Profiling the Cognitive Readiness of Selected Kindergarten Learners with Undernutrition Status in Bulacao Community School: A Case Study

Abstract

This descriptive cross-sectional case study evaluated the cognitive readiness of 14 selected undernourished kindergarten learners at Bulacao Community School during School Year 2026–2027. Employing a convergent parallel mixed-methods design, the study integrated quantitative secondary records and qualitative field data to profile baseline nutritional status, pre- and post-assessment literacy and numeracy (LitNum) proficiency, developmental progress across seven Early Childhood Care and Development (ECCD) domains, and lived learning experiences described by teachers and parents. Participants were purposively selected based on DepEd BMI-for-age classification as wasted. Quantitative analysis used frequency, percentage, mean, standard deviation, Exact McNemar Test for LitNum proficiency change, and Wilcoxon Signed-Rank Test with Holm adjustment for ECCD domain scores. Qualitative data from classroom observations and semi-structured interviews with three kindergarten teachers and 14 parents underwent six-phase thematic analysis following Braun and Clarke. Results showed 100% prevalence of wasting, confirming acute undernutrition as a universal physiological constraint. Literacy proficiency shifted markedly from 92.9% Beginning in pre-assessment to 78.6% Developing in post-assessment (p = .0010, significant), while numeracy showed positive but non-significant movement (p = .1250) due to higher baseline (50% already Consistent). ECCD profiling revealed initial delays in Self-Help (64.3% below Average, including 14.3% Significant Delay) and Expressive Language (57.1% Slight Delay). Post-assessment, all domains reached Average with no Significant Delay; Self-Help (p = .0147) and Cognitive (p = .0182) showed statistically significant improvement. Qualitative convergence indicated low stamina, attention fluctuation, and energy dips linked to irregular eating, accommodated by teachers through shortened 15–20 minute modules, visual aids, and differentiated small-group phonics, while parents reinforced learning with household objects (coins, utensils, pebbles, snacks). Persistent challenges included phonetic blending, expressive language confidence, and limited home resources. The study proposes an Institutionalized Nutritional, Developmental, and Learning Readiness Monitoring Program (INDLRMP) integrating quarterly BMI tracking, ECCD checks, LitNum diagnostics, targeted interventions, and home-school coordination for sustainable early childhood support.