ABSTRACT
This research assessed the relationship between the manifested learning skills and English performance of Grade II learners at Bonbon Elementary School for the 2024-2025 school year. The teacher-respondents were predominantly female, aged 21-30, married, and held Master’s degrees. Most had over six years of teaching experience, received highly satisfactory performance ratings, and attended national-level seminars. The majority of the learners were 7 years old, with more male learners than female. The findings show that learners demonstrated high effectiveness in areas like school readiness, cognitive functioning, and social behavior, contributing significantly to their academic development. In terms of English performance, most learners attained mastery in recognizing new words and distinguishing beginning, middle, and ending sounds in words, with some showing near mastery. While a few learners still lacked mastery, the overall English proficiency reflected positive progress in foundational skills. The study also revealed a statistically significant relationship between the level of manifested learning skills and English performance. The computed chi-square value of 7.89, with a p-value of 0.042, led to rejecting the null hypothesis, confirming that higher levels of early learning skills were associated with better English performance. Key concerns affecting learners’ English performance included limited early literacy exposure, difficulty transferring skills to English, and low confidence in language use. These findings highlight the importance of addressing these issues to further improve learners' academic success and language proficiency.
Keywords: Administration and Supervision, Descriptive Method, Early Related Learning Skills, English Performance, Learning Exercises, Cebu City, Philippines
INTRODUCTION
Learning-related skills encompass a set of essential competencies that support children's academic success, including self-regulation and various aspects of social competence, such as responsibility, independence, and cooperation. Recent research has increasingly emphasized the significance of these skills, leading to a growing focus on their various components and definitions (Denham et al., 2020; Vitiello & Greenfield, 2021).
The transition from preschool to formal schooling represents a critical milestone in a child's development. While many children adapt successfully, those who struggle with self-regulation and social competence often encounter challenges that hinder their academic progress. Studies have shown that children entering kindergarten without these foundational skills face a heightened risk of difficulties, including peer rejection and lower academic achievement (Gestsdóttir et al., 2021; Montroy et al., 2022). Furthermore, educators report considerable variation in children's social and self-regulatory competencies upon school entry. Many kindergarten teachers observe that a significant number of students lack essential skills such as following instructions and working independently, which are crucial for school success (Blair & Ursache, 2020).
Recognizing the importance of these skills, scholars and policy-making bodies emphasize the need to promote early self-regulation and social competence. Key recommendations highlight fostering self-direction, persistence, cooperation, and motivation to support young children’s school readiness and long-term academic outcomes (Jones et al., 2021).
While previous research has often examined children's early behavior and academic achievement broadly, there is now increasing evidence that self-regulation and social competence are particularly vital for school performance and adaptation (McClelland et al., 2020; Rimm-Kaufman et al., 2021). In the Philippines, tools like the Early Grade Reading Assessment (EGRA) and the Filipino Inventory of Reading Indicators (FIL-IRI) are instrumental in assessing literacy development in the early grades. These assessments offer valuable insights into students' reading levels and competencies, which are closely tied to their cognitive, emotional, and social development.
The 2023-2024 EGRA and FIL-IRI results for Grade II learners at Bonbon Elementary School highlight notable gaps in literacy skills. These gaps may indicate underlying issues with self-regulation and social competence, such as difficulty following directions, working independently, or engaging in cooperative learning activities. For instance, students struggling with phonemic awareness or reading comprehension may also show signs of lower persistence and attention in classroom tasks. The EGRA results reveal challenges in areas such as fluency and word recognition, while the FIL-IRI results point to gaps in comprehension and vocabulary acquisition.
These gaps in literacy skills underscore the need to address both the cognitive and behavioral aspects of school readiness. The ability to read and understand text is crucial for academic success, but without the necessary self-regulatory skills (e.g., attention, persistence) and social competence (e.g., cooperation with peers and teachers), children may find it difficult to fully engage with and benefit from the curriculum.
This study aims to assess the self-regulation and social competence necessary for early school success among Grade II learners at Bonbon Elementary School, using the 2023-2024 EGRA and FIL-IRI results to identify specific gaps in literacy and their potential impact on social-emotional development. The findings will provide a clearer picture of the learners' academic and behavioral strengths and weaknesses, ultimately guiding the formulation of an enhancement program that addresses both the cognitive and social-emotional needs of the students, supporting their learning and overall school adaptation.
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