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UCU GS Research Journal
POETRY INTEGRATION IN TEACHING KINDERGARTEN
BEVERLYN P. FLORENDO

This study determined the extent of poetry integration in kindergarten teaching in
Laoac District, S.Y. 2015-2016.
Specifically, it looked into the following: 1) profile of kindergarten teachers in terms of
age, sex, civil status, highest educational attainment, number of years teaching kindergarten and
number of relevant trainings attended; 2) extent of poetry integration in teaching kindergarten
by the respondents; 3) significant difference in the respondents’ extent of poetry integration in
kindergarten teaching across their profile variables; and 4) the significant relationships between
the respondents’ extent of poetry integration in kindergarten teaching and their profile variables.
The findings are summarized in the order of which the problems and hypotheses were
raised in the study; (1) majority of the kindergarten teachers belong to age bracket 31-40 that
is 20 or 66.7 percent; females, 24 or 80 percent; married with 24 or 80 percent, have their
master’s units, 22 or 73.3 percent, have 6-10 years of experience as kindergarten teachers, 13
or 43.3 percent, and have attended more that 7 trainings in the district level, 15 or 50 percent;
(2) the extent of poetry integration in kindergarten teaching attained an over-all weighted mean
of 4.97 denoting a “Very Extensively Integrated” transmuted rating; (3) there are no significant
differences in the respondents’ extent of poetry integration in kindergarten teaching across their
profile variables; and (4) there is no significant relationship between the respondents’ extent of
poetry integration in kindergarten teaching and their profile variables.
Based on the aforecited findings in this study, the following conclusions were formulated:
(1) the kindergarten teachers have different profile variables and at certain instances, their
variations are in extreme cases and are distinctively female dominated group of teachers; (2) the
Kindergarten teachers always integrated poetry in their delivery of instructions; (3) the profile of
the kindergarten teachers are comparable to the extent of poetry integration in their teaching;
and (4) the kindergarten teachers’ extent of poetry integration in their teaching is not related to
their profile variables.
On the basis of the salient findings, and conclusions drawn, the following are hereby
recommended: (1) the kindergarten teachers should continue to grow professionally by completing
their master’s and doctoral degrees to further enhance their capabilities in teaching kindergarten
pupils; (2) the kindergarten teachers should sustain their very extensively integrated rating in
integrating poetry in their teaching; (3) more carefully selected variables should be identified
specifically those that are indicators for kindergarten teaching; and (4) similar studies maybe
conducted along other perspective dimensions of kindergarten instruction.

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