Comparing the kindergarten program of Fhilippines and Malaysia towards developing a program evaluation model
<p>This study compared the Kindergarten Program (KP) of Philippines and Malaysia</p><p>towards the development of a program evaluation model for the Philippines. The</p><p>objectives of the study were to identify the laws and poli...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2019
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7130 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | <p>This study compared the Kindergarten Program (KP) of Philippines and Malaysia</p><p>towards the development of a program evaluation model for the Philippines. The</p><p>objectives of the study were to identify the laws and policies that guide the</p><p>implementation of the Kindergarten Program; to describe the issues and challenges in the</p><p>implementation of the program in terms of management, curriculum, teachers, instruction,</p><p>assessment, learning resources and instructional materials, learning space and environment, and</p><p>parental and community involvement; and to develop a Kindergarten Program evaluation model</p><p>for the Philippines. This case study involves four public kindergarten schools that included four</p><p>principals/headmasters, 12 teachers, eight parents and one kindergarten supervisor. The</p><p>Discrepancy Evaluation Model (DEM) of Provus (1971) and Steinmetz (1983) and Stufflebeams (2003)</p><p>CIPP model were used as framework to determine the desired standards in the actual implementation</p><p>of KP. The instruments were semi-structured interview protocol and interview, documentary</p><p>and observation checklists. Thematic analysis of Creswell (2012), through open, axial and</p><p>selective coding was performed which unveiled the findings on similarities and differences of</p><p>national laws, curriculum, managerial structure, teacher qualifications, teaching-learning process,</p><p>learning resources and space. Documentary and content analyses were also conducted to analyse</p><p>discussions on laws and policies for effective implementation of the program. The study yielded to</p><p>a conclusion that both Philippines and Malaysia strive to achieve SDG Target 4.2 on the universal</p><p>access to early childhood education by all children and aspire to provide quality</p><p>program services. Recommendations of the study include program development, policy-making, teacher</p><p>development, management structure and teaching-learning environment. This benchmark study has</p><p>implications to government leaders, educational leaders, teachers, parents, and community leaders</p><p>to work hand in hand for the attainment of quality</p><p>kindergarten program.</p><p></p> |
|---|