Abstract
This study aimed to assess the impact of online distance learning on kindergarten learners' performance in selected private schools in Taytay, Rizal, during the 2021-2022 school year. The study involved two groups of participants: kindergarten teachers and parents. The teachers were characterized by their age, sex, civil status, educational attainment, length of service, and participation in webinars. The parents were characterized by their age, sex, civil status, educational attainment, number of children in the family, occupation, and monthly income. A descriptive survey research design was used, and a researcher-made questionnaire checklist was used to collect data. The questionnaire assessed the perceived effects of online distance learning on learners' motivation, attitude, and learning outcomes. Additionally, a documentary analysis was conducted using the ECCD Checklist to determine learners' performance levels. The study found that most teachers were young, female, married, and had a bachelor's degree. The majority of parent respondents were female, in their 30s, and had two children. Both groups perceived online distance learning to have a significant impact on learners' performance. However, the personal characteristics of teachers and parents did not significantly influence learners' performance in an online distance learning setting. Most kindergarteners performed at a high level, according to the ECCD Checklist. The study concluded that exposure to online distance learning significantly influences learners' performance, especially in schools with adequate facilities and favorable learning environments. It recommends that school communities, administrators, and parents work together to ensure the success of online learning. Effective classroom management, improvement of online infrastructure, and allocation of resources are important for creating a conducive learning environment. Further studies should explore the effects of online distance learning using different variables.
