Implementation of the Hands-On Activities Through Interactive Lessons in Relation to The Performance of Kindergarten Pupils Based on Early Childhood Care and Development Checklist

AUTHOR(S)

MARY GRACE B. JANSON

ABSTRACT

— This study evaluated the Extent of the implementation of the hands-on activities through interactive learning activity sheets and other learning materials to the performance of the kindergarten pupils based ECCD Checklist. The findings of the study were the basis or a proposed Improvement plan. This study utilized a descriptive-correlational research design to determine the extent of the implementation of hands-on activities through interactive learning activity sheets and other instructional materials, and how these relate to the performance of kindergarten pupils as assessed using the Early Childhood Care and Development (ECCD) Checklist. The descriptive aspect of the research aimed to assess the implementation levels of interactive and hands-on teaching strategies in kindergarten classrooms, while the correlational component examined the relationship between these strategies and learners’ developmental progress across different domains. The Test of Relationship, which examines the correlation between the implementation of hands-on activities through interactive learning activity sheets and the academic performance of kindergarten learners. The analysis used Pearson’s correlation coefficient (r) and a t-test to determine whether there is a statistically significant relationship between the two variables at the 0.05 level of significance. The table summarizes the r-value, computed t-value, and table value, followed by the decision on the null hypothesis and the strength of the relationship. The results show a moderate positive correlation between the implementation of hands-on activities and academic performance, as indicated by the correlation coefficient. The computed t-value also exceeds the table value at the 0.05 significance level, leading to the rejection of the null hypothesis. This means that there is a statistically significant relationship between how well hands-on and interactive learning materials are implemented and the academic outcomes of the kindergarten learners. While the relationship is not strong, it is still meaningful and suggests that improvements in instructional practices may influence learner performance positively. The moderate correlation reveals that while hands-on activity-based instruction is beneficial, other factors may also influence academic outcomes, such as home support, readiness skills, teacher experience, or the learning environment. Still, it underscores that the more structured and effective the use of interactive learning materials, the more likely learners are to develop stronger foundational skills in literacy, numeracy, and socio-emotional development. The result implies that enhancing the quality and consistency of hands-on, interactive instruction can moderately impact learners’ academic performance. Teachers and administrators should consider increasing training and resource allocation for activity-based learning strategies. Although not the sole factor, these practices clearly contribute to improving educational outcomes at the kindergarten level, fostering a more engaging and effective learning process for young children. Keywords — Implementation, Hands-on Activities Performance, Kindergarten, ECCD