An Investigation To Complete The Academics Performance Of Children Who attended Pre-School In An Infant 1 Class AT ST. PETER'S ANGLICAN SCHOOL, ORANGE WALK TOWN

Abstract

This study investigates the academic performance of Infant I students at St. Peter’s Anglican School in Orange Walk Town, comparing children who attended preschool with those who did not. The research analyzed performance in Mathematics, Reading, Phonics, and Science using secondary data obtained from report cards for three academic terms. The sample consisted of 35 students, of whom approximately ten had preschool experience. Findings revealed that students with preschool education generally performed better academically and demonstrated greater consistency across terms, particularly in Reading. In contrast, students without preschool experience showed lower performance in the first term but gradual improvement in subsequent terms, suggesting a longer adjustment period to the primary school environment. The results support the view that preschool attendance contributes positively to early academic achievement and school readiness. It is recommended that parents, educators, and policymakers encourage preschool enrollment and that further research be conducted to determine whether these performance differences persist throughout primary and secondary education.