Investigating the Cognitive Readiness of Selected Kindergarten Learners with Undernutrition Status in Kalunasan Elementary School: A Descriptive Cross-Sectional Case Study
Keywords:
cognitive readiness, undernutrition, kindergarten, LITNUM, ECCD, school readinessAbstract
This study investigated the cognitive readiness of eleven selected Kindergarten learners with undernutrition status at Kalunasan Elementary School during School Year 2026-2027 using a convergent parallel mixed-methods, descriptive cross-sectional case study design. It aimed to describe learners' nutritional status, Literacy and Numeracy (LITNUM) proficiency, and Early Childhood Care and Development (ECCD) outcomes across gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social-emotional domains, and to explore teachers' and parents' perspectives on cognitive readiness. Quantitative data consisted of secondary records including Body Mass Index (BMI) classification, pre- and post-assessments for LITNUM and ECCD, analyzed using frequencies, percentages, Exact McNemar test, and Wilcoxon Signed-Rank test with Holm adjustment. Qualitative data from semi-structured interviews with one kindergarten teacher and eleven parents were analyzed through thematic analysis following Braun and Clarke (2006) and integrated via a Joint Display Matrix. Findings revealed that 90.9% of learners were classified as wasted and 9.1% as severely wasted. Literacy improved from 100% Beginning at pre-assessment to 81.8% Developing at post-assessment, while numeracy improved from 100% Beginning to 63.6% Developing and 9.1% Consistent. McNemar tests confirmed significant improvements in both literacy (p=.0039) and numeracy (p=.0078). ECCD post-assessment showed 100% Average in five domains, but self-help and expressive language retained delays. Wilcoxon tests showed no statistically significant changes after Holm correction. Thematic analysis revealed difficulties in foundational literacy and numeracy, influences of age, language of instruction (Cebuano), concrete materials, undernutrition-related fatigue, benefits of school feeding programs, differentiated scaffolding, and challenges related to pacing, absences, socioeconomic constraints, and parental knowledge gaps. Triangulation confirmed convergence between physical status and classroom lethargy, and expansion showing that contextualized strategies enabled gains. The study proposes K-NEST: Kindergarten Nutrition, Early Development, and School-readiness Tracking, an institutionalized monitoring program integrating nutrition, ECCD, and LITNUM assessments with home-school coordination.
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Copyright (c) 2026 Sharmaine M. Sencio, Kaitlin Marie M. Opingo, Dev.Ed.D., Michael R. Cangayao, Ed.D.-ECE,Ed.D.-EM, Cristie Ann L. Jaca, Ph. D.,Dev.Ed.D., Margie D. Fulgencio, Dev.Ed.D, Reyland G. Capuno, Ph.D.,Dev.Ed.D, Roberto L. Suson, Ph.D., Dev.Ed.D, Regina E. Sitoy, Dev.Ed.D. (Author)
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