Learning Outcomes of Kindergartners: The Roles of Physical and Socio-emotional Home Environments

Abstract

The kindergarten age lays the foundation for future learning and academic achievements. Thus, kindergartners are expected to begin to demonstrate, through their learning outcome, the evidence that they can profit maximally from formal learning which commences in primary 1. Despite this, many kindergarteners were found to have poor learning outcomes. Only few research efforts have addressed this problem without little or no focus on the role that physical and socio-emotional home environmentsplay in learning outcomes of kindergartners. This study therefore examined the individual relationship of physical and socio-emotional home environments with learning outcomes of kindergartners in OndoTown, Ondo State.Anchored on Ecological System Theory, the study adopted the survey design of the correlational type. Simple random sampling technique was used to select 200 kindergartners from 20ECD classes of public primary schools in Ondo Town. Three validated instruments used were “Physical Home Environment Questionnaire (PHEQ)”, “Socio-emotional Home Environment Questionnaire (SHEQ)” and “Kindergarteners Learning Outcome Test (KLOT)”. Data collected were analyzed using Pearson Product Moment Correlation. Physicalhome environment (N=200; r=.292; p<0.05) and socio-emotional home environment (N=200; r =.229; p<0.05)had significant relationship with learning outcomes of kindergartners. This study justified the conclusion that home is a strong determinant of learning outcomes of kindergartners. Parents should ensure that they provide kindergartners with educationally rich home environment that is complemented with calm, friendly and socially-comfortable atmosphere.