Article
Improving Early Childhood Education: An Investigation into the Application of Blended Instruction Strategies by Kindergarten Educators in Cebu
Kaitlin Marie M. Opingo
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Abstract
This study examines public and private school kindergarten teachers' comprehension, training, and effectiveness with blended instruction. The majority of teacher-respondents understand blended instruction and have been trained to easily integrate it into their teaching. Blended instruction boosts student motivation, optimizes learning activities, and improves material comprehension. These findings support the idea that blended learning can improve education. The report also provides useful insights from public and private school parents on home use of digital devices, mostly cellphones and tablets. Some parents worry about monitoring their kids' technology use, but they also realize its educational benefits. Private school parents have more Internet access than public school parents. Teacher-respondents agree on blended education implementation, with numerous indicators showing good answers. Early childhood education (ECE) schools use blended instruction successfully. Importantly, blended instruction is accepted regardless of school type or teacher-respondent profile. In conclusion, blended instruction in kindergarten classrooms is well-received and implemented. Blended instruction in ECE may improve student motivation, learning results, and engagement. These insights can improve teaching techniques and technological integration, enriching young learners' educational experiences and achievements.
Keywords: Blended instruction, Kindergarten teachers, educational experiences, Parent perspectives
How to cite: Opingo, K. M. (2023). Improving Early Childhood Education: An Investigation into the Application of Blended Instruction Strategies by Kindergarten Educators in Cebu. World Journal on Education and Humanities Research.https://wjehr.com/opingo/