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UCU GS Research Journal
INTERACTIVE APPROACHES IN KINDERGARTEN TEACHING
JANET M. PARAS

This study determined the extent of use of interactive approaches in kindergarten
teaching in the public elementary schools of Urdaneta City during the school year 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 use of interactive approaches in teaching kindergarten
3) significant differences between the respondents’ extent of use of interactive approaches in
kindergarten teaching and 4) the significant relationships between the respondents’ extent of
use of interactive approaches in kindergarten teaching and their profile variables.
The findings are summarized in the order of which the problems hypothesis were raised
in the study. 1. majority of the respondents belong to age bracket 31-40 which is considered as
early adult, female, married, have earned their masteral units, have been teaching kindergarten
for less than 5 years and have attended 7 or more relevant trainings in the district level 2) the
extent of use of interactive approaches in kindergarten teaching obtained an overall weighted
mean of 3.74 denoting an “Extensive” transmuted rating 3) there is no significant difference
between the respondents’ extent of use of interactive approaches in kindergarten teaching
across their profile variables 4) there is no significant relationship between the respondents’
extent of use of interactive approaches in kindergarten teaching and their profile variables.
Based on the results of the findings, the researcher arrived at the following conclusions
1) kindergarten teachers of Urdaneta City Division are in their early adult, trained and are
educationally qualified to deliver quality instructions through the use of interactive approaches
in kindergarten teaching 2) the kindergarten teachers used extensively the different interactive
approaches in kindergarten teaching 3) the kindergarten teachers are not comparable with their
profile variables as regards to their extent of use of interactive approaches in kindergarten
teaching 4) the kindergarten teachers are not significantly related to their profile variables in the
use of interactive approaches in kindergarten teaching.
In the light of findings and conclusions, the following are hereby recommended 1) all
concerned teachers should take their initiative to enhance their professional growth by pursuing
their graduate and post graduate studies in a reputable institution 2) the kindergarten teachers
should always aspire and soar high for excellent performance in using the interactive approaches
in teaching to further enhance pupils’ performance 3) more appropriate relevant variables should
be explored to better determine the different interactive approaches in kindergarten teaching for
quality instruction 4) similarly, there should be careful selection of variables that can predict the
impact of interactive approaches in kindergarten instruction 5) other studies should be conducted
to look into other aspects of kindergarten teachers’ extent of use of interactive approaches.
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