Management Of Instruction by Kindergarten Teachers Using the Game-Based Approach (GBA)

AUTHOR(S)

JEXRELL ANN A. TABLANG

ABSTRACT

— This study aimed to assess the extent to which kindergarten teachers manage instruction using the Game-Based Approach (GBA) in selected public schools under the Department of Education Schools District of Cuyapo, Nueva Ecija. Specifically, it sought to determine how various teacher-related factors such as age, civil status, teaching experience, educational attainment, specialization, and number of trainings attended influence the management of instruction using GBA. An ex post facto One-Shot Case Study research design was employed. The respondents consisted of forty-seven (47) randomly selected kindergarten teachers from the district. Data was gathered using a researcher-developed questionnaire validated by experts and statistically treated to determine the extent of GBA implementation and the relationships between selected variables and instructional management. Findings showed that the respondent kindergarten teachers were predominantly female, in their early 30s, married, had over six years of teaching experience, and held bachelor’s degrees with ongoing or completed graduate studies in Early Childhood Education. Most had attended four or more relevant in-service training programs. The grand overall weighted mean for the extent of instructional management using GBA was 4.406, interpreted as “Extensive.” Among the profile variables, only “specialization” significantly influenced the extent of instructional management. Additionally, “age,” “specialization,” and “number of seminars and training attended” were found to have significant correlations with the extent to which teachers managed instruction using the GBA. The study concludes that while the respondents demonstrate a commendable level of GBA implementation, there is still considerable room for enhancement. The findings underscore the importance of teacher specialization and ongoing professional development in improving GBA management. It is recommended that kindergarten teachers be further encouraged and supported to pursue advanced degrees, especially in early childhood education. Scholarship grants and institutional recognition may serve as effective motivators. Continuous training programs should be provided to enhance instructional competencies. Further research should explore additional variables that may influence GBA implementation and be conducted in collaboration with academic institutions to support data-driven educational improvements. Keywords — Game-Based Approach (GBA), Kindergarten Teachers (KTs), Extent of Management of Instruction