An Investigation To Determine If There Is A Marked Difference In The Academic Performance Of Infant One Student Who Attended Kindergarden As Opposed To Those Who did not

Abstract

This research investigates whether there is a significant difference in the academic performance of Infant One students who attended kindergarten compared to those who did not. Conducted in the Toledo District, the study sought to determine if early childhood education influences students’ readiness and success in their initial years of primary school. Data were collected through teacher assessments, classroom observations, and performance records, focusing on literacy, numeracy, and social development. The results revealed that students who attended kindergarten performed notably better academically and exhibited greater social adaptability than those without such experience. The study concludes that kindergarten attendance plays a crucial role in enhancing children’s preparedness for formal education and overall academic achievement.