, and developing contextualized instructional resources. A play-based, learner-centered Kindergarten Instructional Plan aligned with the DepEd and ILAW curricula was proposed. The study supports Sustainable Development Goal 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 11 (Sustainable Cities and Communities) through inclusive instruction and recognition of local cultural identity. Its potential sustainability contributions include accessible educational resources, cultural preservation, community participation, and evidence-informed institutional planning. The school-specific setting and short-term observations limit the generalizability of the findings.
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Copyright (c) 2026 Cheryle A. Matriano, Annalyn J. Decena, PhD (Author)
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