Use of One-on-One Tutoring and Technology Integration in Kindrgarten Education: A Quasi-Experimental Study

Abstract

This study aimed to investigate the impact and effectiveness one-on-one tutoring and technology integration in kindergarten educational settings through a Quasi experimental research design; utilizing a pretest and post-test for both control and experimental groups to assess the effectivity of the treatment and two different learning plans intended for experimental and control group together with the Table of Specification (TOS) that served as the research instrument for this study. The subjects of the study were the Kindergarten Students Section-Parrot of Mangga Elementary School. This class has morning and afternoon shifts: the morning shift served as the control group (A) and the afternoon served as the experimental (B). There were 41 students in all, with in the control group and in the experimental group. Furthermore, the level of performance of the students after the study of the two groups revealed that the competency level of experimental group has the Very Satisfactory level with 84% class proficiency while the control group has 59% class proficiency: did not meet expectation. The study's findings indicate that the experimental group (Group B), which received technology integration and one-on-one tutoring, showed significantly higher improvement in class proficiency compared to the control group (Group A), which followed traditional learning methods. The study recommends that schools should consider integrating technology interventions and one-on-one tutoring into their curriculum. The significant improvement observed in the experimental group suggests that these methods effectively enhance student learning outcomes.