IMPACT OF EARLY CHILD EDUCATION ROOMS ON

PARENTS SATISFACTION AND STUDENTS PERFORMANCE

AT SECONDARY LEVEL

By

Robina Shakar
2015-GCUF-S00745

Thesis is submitted in partial fulfillment of

the requirements for the degree of

MASTER OF PHILOSOPHY
IN
EDUCATION

DIRECTORATE OF DISTANCE LEARNING EDUCATION

(DEPARTMENT OF EDUCATION)
GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD.

May, 2017
IN THE NAME OF ALLAH THE MOST GRACIOUS AND
MOST MERCIFUL

II
 DEDICATION

Dedicated to my parents
sisters and brothers
And specially my husband Sher Ali
Who supported me during my studies
Furthermore, I would also dedicate it to my sons
Talha Ali and Hamza Ali

(DEPARTMENT OF EDUCATION)
GOVERNMENT COLLEGE UNIVERSITY FAISALABAD
May, 2017

III
 DECLARATION

The work reported in this Thesis was carried out by me under the supervision of Dr.

Shabbir Ali Saleemi (Assistant Professor), Department of Education GC University,

Faisalabad, Pakistan.

It is certified that this thesis titled “Impact of ECE Rooms on Parents Satisfaction and

Students Performance at Secondary Level” is comprised of original research work and this

material has not been submitted in full or partial requirements of any other degree or

qualification and to the best of my knowledge and belief, neither does this thesis contain any

material published or written previously by another person, except when due reference is

made to the source in the text of the thesis. It is further certified that help received in

preparing this thesis, and all resources used have been acknowledged at the appropriate

places.

Robina Shakar

2015-GCUF-S00745

IV
 TO WHOM IT MAY CONCERN
It is certified that Robina Shakar Roll No.151033 has worked under my supervision for her

M.Phil research work and has completed her dissertation on “Impact of ECE Rooms on

Parents Satisfaction and Students Performance at Secondary Level”. The research work

done by her is her original work and is substantial contribution to the existing body of

knowledge. The researcher work described in this thesis is the original work of the author

and has been carried out under my direct supervision. I have personally gone through all the

data, result/materials reported in the manuscript and certify their correctness/authenticity. I

further certify that the material included in this thesis have not been used in part or full in a

manuscript already submitted or in the process of submission in partial/complete fulfillment

of the award of any other degree from any other institution. l also certify that the thesis has

been prepared under my supervision according to prescribed format and I endorse its

evaluation for the award of M.Phil. degree through the official procedures of the University.

Dr. Shabbir Ali Saleemi

V
 ACKNOWLEDGEMENT
IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL
Thanks to Allah, the beneficent, the most merciful, all embracing, all knowing who provided
me with this opportunity, courage and ability to complete this humble contribution towards
knowledge. No one in life can accomplish any task individually. He/she has always been
indigent to others. I express my gratitude to all the students of Government College
university, Faisalabad that have contributed in this thesis and fully support me in the process
of data collection. I am grateful to my honorable supervisor Dr. Shabbir Ali Saleemi who
provided me with such a conducive academic environment especially being as a faculty
member not only within institution but also beyond it. His valuable suggestions kept me on
track. He really gave me hope and courage when I was disappointed during the complicated
research work. I think that this task was completed only due to his active participation.
The researcher is also grateful to the librarian of the Government College University,
Faisalabad who facilitated me to access the relevant books and journals for review of
literature.

Robina Shakar
2015-GCUF-S00745

VI
CERTIFICATE BY SUPERVISORY COMMITTEE

We certify that the contents and form of thesis submitted by Ms. Robina Shakar Registration
No:2015-GCUF-S00745 has been found satisfactory and in accordance with the prescribed
format. We recommend it to be processed for the evaluation by the External Examiner for the
award of degree.

Signature of Supervisor ………………….

Name: ……………………………………..
Designation with Stamp……………………

Member of Supervisory Committee

Signature ………………………………….
Name: ……………………………………..
Designation with Stamp……………………

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Director
Signature with Stamp…………………………

VII
 Table of Contents

Chapter 1

INTRODUCTION 1

1.1 Statement of the problems 10

1.2 Objectives of the Study 10

1.3 Significance of the Study 10

1.3.1 Hypothesis 11

1.4 Limitations 11

1.5 Delimitations 11

Chapter 2

REVIEW OF LITERATURE 12

2.1 Equality in Early Childhood Education 12

2.2 Parental Satisfaction: 13

2.3 Need for Early Childhood Education 15

2.4 Benefits and Costs of Early Childhood Education 15

2.5 Benefits of Early Childhood Education 15

2.6 Academic benefits 16

2.7 Social benefits 16

2.8 Monetary benefits 16

2.9 Costs of Early Childhood Education 17

2.10 Early Childhood Education Options 17

2.11 Quality of Early Childhood Education 17

2.12 Quality Defined 18

VIII
2.13 Benefits of early childhood education 18

2.14 Parental Satisfaction in Children’s School-based Learning Activities 19

2.15 Parent Involvement in the Development Process 19

2.16 The Role of Socio-Economic Factors 19

2.17 Why Parent Satisfaction a Concern 20

2.17.1 Effort 20

2.18 Parental and teacher element 20

2.19 Types of Parental Satisfaction 20

2.19.1 Type One: Parenting 21

2.19.2 Type Two: Communicating 22

2.19.3 Type Three: Volunteering 22

2.19.4 Type Four: Learning at Home 23

2.19.5 Type Five: Decision-making 24

2.19.6 Type Six: Collaborating with the Community 24

Chapter 3

METHODOLOGY 25

3.1 Population of the Study 25

3.2 Sample of the Study 25

3.3 Types of Research 25

3.3.1 Sampling techniques 25

3.3.2 Resources of the Study 26

3.4 Instrument for the Data Collection 26

3.5 Procedure of the Study 26

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3.6 Data Analysis 26

Chapter 4

ANALYSIS OF THE DATA 27

Student’s Parents Response 27

Students’ Response 44

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 63

Conclusions 66

Discussion 66

REFERENCES 69

Appendix I 76

Questionnaire (for Parents) 76

Appendix II 78

Questionnaire (for Students) 78

Appendix III 79

X
 ABSTRACT
Aim of this study was to develop understanding about Impact of Early Child
Education rooms on Parents satisfaction and students performance at secondary level in
district Toba Tek Singh. Every school and its principals are not quite different from each
other’s. Basic research and comparative group research designs were used. Sample of the
study included students (N=60) and parents (N= 60). The sample was collected through
purposive sampling technique.
Descriptive analysis and independent sample t test was used in this study. Less than
half of the respondents favored the statement that early childhood education program is very
good regular ECE program. A large number of the respondents favored the statement that
class you study KG 1. Basically the environment of the ECE room during teaching is
learning satisfactory. Results also indicate that there are no significant differences in parents’
level of satisfaction with the quality of ECE education between male and female parents.
Overall comparison of ECE predicts that both parents and students have equal effect
of ECE and same academic performance.

Keyword’s: Parents satisfaction, Students performance

XI
Chapter 1

INTRODUCTION
The early childhood education (ECE) refers to the improvement of care and education of kids
in their early years of age. Early childhood education has a worldwide extent. Educating the
young generation has always been a vital part of human community. Children are the
possible destiny of any nation depends on the guideline that they get mentoring impact tricky
influences children's enlightening achievement, their securing of instruction numeracy and
coherent learning. Formal enlightening capacities are the route to a child's passage into
cutting edge instruction or get ready (Abby, Thayer and Carpenter-Abby, 1999; Heckman,
2000).
Many schools have striven to enumerate parental fulfillment keeping in mind the end
goal to gauge the nature of the instruction given to kids and to find methods for enhancing
the schools (Brown, Cheng, Yuan and Ziegler 1992; Hecht, O'Connell, Michael, Kloss and
Dwyer, 1992). Expanding guardians' fulfillment is viewed as one method for enhancing the
nature of the schools this idea is reliable with the fundamental perception of the Quality
Movement, a systemic way to deal with enhancing quality of services delivery. Parent’s
fulfillment is like buyer fulfillment in that it influences the guardians' steadfastness and
responsibility regarding the schools their kids go to (Bothe, 1996). Disappointed parents can
move to other school regions or send their youngsters to tuition based schools. In spite of the
fact that guardians are not the sole shoppers of the instruction their kids get, fulfilling
guardians is believed to be enter in advancing group bolster for schools (Salisbury et al,
1997).
The foundation of the guardians, strikingly their social foundation, has been observed
to be identified with their desires (Carnival and Durocher’s, 1999). Besides, we expected
guardians who take an interest in more school exercises to be more fulfilled. The creation of
ECE rooms in the institution is the source of satisfaction for the parents to send their children
in government institution. Furthermore, past specialists have found that guardians' general
fulfillment depends on their fulfillment with particular parts of the youngster's tutoring, for
example, educators, transportation administrations, and cafeteria nourishment. A fully

1
equipped place for the kindergartens makes them eager to start their education which
generally appears tiring for the parents (Salisbury et al, 1997).
Individuals certainly trust that tutoring offers a roadway to a brighter future, and
many planned studies demonstrates that more training is firmly connected to future
accomplishment in the work advertise (Heckman, 2000), better physical and emotional
wellness and other "positive" grown-up life results. Notwithstanding, selection of school is
profitable and beneficial for the initiation of child’s education is an unpredictable and
overwhelming assignment, and guardians and kids frequently put significant exertion into
this process. With these issues as a primary concern, in this paper we look at kids' states of
mind towards their school along three measurements: general joy, associations with
educators and scholarly incitement. In parallel, we consider guardians' judgment of general
school quality, and their perspectives on educators' associations with their tyke and the
advance that their tyke is making at school (Chevalier & Feinstein, 2006).
The main purpose of this research is to identify the need and the significance of
establishment of ECE rooms in the educational institutions which proves reason of agreement
for both parents and kids. To what degree are guardians' impression of school quality
connected to their kids' bliss and delight in school? To answer these inquiries we make
utilization of a remarkable huge scale study of England's auxiliary school students for
example the Longitudinal Survey of Young People in England (LSYPE), which contains an
extremely rich arrangement of attitudinal reactions and understudy foundation attributes, and
which we have coordinated to managerial records on student fulfillments and school normal
test scores. Our outcomes recommend that scholastic accomplishment, as measured by
school-mean test scores, has a tendency to overwhelm other school attributes regarding
parental impression of instructive perfection. Be that as it may, school quality along these
measurements is not related with higher student prosperity and pleasure in the learning
condition. Also, students' and guardians' perspectives don't appear to take after comparative
examples as far as their relationship with noticeable school qualities all the more for the most
part. Conversely, guardians' and youngsters' perspectives of schools and instructors are
definitely identified with kid and family attributes that pre-date the time they entered the
school, and take after comparable examples in this regard. Scientists in training and the
humanism of instruction have frequently utilized review reactions (for the most part from

2
genuinely little overviews to evoke parental inclinations for schools, however examination of
specifically discernible or expressed appraisals for school "quality" remains a generally
unexplored field in financial aspects. Truth be told, most research in this field has tended to
this question utilizing an uncovered inclination approach and has searched for proof of
inclinations for school "quality" uncovered through the capitalization of school attributes into
nearby lodging costs – i.e. the "hedonic" valuation strategy (Heckman, 2000).
Caliber and capability of child’s mind has been examined since the 1970's. From the
earliest starting point the assessment depended on impacts of the care and later on 1980's on
the individual components that impact on youngsters' intellectual and social improvement.
Toward the finish of the 1980's and the start of the 1990's the reviews were about long haul
impacts on youngsters and it ended up noticeably settled that the home condition ought to be
thought about while surveying the impacts of tyke care (Ceglowski, 2004). As expressed
some time recently, the top-down point of view has been overwhelming and just as of late the
investigations of kid care quality has taken another viewpoint. Scientists have started to
expand the meaning of value and other viewpoint, for example, guardians' and kids' are
recognized as a pivotal part in the quality assessment. As of late guardians are viewed as the
clients of youngster care. (Ceglowski&Bacigalupa, 2002).
Training has accomplished incredible significance in 21st century. It is being
managed diverse difficulties and issues all through the world particularly in Pakistan.
Pakistan has made advancement in the training division and has extended the quantity of
instructive establishments, however the standard of instruction and offices are lacking which
influences understudies' level of fulfillment in class. Positive sentiment understudies
improves certainty and engagement in learning. Powerful instructive setting requests higher
fulfillment level of understudies, instructors and the guardians. Fulfillment is connected with
the accomplishment. Numerous specialists have attempted to interface the fulfillment with
the accomplishment. Understudy fulfillment is their view of how well a school air bolsters
instructive achievement. Solid fulfillment initiates understudies' diagnostic thinking and
learning (Cryer and Burkina, 1997). Understudies' accomplishment in their reviews and
happiness with their experience is their fulfillment. Understudy fulfillment impacts their
inspiration which is an imperative mental figure their prosperity (Najd, Nakhodka and
Ajman, 2012). The standards of education, perspectives and learning styles may indicate

3
high and low levels of fulfillment with a subject. Low level of fulfillment shows
awkwardness and dissimilarity between the difficulties of the course and the understudy's
capacities to address these difficulties; while abnormal state of understudies' fulfillment
improves their learning and demonstrated three noteworthy parts of fulfillment that may
anticipate the kids learning. Three elements are specifically instructor's execution, student’s
dedication and course arrangements. Higher fulfillment was accounted where educators and
understudies were similarly roused towards the instructing learning process (Lo, 2010).
Satisfied learners are more dedicated to their reviews and quick to try a bigger
number of endeavors than unsatisfied learners. They are persevering, go to their classes
consistently and finish their coursework than unsatisfied understudies. Fulfillment of
understudies depends on encounters related with their learning. Instructive encounters are the
consequence of brief disposition of understudies. These encounters additionally influence
understudies' general fulfillment with the school and researcher also inspected the impacts of
many elements on understudy's fulfillment. The central point was nature of guideline,
significant course substance and evaluating in real courses. These components were observed
to be critical and were decidedly associated with fulfillment of understudies (Tesserae, Ready
and Yu, 2012).
Noteworthy sorts of parental Satisfaction is among the most supportive gadgets made
by the field as yet to characterize parental Satisfaction practices and interfacing them with
certain sort of outcomes. This by and large recognized framework guides for help educators
make comprehensive family school associations. The six sorts of parental Satisfaction
include: kid raising (helping families with childrearing and youngster raising capacities,
conferring (making intense self-show correspondence, volunteering making ways that
families can twist up perceptibly required in activities at the school), learning at home
supporting learning practices in the home that strengthen school instructive module, essential
initiative considering families boss through school-areas social events, chambers and
collaborating with the gathering organizing bunch organizations with family needs and
serving the gathering. Every sort of Parental Satisfaction conceals a combination of practices
to be endeavored by teachers, gatekeepers, and understudies and is theoretically associated
with a variety of unmistakable outcomes for understudies, educators, and watchmen
moreover. Teachers, nearby gatekeepers, are asked to pick those practices subject to convey

4
the sorts of results that blend most personally with their necessities, destinations, and points
of confinement. It was observed that not all parental Satisfaction prompts upgrade kid’s
achievement; the picked occurs made by each of six sorts that should help to modify the
misperception that any practice incorporates families will raise children's achievement test
scores (Aemon, 2005).
Specialists noticed that while certain practices are most likely going to affect kids test
scores, others are planned about related practices. The students also get a chance to involve
in many co-curricular activities within study. It is observed that immense possible assistance
affects the particular parental Satisfaction practice. For example, parental Satisfaction in sort
three (Volunteering) or sort five (Decision-creation) activities may come to completion first
in connection with their adolescents' in school, which may, along these lines, provoke
distinctive sorts of Parental Satisfaction that will come over the long haul related to
understudy achievement (Elite, 2005).
Schools must help families make home circumstances that reinforce learning by
outfitting them with information about such issues as children's prosperity, sustenance of
young people's needs, and kid raising approaches. Meanwhile, schools must hope to grasp
information of their understudies' family life and what is taught in the classroom. Schools try
to ensure that all families who require information about their children get it in appropriate
ways. The parent satisfaction depends upon the progress in student’s learning. Parent comes
about consolidate improved trust in, and perception of kid raising practices, thoughtfulness
regarding the troubles in tyke rising, and a sentiment encourage from schools and class
fellows. Teacher related outcomes consolidate overwhelming an unparalleled understanding
and respect for their student's families (Fakery and Ogunsiji, 2009).
A couple of schools have figured out how to ensure that students must come to the
schools appropriate on time in the academic year. If they come in time they learn the
punctuality. School must use a combination of methodologies for talking with teachers about
their children's propel, decisions affecting their children, and school programs when all is
said in done. They join parent-teacher gatherings, phone contact, report cards. The schools
focused on health and safety of the students enrolled in the school. Ability and capability of
student is modified and groomed by the teacher and his own eagerness. Teachers are
presumably going to create in their perception of school ventures and game plans. They will

5
make shared characteristic in speaking with educators and a more unmistakable point of
confinement as to watching their adolescents' progress and responding to their issues.
Instructors depend upon to make arranged instruments for talking and create an ability to tap
the parent framework to bring out family sees on children's progress (Fowey, 1988).
Schools enhance their relationship with families by asking them to volunteer in
school practices and go to class events. Families who c volunteer grow more agreeable and
okay with their children's schools and educators. Volunteering attempts that tap parental
endowments enhance school programs and, particularly in upper assessments, empower
individualized learning. The usage of a volunteer coordinator is urged especially at
discretionary school levels, where coordination of volunteer blessings and time with educator
and understudy needs ends up being continuously mind boggling. Schools tried to describe
the term volunteer widely enough to suit a broad assortment of parental blessings and
timetables. They are furthermore tried to urge understudies to volunteer in their gathering as
a noteworthy part of the learning technique. Sort three activities are expected to enhance
understudies' capacities in talking with adults; outfit them with introduction to a wide
arrangement of adult aptitudes, occupations, et cetera and help them develop their own
specific capacities with the support of volunteer aides and guides. Teachers are most likely
going to develop a more noticeable gratefulness for the work of instructors, develop their
own specific aptitudes, and turn out to be dynamically pleasing in working with their
adolescents and interfacing with others at school. Finally, teachers will have the ability to
give cautious thought to individual understudies in this way of volunteer offer help. They are
furthermore subject to wind up doubtlessly more open activities and develop an appreciation
for the parental capacity (Franken and Waller, 2000).
Most parental participation in children's preparation occurs in the home. Schools must
guarantee upon what teachers are currently doing by helping them to assist and team up with
their youths at home learning practices that reinforce what is being told in school. Schools
should expect to fabricate teacher’s understanding of the instructive projects and the
capacities their children need to make at each stage in their coaching. Schools ought to
moreover light up teachers about their structures of taking after understudies and diverse
practices with the objective that caregiver may help settle on decisions that are in their
adolescents' best favorable circumstances. Sort four activities may help associate any social

6
or class withdraws among home and school conditions. Schools are henceforth tried to
arrange a menu of canny work that taps teacher's reinforce aptitudes and incorporates them in
the learning shapes. Schools ought to in like manner work with teachers to ensure that
understudies set academic goals, prepare for calling moves, and make fitting course
conclusions. Sort four activities fuse improved understudy test scores and diverse capacities
associated with homework. Students like manners and more inclined to view themselves as
learners and to see their people as teachers. Sort four activities are related to manners
associated with homework completion and better perspectives towards schoolwork.
Caregiver may begin to see their youths more as learners and make confide in their own
abilities to train and reinforce the informational method. They are also more slanted to
partake in talks of schoolwork with their youths. Sort four practices can help instructors
develop better homework assignments. Notwithstanding different things, instructors depend
upon to make more conspicuous satisfaction with family commitment as they witness the
support an extensive variety of families can give to kids (Fuller, 1985).
Counting organizational essential administration, and strengthen parts is yet another
procedure for supporting joins among schools and caregivers. As parental enthusiasm for
essential initiative, when it is broad program incorporating caregivers in learning reinforces
practices likewise, is connected with improved understudy comes about. Parent and gathering
relationship in fundamental authority may moreover help make schools more capable to the
gathering. Parental enthusiasm for school fundamental authority may be fortified by
consolidating gatekeepers in school site sheets, parent-instructor affiliations, and diverse
admonitory gatherings. Comes about because of sort five activities join the upsides of
systems that are set up for the advantage of understudies. Students are moreover inclined to
wind up detectably aware of family depiction in school decisions. Teachers depended upon to
make open entryways for information, notions of proprietorship, a perception of procedures,
and a sentiment relationship with various families. Educators will most likely end up being
continuously aware of the piece of gatekeepers' perspectives in approach progression
(Gomora, 1992).
Schools and families must draw much of the time upon gathering resources for
reinforce their attempts to teach kids. Honestly, amass representatives and resources may be
tapped for each of the other five sorts of affiliation: talking with families, volunteering,

7
supporting learning, and appreciating school sheets. Understudy results are most vital when
families, schools, and gathering affiliations and pioneers participate. Adolescents are given
more open entryways for learning and for associating school data with certifiable open
entryways. They interface with individuals, other than their people and teachers, who
reinforce the importance of learning. The students who are under study need care and an eye
both from the parents and teachers. Understudies may moreover develop a predominant
perception of this present reality and business decisions. Parent-related outcomes fuse
recognition with close-by resources. They can tap to reinforce their adolescents and families.
They will in like manner connect with various families in the gathering. Educators are
depended upon to develop a perception of advantages open to upgrade the instructive
projects. They should in like manner develop a breaking point to working with and tapping
an arrangement of gathering assistants (Halle, Kurtz-Costas& Mahoney, 1997).
Bermudez and Padron, (1990) built up that the incorporation of caregiver suggests
that teachers appreciate no less than one school related activities, for instance, parent-teacher
social affairs, volunteering at school, enabling their tyke with homework asking the youth to
redesign achievement and so forth. The commitment of caretaker in each period of youth
preparing is essential and the caregivers leave durable etchings on the life of their children.
Loir(1999) set up that learners examining, creating and other capability, capacities are
affected by their experiences inside and outside the classroom. Homework is a basic learning
open entryway for child (Choi, 2001; Davidson, 2005). Bar-On (2004) asserted that teachers
should help the children to complete their homework successfully, which will add to improve
their dauntlessness. Caregiver should be down to earth as for the conceivable outcomes and
limits of their youths (Olson, 1999).
Researchers set up that, notwithstanding the way that the way of utilization will help
to make sense of if a program is successful, information on execution quality and consistency
is sometimes given (Hagelstein, Graham & Weiner, 1991). This is a critical inadequacy of
many surveys gave a record of here. The route in which caregiver and youths do program
works out how far they follow the program specific is much of the time a matter of
hypothesis and ought to be a requirement for further research (Pederson & Wilk, 1993).
Similarly attention is needed for more conspicuous execution quality, both in
association with examination and reporting. Many audits fused into Erin’s overview

8
contained no information about the proximity or nonattendance of key intervention
characteristics, forsaking it ill-defined whether programs offered watchmen get ready,
exchanges or diverse sorts of offer assistance. As Erin watches, this information is key if
research is to perceive the effect size of particular ventures and in addition the positive and
negative effects of each of the intervention characteristics, and how strong these effects are
(Penalize& Gilly, 1986).
Meta-examination of parent engagement intercessions with school-developed youths,
using criteria proposed by the American Psychosocial Association Task Force on Evidence-
Based Interventions in School Psychology (Room& Falbo, 1996). Youths have shown
insightful results when their people exhibited dynamic consideration in their learning
technique and centrality of parent's participation is incredibly apparent from the way that it
fabricates the data and eagerness of child in academic activities (Salisbury, Branson,
Albrecht, Funk &Boltzmann, 1997).
Propelling caregiver consideration since instructors cannot do everything in the
school in the middle and parental consideration in a kid’s guideline close by environmental
and fiscal components may impact tyke change in regions, for instance, understanding, lingo,
and social capacities. Different audits around there have demonstrated the noteworthiness of
family participation and relationship in the years going before entering school (Fuller,
Bridges &Pay, 2007).
There is little research available on the association between parental incorporation
and educational achievement of discretionary school understudies. A larger piece of the
investigation around there has been driven solely with grade school understudies (McCain &
Mustard, 1999). The piece of parental relationship in children's preparation has transformed
into a central issue in educational course of action and research. Investigation disclosures
reinforce the nearness of a positive association between parental commitment and
educational accomplishment, especially in the school years. In any case, current learning as
for the nature and enormity of the effects of parental commitment in discretionary preparing
is clashing and obliged in degree (Kissassi, 1994).
Parental consideration may have a great degree and are fundamental in school-based
activities of their children. These activities may incorporate contacts with instructors,
checking the interest of youths in school, watching their activities in school, checking their

9
periodical academic propel reports. Each one of these things might be to a great degree
helpful in academic achievements of adolescents. Educators end up being more stressed over
the learning openings that discretionary schools give and youths move from the inside
assessments to the discretionary school (Casely-Hayford, 2002).
Educators like manner come to completion their enlightening wishes for their
children. As understudies complete school direction, caregivers end up being continuously
stressed over their young person's further preparing and about the effects of assistant school
programs on postsecondary openings (Levine, 2003; Ablex, King & Court, 1986). Parental
excitement is for children's preparation, adolescents' self-respect and locus of control, and
later enlightening satisfaction (Stevenson & Stigler, 1992; Epstein (2001). Money related
qualities have impact on adolescent outcomes which can be affected by the feelings and
practices and the parental Involvement (Glass, McGaw & Smith, 1981). Parental support and
family education have positive effect on pupil achievement and adjustment. Schering (1995)
set up those effects of learning-style-responsive versus standard survey systems on
achievement, study, and perspectives of provincial primary education (Schering and
Christopher, 1993).

1.1 Statement of the problems

This research is aimed to study "Impact of Early Child Education rooms on Parents
satisfaction and students’ performance at secondary level”

1.2 Objectives of the Study

The objectives of the study were:
1. To check the parental satisfaction in academic activities of their children studying in
secondary schools in District Toba Tek Singh.
2. To promote a positive and caring school culture.
3. To find out the views of parents involvement and student performance towards early
childhood education.

1.3 Significance of the Study

Early childhood education (ECE) rooms provide a facility for children to start their learning
by means of gadgets and devices with the teachers and caregiver’s help and proper guidance.
This study is to find out the effectiveness of ECE rooms and parent’s satisfaction. These

10
rooms are furnished and fully equipped in many government high schools. The study will
help in the policy making and it will indicate the grey areas in the proper usage of the facility
of ECE rooms. This study will help to identify the causes of failure of students at secondary
level. This study will make possible to know the difficulties faced by the teachers and
students in curriculum at secondary level. This study will be helpful to reduce the causes of
failure of students at secondary level. This study will motivate teachers to develop possible
solutions of the problem faced by the students during the learning process. This study will
also provide a gaudiness to manage these problems.

1.3.1 Hypothesis

 There would be a positive parental involvement in academic activities of their

children studying in secondary schools in District Toba Tek Singh.
 There would be a significant difference among parents’ level of satisfaction with the
quality of ECE education between male and female parents.
 There is significant difference in parents’ level of satisfaction with the quality of ECE
education between public and private schools.
 There is a significant difference in parents level of satisfaction with the quality of
ECE education across various levels of parental education.
 There is a significant difference in parents level of satisfaction with the quality of
ECE education across various parents income levels.

1.4 Limitations
The research on the topic can be conducted on multi-national level. But due to certain
difficulties like shortage of time, lack of finance and journey problem it was limited only to
the District Toba Tek singh.

1.5 Delimitations
The study was delimited to the following:
1. The study was delimited only to some selected Government secondary schools in
district Toba Tek Singh.

2. The sample was delimited up to 60 students which are relating in teaching process
and also up to 60 experienced teachers.

11
3. To the teachers of the secondary level

12
Chapter 2
REVIEW OF LITERATURE
Researches identify that quality education and care in the early childhood years is attracting
interest and focus of the public, particularly in the recent years. It is believed that these
reforms will create a long term positive effects on education in all over the world. The
administration aspects need attention to make this program successful. Government need to
involve community for establishing collaborative partnerships with families. Parents and
caregivers may work with the parents and get their suggestions to improve the early
childhood program.
The composing study takes a keen look at the parental satisfaction of early youth
direction (ECE) programs. The students entering ECE are required to have logically offered
levels of information upon region in the event. Parent’s satisfaction measures are
indistinguishable concerns have been discussed in any case, as for entire ECE. A few
Students enter ECE without the basic aptitudes to meet the subjective informational tasks. In
like manner, a nonattendance of parental association and poor parent teacher relationship in
the ECE years leaves ECE Students inactive. The estimation of parent satisfaction has been
recognized as a fundamental section of early intervention program appraisal. The
clarifications behind the unimportant use of the usage of parent incline as an evaluation
measure.

2.1 Equality in ECE

While a couple audits stressed with issues of value have been grasped in junior
schools direction this point is generally under-asked about in early youthfulness in England.
Early childhood education settings which are arranged in primary schools (Nursery classes
for age 3–4 and Reception for 4–5), as a period of move between play-based learning and a
more formal composed school timetable, give an extraordinary site to the examination of
issues of shortcoming and are over and over slighted similarly as talks of consistency in the
guideline structure more comprehensively. There is a long history of research into the
engendering of variations by monetary status, ethnic social event, parent satisfaction in
schools in England, in perspective of both quantitative and subjective research (Altbach,
1983). An extraordinary piece of the sociological examination has focused on the courses in
13
which school strategies and practices associated with evaluation can work to intentionally
load get-togethers of students, for example by setting them in get-togethers to provide them
additional support, or through entering them for examinations in which they can't fulfill a
high targets (Ango and Sila, 1986).). Thus the discourse has much of the time in view of
issues of deliberateness regarding instructors, who may make judgments which general mean
methodical detachment, or more especially 'institutional dogmatism'. Learning and learners'
both the substance and the methodology for evaluation of the ECE Profile had proposals for
the improvement of "learning" and unmistakable sorts of "learners" in these Reception
classrooms (Aremu&Sokan, 2003).
Disregarding the way that these may seem, by all accounts, to be clear thoughts,
examination of the goals required in the Profile exhibits that it composes particular qualities,
including adjusted choice among activities and instructive modules areas, motivation, poise
in association with principles and the ability to show learning in fitting structures. These
qualities were more significantly regarded in these classrooms than, for example,
commitment to one particular wander, or an unusual condition of capacity in one instructive
modules area. The operation of these requirements was clear in the observations made of
adolescents and recorded in their Profile coordinators, and furthermore through researcher
recognition in the classroom. These elements of a learning and learners normal to the ECE
Profile address a thought about the learner which provides freedom, rational soundness and
self-course (Yeung, Linver and Brooks-Gunn, 2002).

2.2 Parental Satisfaction:

Parent satisfaction is essential to be focused that they have keen interest in the
education of their young generation. Parental satisfaction may be special in connection to
culture to culture and society to society. Parental satisfaction may have particular sorts,
which may have differential effects on educational execution of their youths. Parental
cravings have greater influence upon kid’s educational outcomes. Parental satisfaction may
join practices like helping youths in scrutinizing, asking them to complete their work self-
sufficiently, checking their activities inside the house and outside and giving sharpening
organizations to upgrading their learning in different subjects. The piece of parental
satisfaction in youths' direction has transformed into a central issue in educational game plan
and research. Examine disclosures reinforce the nearness of a positive association between

14
parental satisfaction and educational accomplishment, especially in the discretionary school
years. Regardless, current learning with respect to the nature and size of the effects of
parental satisfaction in primary schools guideline is clashing and limited in augmentation.
Most of the ebb and flow look into has inspected parental satisfaction in the discretionary
schools and focus assessments. Less is considered productive parental satisfaction in
discretionary school (Yahaya, Hashim, Jamaludin & Kadir, 2010).
The present wander hopes to amplify learning of the differing parental practices in
assistant schools preparing, and furthermore their effects on the insightful achievement of
discretionary school understudies. Watchmen expect a critical part in both the home and
school circumstances. All things considered, parental satisfaction is connected with children's
higher achievements in their mother tongue and second language English, enrolment in also
troublesome undertakings, more unmistakable academic productivity, better direct, better
social aptitudes, better cooperation and lower drop-out rates (Walters&Soyibo, 2001).
There are many purposes behind the family gathering and associations with school.
They can upgrade school ventures and school climate, give family organizations and support
and addition parent's capacities and expert, and connect families with others in the school and
in the gathering and help educators with their work. Regardless, the rule inspiration to make
such affiliations is to help young people win in school and in later their practical life.
Parental satisfaction ordered into four far reaching strands; Parental satisfaction in youths'
school-based activities, Parental satisfaction in children's at privately settled activities,
facilitate parental satisfaction in educational activities of children and Indirect parental
satisfaction in academic activities of children (Wedgwood, 2006).
The truth of the matter is that parental satisfaction level contrast among teachers. For
example mother parent of energetic youths, trained or uneducated caregiver, father’s
satisfaction is about their money related status, family establishment and social condition. It
is observed that parental satisfaction with children from early age has been found to contrast
and better outcomes remarkably in building their personalities teachers are discretionary
schools counselors for them, kids endeavor to copy them, and considered them that they are
reliable. They can shape their life as they can. Their satisfaction has constructive outcome on
adolescent’s academic achievement (Deslorges and Abouchar, 2003).

15
2.3 Need for Early Childhood Education
Approximately 70% of Americans agree on the need of better early childhood
preparing (Walberg, 1984). Over the span of late years, kindergarten has been ending up
being progressively asking. Aptitudes effectively tended to in first grade are by and by
foreseen that would be aced in the midst of the kindergarten year. Arrange heading has
transformed into the discretionary instructing system. As kindergarten teachers "fight" to
give rule that deals with the new request, little time is left for child facilitated activities or
center based learning. The weakness to discretion has been uncommonly associated with a
custom educational programs game plan, and investigators proposed showing self-heading
capacities in early youth guideline with a particular true objective to avoid custom
educational modules circumstances in the most recent years (Trusty, 1999). Issues related
with self-heading are connected with unsuccessful audit level execution. Kindergarten
teachers reported that over segment of the adolescents entering kindergarten don't have the
correct stuff and basic for a successful year (Swainson, Bendera, Gordon&Kadzmira, 1998).

2.4 Benefits and Costs of Early Childhood Education

Promoters of comprehensive early youth preparing agree that offering programming
to preschool-developed adolescents would be extravagant, yet they battled that withholding
first class early puberty direction openings would cost all the more later on (Soyibo&Nyong
1984). Money spent in early youth would mean less money spent in puberty and adulthood
While there are both points of interest and costs to giving early youth guideline programs.
Adolescents partaking in early youth preparing programs can benefit them academically,
socially, and monetarily (Soyibo, 1987).

2.5 Benefits of Early Childhood Education:

There are academic, social, and funds related focal points related with the plan of
early youth preparing programs (Shumox& Lomax, 2001). As children demonstrated
academic and social capacities in early youth direction, they advantage academically and
socially at some point not far off. Adolescents who appreciate early pre-adulthood guideline
can get clear vision for their optimum education. They have advantage financially with
higher paying occupations. The Chicago Child-Parent Center Program utilized parental
commitment and home visits as a bit of its program. Adolescents who were enrolled in this

16
early youth preparing program had higher graduation rates, less survey level systems for
upkeeps, and lower wrongdoing rates (Bracey and Stellar, 2003). This financial favorable
position acknowledges social focal points in adulthood as higher wages they earn the more
welfare it will be (Scotton, 1993).

2.6 Academic benefits

First class comprehensive early pre-adulthood preparing for each of the three to four-
year-old’s participation in incredible early direction programs has seemed to propel youths
from the thirtieth to the seventieth percentile on organized examinations. Fabulous early
guideline has been represented to prepare adolescents for the next school years by extending
educational aptitudes. Early childhood education program prepare the children in such a way
they need to fit not only in their next optimum education but also in their practical life
(Schultz, 2002).

2.7 Social benefits

Despite insightful accomplishment, early youth direction is said to offer opportunities
to social and excited learning. Kindergarten teachers report the social and enthusiastic
aptitudes that youths have when they enter kindergarten and engage them in classroom
timetables and learning, relationship with others, and ability of discretion. In addition,
reasonable social and excited direct learning was prescribed to diminish criminal
development in later years. Youths who appreciated early youthfulness guideline programs
stayed married longer than the people who did not participate in these ventures. An
impressive part of these social points of interest are associated with potential monetary
favorable circumstances (Sander, 2001).

2.8 Monetary benefits

Educational and social points of interest, along these lines, would consider higher
wages in adulthood and reducing the prerequisite for social welfare. Adolescents who
appreciated early youth preparing programs had a more noteworthy number of homes than
the people who did not participate in these tasks. For example, for every one dollar that was
put to the children in the High/Scope Preschool Project in the 1960s, there has been a
privilege around thirteen dollar return. Early youth preparing programs that would cut down

17
the rate of future specific educational modules game plans were thought to be monetarily
suitable (Rouse& Barrow, 2006).

2.9 Costs of Early Childhood Education

Early youthfulness preparing is an over the top effort. With a particular ultimate
objective to be seen as practical, an early youth preparing program demands lifted desires
and prerequisites. Giving extraordinary comprehensive early youthfulness direction would be
an excessive endeavor; however various researchers agreed that money spent in early youth
would spare significantly heftier expenses in later schools years and adulthood. In order to
adjust these funds related costs, a couple of ventures deals with a segment day arrange.
Disregarding the way that families may require whole day support their adolescents, there
was no quick verification that proposed a whole day early youth guideline program is more
beneficial for learning and achievement than a segment day program. Whole day early
immaturity guideline programs offered an extended day for youths to be accessible, however
whole day programs in like manner included more rest time, toilet/diaper time, and devour
time recommending that whole day programs don't offer that various more learning open
entryways than part-day programs (Kenya, 2005).

2.10 Early Childhood Education Options

Teachers have variety of early youthfulness preparing ventures to pick among
including Head Start, in-home options, Reggio Emilia programs, Montessori programs,
religious-based activities, and other private decisions. In-home decisions consolidate both
relative and "sitter" decisions. Reggio Emilia and Montessori rely on upon theoretical
structures (Otieno and Yara, 2010).

2.11 Quality of Early Childhood Education

There are upsides and drawbacks related with each early youthfulness preparing
option, additionally, the nature of teaching and organizations gave in each option can move
for the most part. Not all early youth preparing programs give comparable open entryways
and make similar happens. It has been recommended that what includes first rate early youth
guideline. Most early youth guideline openings are represented to be of ordinary quality, with
private early youthfulness preparing programs seen to be of lower quality than open
activities. Head Start activities were of favored quality over other early pre-adulthood

18
preparing programs. Start, early youth particular educational modules programs at
government financed schools, and medicinal concentrations gave the best care. In any case,
what constitutes "quality?" Each of these surveys develop their examinations as for a
substitute plan of factors whereupon to make sense of whether a program was a "quality"
program or not (Okoye, 1982).

2.12 Quality Defined

One strategy for portraying quality is through the point of view of early puberty
direction by the heads and research specialists. Parental affiliation is one way head of early
youth direction programs feel that teacher select one program over another and is a variable
that adds to a splendid early youthfulness preparing program. Teacher youth extents, the
direction and get ready of instructors, the disapproving of method for teachers, and educator
kid interchanges are essential points of view for teachers to consider in the assurance of a
wonderful early immaturity preparing program. Prosperity and furniture and designing were
the components that add to choice early youthfulness direction programs (Ogunniyi, 1983).
A minute strategy for describing quality is through the instructive modules each
program employments. Early youth guideline programs join both academic and social
capacities as a noteworthy part of the instructive modules. Notwithstanding the way that both
academic and social capacity training are parts of magnificent early pre-adulthood programs,
the change of the two movements from program to program (Ogunniyi, 2010). The bigger
piece of kindergarten instructors exhibited social and eager capacities were academic
aptitudes in dealing with a productive kindergarten year and beyond communicating that play
should be the activity of need and not are compelled for a consideration on regular academic
capacity rule. Specifically, performance and spruce up activities were supported by some
early pre-adulthood preparing programs (Odulaja&Ogunwemimo, 1989).

2.13 Benefits of early childhood education

The early adolescence instruction, as a discussion or an aggregate lab or workshop, is
equipped for multi purposes and can deliver numerous, many tasks of regular intrigue and
advantages. Here are only a couple of that can be discovered today as reproducing and co-
developing proficiencies, qualities, and personalities and Co-developing societies of
adolescence to deliver instructions. Practicing and reestablishing participatory majority rules

19
system and dynamic citizenship. Practicing and extending social morals for family
support. Early childhood education is helpful in Strengthening social union and group
solidarity. ECE is supporting the social consideration of kids and families. It provides
resisting overwhelming talks and different types of abuse. It is constructing new talks and
working for social change. Developing the economy and expanding business. It gives
experiences with new instructive and social activities. It is promoting sex and different
balances. (Aremu, 2000).

2.14 Parental Satisfaction in Children’s School-based Learning Activities

Parental satisfaction may have especially essential in school-based activities of their
children. These activities may incorporate contacts with teachers, checking the cooperation
of youths in school, watching their activities in school, checking their periodical insightful
propel reports. Each one of these things might be greatly valuable in more hoisted sum
academic achievements of adolescents. Teachers end up being more stressed over the
learning openings that assistant schools give. As students complete their early childhood
education in school, parents have continuously stress over their youngster's further optimum
education and guideline (Asikhia, 2010).

2.15 Parent Involvement in the Development Process

The dynamic interest of all the partners’ guardians, program executives, program
work force, analysts, and subsidizing offices in the recognizable proof or improvement of
estimation exercises is fundamental. The different gatherings in any program have singular
interests and possibly clashing appraisal motivation. Without data on the improvement
procedure, it is hard to decide if the estimation device has been produced to address the
factors that are identified with parent fulfillment or to highlight positive parts of the program.
To be helpful, an estimation apparatus ought to help guardians in imparting shortcomings or
lacks that can be routed to upgrade program viability (Atieno, Simatwa&Ayodo, 2012).

2.16 The Role of Socio-Economic Factors

There are numerous factors in family creation that impact proficiency training in the
home. Distinctive types of parental inclusion, financial status of the family, school and group
associations, and family structure all assume a part in the instruction of kids. "For illustration,
it is expressed that the low dropout rates in secondary schools can be incompletely clarified

20
by the way that school groups, bolstered by the good management, make and authorize solid
standards against dropping out. A theme that is to a great extent talked about is the means by
which social assets influence a kid's instruction. Numerous contend that youngsters in groups
of high monetary status approach more assets and have a higher advancement of training in
the home. A grasp of an "academic" culture "is identified with intrigue and subjective
capacity required for perusing exercises (Balogun, 1982).

2.17 Why Parent Satisfaction a Concern

Every parent is the best well-wisher of their off springs. They want to see their
children successful in the practical life. They send their children to the school and they have
right to be satisfied about the school and its activities. Parents must be satisfied about the
facilities and activities which are done in the school. (Barnard, 2004).

2.17.1 Effort

The analysis provides a solid underwriting of approaches intended to bolster parental

efforts. Pupil exertion, parental exertion and school exertion each independently have a
positive impact on accomplishment. Parental exertion and student effort supplement each
other. However, school exertion is not complimentary along these lines more effort by
schools induces less exertion by students while prompting more force by guardians. The
study finds that schools react emphatically to student show ever not guardian’s endeavors.
Numerous financial components have an impact in a roundabout way through parental effort
(Chambers and Schreiber, 2004).

2.18 Parental and teacher element

Cooksey and Reidmiller (1997) likewise found the instructive level of
parents as a component related with the parental choice to enlist their youngsters into
early youth training programs. The minding way of educators was one of the main
three elements that impacted parental choice of early youth education programming
for kids. Wellbeing and individual care routines in early adolescence training
projects are essential needs that must be met(Duke, 2000).

2.19 Types of Parental Satisfaction

Significance of parental Satisfaction is the most helpful devices created by the field
up to this point for characterizing parental Satisfaction rehearses and connecting them with
21
certain type of results. This generally acknowledged system helps teachers to create
thorough family school organizations. The six sorts of parental Satisfaction include: child
rearing (helping families with childrearing and child education abilities), imparting (creating
powerful self-teach correspondence), volunteering (making ways that families can wind up
noticeably required in exercises at the school), learning at home (supporting learning
exercises in the home that fortify school educational module), basic leadership (counting
families as chiefs through school-locales gatherings, councils) and teaming up with the group
(coordinating group administrations with family needs and serving the group). Each kind of
Parental Satisfaction envelops an assortment of practices to be attempted by educators,
guardians, and understudies and is hypothetically connected with an assortment of
unmistakable results for students, instructors, and guardians also. Instructors, alongside
guardians, are urged to choose those practices liable to deliver the sorts of results that
harmonize most intimately with their requirements, objectives, and limits. It is stresses that
not all parental Satisfaction prompts to enhance the student’s accomplishment; they choose to
come about (created by each of six sorts) that ought to help in adjusting the misperception
that any practice includes families will bring up the kids' for accomplishment the test scores
(Eamon, 2005).
Researchers noticed that while certain practices are probably going to impact
understudies' test scores, others are intended to create results identified with demeanor and
practices. Epstein takes note of that huge numbers of the conceivable auxiliary or
backhanded impacts of a specific parental Satisfaction practice are not yet caught on. For
instance, parental Satisfaction in sort three (Volunteering) or sort five (Decision-production)
exercises may come about first in guardians' inclination more associated with their
youngsters' schools, which may, thus, prompt different sorts of Parental Satisfaction that will
in the long run deliver results identified with understudy accomplishment (Eitle, 2005).

2.19.1 Type One: Parenting

Schools must help families make home situations that bolster learning by furnishing
them with data about such issues as kids' wellbeing, sustenance, training, youths' needs, child
education methodologies. In the meantime, schools must look to comprehend and fuse parts
of their understudies' family life into what is educated in the classroom. Schools are tested to
guarantee that all families who require this sort of data get it in suitable ways. Results related

22
with sort one exercises incorporate upgrades in understudies' conduct, school participation,
time administration aptitudes, and attention to the significance of school values. Parent
results incorporate enhanced trust in, and comprehension of, child education practices,
attention to the difficulties in child education, and a feeling of support from schools and
others. Educator related results incorporate most excellent a superior comprehension of, and
regard for, their understudies' families (Fakeye&Ogunsiji, 2009).

2.19.2 Type Two: Communicating

A few schools have found a way to guarantee that guardians are conveyed to the
schools right on time in the school year, before understudies create issues, so that their first
correspondence with them might be positive in nature. School must utilize an assortment of
strategies for speaking with guardians about their kids' advancement, choices influencing
upon their kids, and school programs when it is said that all in done. These incorporate
parent-educator meetings, telephone contact, report cards. A few schools sign contracts with
guardians in which desires for understudies, instructors, and guardians are unmistakably
outlined. Results related with sort two exercises incorporate understudies' enhanced attention
to their own particular scholarly advance, more educated choices about courses, and a
comprehension of school arrangements. Guardians are probably going to develop in their
comprehension of school projects and arrangements. They will create harmony in
communicating with instructors and a more prominent limit with regards to observing their
youngsters' advancement and reacting to their issues. Educators are relied upon to create
assorted instruments for speaking with guardians and a capacity to tap the parent system to
evoke the families to see their kid’s progress (Fowowe, 1988).

2.19.3 Type Three: Volunteering

Schools improve their association with families by urging them to volunteer in school
exercises and go to class occasions. Families who partake voluntarily in school affairs
develop more comfortable relations with their kids' schools and instructors. Volunteering
endeavors that tap parental gifts improve school programs and, especially in upper
evaluations, encourage individual learning. The utilization of a volunteer organizer is
exhorted particularly at optional school levels, where coordination of volunteer gifts and time
with instructor and understudy needs turns out to be progressively intricate. Schools are

23
tested to characterize the term volunteer extensively enough to suit an extensive variety of
parental gifts and calendars. They are additionally tested to urge understudies to volunteer in
their group as a major aspect of the learning procedure. Sort three exercises are intended to
improve understudies' abilities in speaking with grown-ups; furnish them with presentation to
a wide assortment of grown-up aptitudes, occupations, and so forth and help them to build up
their own particular abilities with the support of volunteer guides and tutors. Guardians are
probably going to build up a more prominent thankfulness for the work of educators, build up
their own particular aptitudes, and become progressively agreeable in working with their
youngsters and connecting with others at school. At long last, educators will have the
capacity to give careful consideration to individual understudies therefore of volunteer offer
assistance. They are additionally liable to end up plainly more open to including guardians in
shifted ways and build up gratefulness for the parents (Franken&Wallen, 2000).

2.19.4 Type Four: Learning at Home

Most parental cooperation in kids' training happens in the home. Schools must
endorse upon what guardians are now doing in helping their youngsters at home learning
exercises that strengthen what is being instructed in school. Schools ought to intend to build
guardians' comprehension of the educational programs and the abilities their kids need to
create at each phase in their tutoring. Schools should likewise illuminate guardians about
their frameworks of following understudies and different practices with the goal that
guardians may help to settle on choices that are in their youngsters' best advantages. Sort four
exercises may help to connect any social or class disengages amongst home and school
conditions. Schools are hence tested to plan a menu of intelligent work that taps guardians'
bolster aptitudes and includes them in the learning forms. Schools should likewise work with
guardians to guarantee that understudies set scholarly objectives, get ready for profession
moves, and make fitting to course determinations. Results related with sort four exercises
incorporate enhanced understudy test scores and different abilities connected to homework.
Students are likewise more prone to view themselves as learners and to see their folks as
instructors. Sort four exercises are likewise connected with more homework finished and
better states of mind toward schoolwork. Guardians may start to see their youngsters more as
learners and create trust in their own capacities to instruct and bolster the instructive
procedure. They are additionally more inclined to take part in discourses of schoolwork with

24
their youngsters. Sort four practices can help educators grow better homework assignments.
In addition to other things, educators are relied upon to create more prominent fulfillment
with family contribution as they witness the bolster a wide range of families can give to the
students (Fuller, 1985)

2.19.5 Type Five: Decision-making

Including guardians in administration, basic leadership, and support parts is yet

another methodology for sustaining joins amongst schools and guardians. As parental interest
in basic leadership, when it is extensive program including guardians in learning bolster
exercises also, is related with enhanced understudy’s results. Parent and group association in
basic leadership may likewise help to make schools more responsible to the group. Parental
interest in school basic leadership might be reinforced by incorporating guardians in school
site boards, parent-educator affiliations, and different advisory groups. Results from sort five
exercises incorporate the advantages of strategies that are established for the benefit of
understudies. Understudies are additionally prone to end up noticeably mindful of family
portrayal in school choices. Guardians are relied upon to create open doors for info,
sentiments of proprietorship, a comprehension of strategies, and a feeling of association with
different families. Instructors will probably turn out to be progressively mindful of the part of
guardians' points of view in approach advancement (Gamoran,1992).

2.19.6 Type Six: Collaborating with the Community

Schools and families must draw frequently upon group assets to bolster their
endeavors to instruct kids. Truth be told, group delegates and assets might be tapped for each
of the other five sorts of association: speaking with families, volunteering, supporting
learning, and taking an interest in school boards. Student’s results are most noteworthy when
families, schools, and group associations and pioneers cooperate. Youngsters are given more
open doors for learning and for connecting school information with certifiable open doors.
They connect with people, other than their folks and educators, who strengthen the
significance of learning. Results related with sort six exercises incorporate expanded abilities
and gifts for those understudies taking part in beneficial additional curricular projects.
Understudies may likewise build up a superior comprehension of this present reality and
vocation choices. They will likewise probably associate with different families in the group.

25
Instructors are relied upon to build up a comprehension of assets accessible to enhance the
educational programs. They ought to likewise build up a limit with regards to working with
and tapping an assortment of group accomplices (Halle, Kurtz-Costes& Mahoney, 1997).

26
Chapter 3
METHODOLOGY
In this section a scientist methodology was utilized for gathering information about the
theme, namely, the impact of ECE rooms on parents’ fulfillment and students’ performance
at secondary level. The study was executed at optional level in region Toba Tek Singh. The
means of research principally included, but were not limited to, population of the study, test
of study, sampling, resources and instruments like surveys and accumulation of information.
After description of these means and resources in this section, the technique utilized for study
is described in detail.

3.1 Population of the Study

Population is a characterized gathering of individuals under research-based study. It may
include the different substances utilized for research. In principal, students and their parents
constitute the population of the study.

3.2 Sample of the Study

The inhabitants in the research comprised of the understudies, the students, of local
Government high schools of Toba Tek Singh (N= 60) and the parents of these students (N=
60).

3.3 Types of Research

Basic research method was used for the aforesaid purpose. The concentration throughout the
research was to explore the impact of ECE rooms on parents fulfillment and that of learning-
by-doing on the students selected randomly from different schools of Toba Tek Singh.
Essential research is likewise called immaculate research/major research. In this sort research
is precise research. It gives the bearing toward more prominent learning and comprehension
of the essential parts of the marvel without application is item at the top of the priority list.
This examination utilizes as a part of all branches of learning.

3.3.1 Sampling techniques

Purposive sampling techniques used in this study.

27
3.3.2 Resources of the Study

In this study used the following resources:

 Facilities available in the relevant Research Institute at GC University
 Mobile & PTCL phone for making contact
 Computer software for data analysis, and Internet

3.4 Instrument for the Data Collection

Two questionnaires were used for collecting data. These questionnaires consisted of several
MCQs items (each). Questionnaires were distributed in students and parents. Prepared only
two questionnaires for this study because standard questionnaire was not provided by the
supervisor.

3.5 Procedure of the Study

This survey was planned to know the impact of ECE rooms on Parents Satisfaction and
understudy's execution at helper level in District Toba Tek Singh in the midst of 2017. The
sort of research was principal and expressive. The understudies were thinking about in
Government schools in District Toba Tek Singh. The case of study was 60 understudies and
60 guardians of the understudies.

3.6 Data Analysis

The data regarding the principal objective of the research work was gathered via
questionnaires and surveys in terms of responses of students, parents and teachers. This data
was then converted into digital form in Excel sheets. The statistical results of the aforesaid
questionnaires and surveys were then built into tabular form. This tabular information was
then further used to display it in the form of bar-graphs. Towards the end, discoveries
obtained in % age were used to infer or draw any specific conclusions. These conclusions
were then further assessed for future recommendations.

28
Chapter 4
ANALYSIS OF THE DATA
This chapter presents the results of this research. Statistical Procedure for Social
Science (SPSS) 16 version was used for data analysis. Analysis consists of; Descriptive
statistics and independent sample t-Test.

Student’s Parents Response

Table 4.1 What type of early childhood education program did you choose for your
child
Response Frequency Percentage
Regular ECE program 48 80
Separate class 2 3.3
Home 10 16.7
Total 60 100.0

Table 1 show that what type of early childhood education program did you chooses
for your child is regular ECE program which is quantitatively 80%. 3% parent’s response is
separate classes’ option while according to about 16.7 % parents choose the home option for
early childhood education for their child.
60

50

40

30
Frequency

20

10

0
Regular ECE program Separate class Home

Figure 4.1 What type of early childhood education program did you choose for your
child

29
Table 4.2 What type of Regular Early Childhood Program does/did your child attend
Response Frequency Percentage
Private preschool 22 36.7
Regular public school 34 56.7
Home 4 6.7
Total 60 100

Table 2 shows that what type of regular early childhood program does/did your child
attend which is preference private preschool quantitatively 36.7%. 56.7% parent’s response is
regular public school while according to about 6.7 % parents choose the home option for
early childhood education for their child.

40

35

30

25

20
Frequency

15

10

0
Private preschool Regular public school Home

Figure 4.2 What type of Regular Early Childhood Program does/did your child attend

30
Table 4.3 What type of separate class does/did your child attend
Response Frequency Percentage
Private Preschool 20 33.3
Regular public school 35 58.3
Home 5 8.3
Total 60 100.0

Table 3 shows that what type of separate class does/did your child attend which is
preference private preschool quantitatively 33.3%. 58.3% parent’s response is regular public
school while according to about 8.3 % parents choose the home option for early childhood
education for their child.

40

35

30

25

20
Frequency

15

10

0
Private Preschool Regular public school Home
Figure 4.3 What type of separate class does/did your child attend

31
Table 4 What type of home setting does/did your child attend?
Response Frequency Percentage
with a parent 31 51.7
with a family member 27 45.0
with a sister 2 3.3
Total 60 100.0

Table 4 shows that what with type of home setting does/did your child attend which is
with a parent quantitatively 51.7%. 45% parent’s response is with a family member while
according to about 3.3 % parents choose the with a sister option for early childhood
education for their child.

35

30

25

20

Frequency
15

10

0
with a parent with a family member with a sister

Figure 4 What type of home setting does/did your child attend?

32
Table 5 The activity used in the ECE room is according to
Response Frequency Percentage
Subject to teach 32 53.3
Environment 18 30
Irrelevant to subject 10 16.7
Total 60 100

Table 5 shows that activity used in the ECE room is according to which is Subject to
teach quantitatively 53.3%. 30% parent’s response is with environment while according to
about 16.7 % parents choose Irrelevant to subject option for early childhood education for
their child.

35

30

25

20

Frequency
15

10

0
Subject to teach Environment Irrelevant to subject

Figure 5 The activity used in the ECE room is according to

33
Table 6 The activity used in ECE room to teach the student
Response Frequency Percentage
Up to the mental level 10 16.7
Below the mental level 40 66.7
Above the mental level 10 16.7
Total 60 100.0

Table 6 shows that the activity used in ECE room to teach the students which is Up to
the mental level quantitatively 16.7%.66.7% parent’s response is with Below the mental level
while according to about 16.7 % parents choose Above the mental level, .

45

40

35

30

25
Frequency
20

15

10

0
Up to the mental level Below the mental level Above the mental level

Figure 6 The activity used in ECE room to teach the student

34
Table 7 Your child able to read
Response Frequency Percentage
Urdu 34 56.7
English 15 25
Both 11 18.3
Total 60 100.0

Table 7 shows that the activity used in your child able to read which is urdu
quantitatively 56.7%. 25% parent’s response is with english while according to about 18 %
parents choose both; child able to read.

40

35

30

25

20
Frequency

15

10

0
Urdu English Both

Figure 7 Your child able to read

35
Table 8 Your child able to understand counting
Response Frequency Percentage
Read 11 18.3
Write 16 26.7
Both 33 55.0
Total 60 100.0

Table 8 shows that child able to understand counting which is read quantitatively
18%. 26.7% parent’s response is with write while according to about 55% parents choose
both for the child able to read and write.

35

30

25

20

Frequency
15

10

0
Read Write Both

Figure 8 Your child able to understand counting

36
Table 9 Your child able to identify the things
Response Frequency Percentage
Some 28 46.7
All commonly used 26 43.3
Not at all 6 10.0
Total 60 100.0

Table 9 shows that child able to identify the things is some quantitatively 46.7%. 43%
parent’s response is with all commonly used while according to about 10% parents choose
Not at all.

30

25

20

15
Frequency

10

0
Some All commonly used Not at all

Figure 9 Your child able to identify the things

37
Table 10 Your child able to solve simple addition problems
Response Frequency Percentage
Simple 24 40.0
Complex but without carry 30 50.0
Both 6 10.0
Total 60 100.0

Table 10 shows that child able to identify the things is some quantitatively 46.7%. 43%
parent’s response is with all commonly used while according to about 10% parents choose
Not at all.

35

30

25

20

Frequency
15

10

0
Simple Complex but without carry Both

Figure 10 Your child able to solve simple addition problems

38
Table 11 Your child know table of mathematics such as
Response
Frequency Percentage
2 27 45.0
2&3 16 26.7
up to 5 17 28.3
Total 60 100.0

Table 11 shows that child know table of mathematics is first option quantitatively
45%. 26% parent’s response is with 2 & 3 while according to about 28% parents choose up
to 5 option.

30

25

20

15
Frequency

10

0
2 2&3 up to 5

Figure 11 Your child know table of mathematics such as

39
Table 12 Your child able to write counting up to
Response Frequency Percentage
9 27 45.0
50 27 45.0
100 6 10.0
Total 60 100.0

Table 12 shows that child able to write counting up to is first option quantitatively
45%. 45% parent’s response is with 50 while according to about 10% parents choose up to
3rd option.

30

25

20

15
Frequency

10

0
9 50 100

Figure 12 Your child able to write counting up to

40
Table 13 The performance of the student studying in ECE room is
Response Frequency Percentage
Excellent 28 46.7
Good 25 41.7
Average 7 11.7
Total 60 100.0

Table 13 shows that the performance of the students studying in ECE room is first
option excellent quantitatively 46.7%. 41.7% parent’s response is with good while according
to about 11.7% parents choose up to average option.

30

25

20

15
Frequency

10

0
Excellent Good Average

Figure 13 The performance of the student studying in ECE room is

41
Table 14 Students done their home work
Response Frequency Percentage
without guidance 20 33.3
with parents guidance 33 55
with the help of tutor 7 11.7
Total 60 100

Table 14 shows that student done their homework is without guidance quantitatively
33%. 55% parent’s response is with parents guidance while according to about 11.7% parents
choose with the help of tutor.

35

30

25

20

Frequency
15

10

0
without guidance with parents guidance with the help of tutor

Figure 14 Students done their home work

42
Table 15 The remarks of the teacher about the student performance
Response Frequency Percentage
Excellent 12 20
Good 39 65
Not satisfied 9 15
Total 60 100

Table 15 shows that remarks of teacher about the student performance are excellent
guidance quantitatively 20%. 65% parent’s response is with good while according to about
15% parents choose with the not satisfied.

45

40

35

30

25
Frequency
20

15

10

0
Excellent Good Not satisfied

Figure 15 The remarks of the teacher about the student performance

43
Table 16 The environment of the ECE room during teaching is
Response Frequency Percentage
Learning 21 35
Average 26 43.3
Below average 13 21.7
Total 60 100

Table 16 shows that the environment of ECE room during teaching is learning
quantitatively 35%. 43% parent’s response is with average while according to about 13%
below average.

30

25

20

15
Frequency

10

0
Learning Average Below average

Figure 16 The environment of the ECE room during teaching is

44
Table 17 The involvement of the students during the teaching is
Response Frequency Percentage
25% 16 26.7
50% 18 30
above 50% 26 43.3
Total 60 100

Table 17 shows that the involvement of the student during the teaching is 25%
quantitatively 26.7%. 30% parent’s response is with 50% while according to about 13%
above 50%.

30

25

20

15
Frequency

10

0
25% 50% above 50%

Figure 17 The involvement of the students during the teaching is

45
Table 18
Mean and Standard Deviation of the all responses of Parents (N= 60)
Statements Mean Std. Deviation
What type of early childhood education program did
you choose for your child 1.37 .758
What type of Regular Early Childhood Program
does/did your child attend 1.70 .591
What type of separate class does/did your child attend 1.75 .600
What type of home setting does/did your child attend? 1.52 .567
The activity used in the ECE room is according to 1.63 .758
The activity used in ECE room to teach the student 2.00 .582
Your child able to read 1.65 .820
Your child able to understand counting 2.37 .780
Your child able to identify the things 1.63 .663
Your child able to solve simple addition problems 1.70 .646
Your child know table of mathematics such as 1.83 .847
Your child able to write counting up to 1.65 .659
The performance of the student studying in ECE room is 1.65 .685
Students done their home work 2.17 .557
The remarks of the teacher about the student
performance 1.95 .594
The environment of the ECE room during teaching is 1.87 .747
The involvement of the students during the teaching is 2.17 .827

Table No. 18 shows that Mean and Standard Deviation of the all responses of Parents
responses.

46
 Students’ Response
Table 19 Do you like to study in
Response Frequency Percentage
Regular ECE program 54 90
Separate 1 1.6
Home 5 6.4
Total 60 100

Table 19 shows that are you like to study in regular ECE program is quantitatively
90%. 1.6% student’s response is with separate while according to about 6.4% above in home.

60

50

40

30
Frequency

20

10

0
Regular ECE program Separate Home

Figure 19 Do you like to study in

47
Table 20 Do you study in
Response Frequency Percentage
Private preschool 16 26.7
Regular public school 36 60.0
Home 8 13.3
Total 60 100.0

Table 20 shows that are you study in private preschool is quantitatively 26.7%. 60%
student’s response is with regular public school while according to about 13% above in
home.

40

35

30

25

20
Frequency

15

10

0
Private preschool Regular public school Home

Figure 20 Do you study in

48
Table 21 In which class you study
Response Frequency Percentage
KG 1 40 66.7
KG 2 11 18.3
Prep 9 15.0
Total 60 100.0

Table 21 shows that students study in different classes. In KG 1 66.7% students

involved and also other classes.

45

40

35

30

25
Frequency
20

15

10

0
KG 1 KG 2 Prep

Figure 21 In which class you study

49
Table 22 How do you done your homework
Response Frequency Percentage
With a parent 34 56.7
With family 13 21.7
With a tutor 13 21.7
Total 60 100.0

Table 22 shows that how do you done your homework with a parent is quantitatively
56.7%. 21.7% student’s response is with family while according to about 21.7% with a tutor.

40

35

30

25

20
Frequency

15

10

0
With a parent With family With a tutor

Figure 22 How do you done your homework

50
Table 23 The activity used in the ECE room is
Response Frequency Percentage
Easy 28 46.7
Difficult 22 36.7
According to the mental level 10 16.7
Total 60 100

Table 23 shows that activity used in the ECE room is easy with a parent are
quantitatively 46.7%. 36.7% student’s response is with difficult while according to about
16.7% with according to the mental level.

30

25

20

15
Frequency

10

0
Easy Difficult According to the mental level

Figure 23 The activity used in the ECE room is

51
Table 24 The activity used in ECE room to teach the student
Response Frequency Percentage
Up to the mental level 28 47.5
Below the mental level 17 27.9
Above the mental level 15 23.0
Total 60 100.0

Table 24 shows that activity used in the ece room to teach the students is easy with up
to the mental level are quantitatively 47.5%. 27.9% student’s response is with below the
mental level while according to about 23% with above the mental level.

30

25

20

15
Frequency

10

0
Up to the mental level Below the mental level Above the mental level

Figure 24 The activity used in ECE room to teach the student

52
Table 25 Are you able to read
Response Frequency Percentage
Urdu 45 75
English 9 15
Both 6 10
Total 60 60

Table 25 shows that the are you able to read which is urdu quantitatively 75%. 15%
student’s response is with english while according to about 10 % students choose both; child
able to read english and urdu.

50

45

40

35

30

25
Frequency
20

15

10

0
Urdu English Both

Figure 25 Are you able to read

53
Table 26 Are you able to understand counting
Response Frequency Percentage
Read 24 40.0
Write 29 48.3
Both 7 11.7
Total 60 100.0

Table 26 shows that child able to understand counting which is read quantitatively
40%. 48% student’s response is with write while according to about 11.7% students choose
both for the able to read and write.

35

30

25

20

Frequency
15

10

0
Read Write Both

Figure 26 Are you able to understand counting

54
Table 27 Are you able to identify the things
Response Frequency Percentage
Some 28 46.7
All commonly used 16 26.7
Not at all 16 26.7
Total 60 100.0

Table 27 shows that child able to identify the things is some quantitatively 46.7%.
26.7% student’s response is with all commonly used while according to about 26.7%
students choose Not at all.

30

25

20

15
Frequency

10

0
Some All commonly used Not at all

Figure 27 Are you able to identify the things

55
Table 28 Are you able to solve simple addition problems
Response Frequency Percentage
Simple 29 48.3
Complex but without carry 11 18.3
Both 20 33.3
Total 60 100.0

Table 28 shows Are you able to solve simple addition problem is simple
quantitatively 48.3%. 18.3% student’s response is complex but used while according to about
33% students choose option both.

35

30

25

20

Frequency
15

10

0
Simple Complex but without carry Both

Figure 28 Are you able to solve simple addition problems

56
Table 29 Are you know table of mathematics such as
Response Frequency Percentage
2 19 31.7
2&3 28 46.7
up to 5 13 21.7
Total 60 100.0

Table 29 shows that students know table of mathematics is first option quantitatively
31.7%. 46.7% student’s response is with 2 & 3 while according to about 21.7% students
choose up to option 5.

30

25

20

15
Frequency

10

0
2 2&3 up to 5

Figure 29 Are you know table of mathematics such as

57
Table 30 Are you able to write counting up to
Response Frequency Percentage
9 31 51.7
50 20 33.3
100 9 15.0
Total 60 100.0

Table 12 shows that child able to write counting up to is first option quantitatively
45%. 45% parent’s response is with 50 while according to about 10% parents choose up to
3rd option.

35

30

25

20

Frequency
15

10

0
9 50 100

Figure 30 Are you able to write counting up to

58
Table 31 Your result is
Response Frequency Percentage
Excellent 23 38.3
Good 22 36.7
Below average 15 25
Total 60 100

Table 31 shows that the result of the students is first option excellent quantitatively
38%. 36.7% student’s response is with good while according to about 25% students choose
below to average option.

25

20

15

Frequency
10

0
Excellent Good Below average

Figure 31 Your result is

59
Table 32 You complete your home work in
Response Frequency Percentage
1 hour 19 31.7
2 hours 29 48.3
more than 2 hours 12 20.0
Total 60 100.0

Table 32 shows that student done their homework is 1 hour quantitatively 31.7%.
48% student’s response is with parents guidance while according to about 20% students
choose more than 2 hours.

35

30

25

20

Frequency
15

10

0
1 hour 2 hours more than 2 hours

Figure 32 You complete your home work in

60
Table 33 You complete your home work in
Response Frequency Percentage
Excellent 24 40
Good 23 38.3
Satisfactory 13 21.7
Total 60 100

Table 33 shows that remarks of teacher about the student performance are excellent
quantitatively 40%. 38% student’s response is with good while according to about 21.7%
student chooses with the satisfactory.

30

25

20

15
Frequency

10

0
Excellent Good Satisfactory

Figure 33 You complete your home work in

61
Table 34 The environment of the ECE room during teaching is
Response Frequency Percentage
Learning 25 41.7
Average 25 41.7
below average 10 16.7
Total 60 100

Table 34 shows that the environment of ECE room during teaching is learning
quantitatively 41.7%. 41.7% students’ response is with average while according to about
16.7% below average.

30

25

20

15
Frequency

10

0
Learning Average below average

Figure 34 The environment of the ECE room during teaching is

62
Table 35 You understand the lesson your teacher teach you
Response Frequency Percentage
First time 24 40
on repetition 13 21.7
with the help of tutor 23 38.3
Total 60 100

Table 35 shows that the student understand the lesson your teacher teach you is first
time quantitatively 40%. 21.7% students’ response is with on repetition while according to
about 38.3% with the help of tutor.

30

25

20

15
Frequency

10

0
First time on repetition with the help of tutor

Figure 35 You understand the lesson your teacher teach you

63
Table 36
Mean and Standard Deviation of the all responses of Students (N= 60)
Statements Mean Std. Deviation
Do you like to study in 1.45 .723
Do you study in 1.87 .623
In which class you study 1.48 .748
How do you done your homework 1.65 .820
The activity used in the ECE room is 1.70 .743
The activity used in ECE room to teach the student 1.78 .825
Are you able to read 1.35 .659
Are you able to understand counting 1.72 .666
Are you able to identify the things 1.80 .840
Are you able to solve simple addition problems 1.85 .899
Do you know table of mathematics such as 1.90 .730
Are you able to write counting up to 1.63 .736
Your result is 1.87 .791
you complete your home work in 1.88 .715
The remarks of your teacher about your
performance 1.82 .770
The environment of the ECE room during teaching
is 1.75 .728

You understand the lesson your teacher teach you 1.98 .892

Table No. 36 shows that Mean and Standard Deviation of the all responses of
students.

64
Table No. 37
Gender differences in parents’ level of satisfaction with the quality of ECE rooms (N =
60)

Fathers Mothers
(n=30) (n=30) 95% CI

Variables M SD M SD T p LL UL

31.76 3.191 29.73 4.322 2.073 .043 .069 3.996

Responses

Table no. 37 results indicate that there are no significant differences in parents’ level
of satisfaction with the quality of ECE education between male and female parents.

65
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
The type of early childhood education chosen by parents for their children may be
home based or a separate class. In this regard, 80.3% of the surveyed parents showed their
response in favor of ECE class while 19.7 % in favor of home guidance.What type of early
childhood education program did you chooses for your child is regular EC program which is
quantitatively 80%. 3% parent’s response is separate classes’ option while according to about
16.7 % parents choose the home option for early childhood education for their child. What
type of regular early childhood program does/did your child attend which is preference
private preschool quantitatively 36.7%. 56.7% parent’s response is regular public school
while according to about 6.7 % parents choose the home option for early childhood education
for their child. What type of separate class does/did your child attend which is preference
private preschool quantitatively 33.3%. 58.3% parent’s response is regular public school
while according to about 8.3 % parents choose the home option for early childhood education
for their child. What type of home setting does/did your child attend which is with a parent
quantitatively 51.7%. 45% parent’s response is with a family member while according to
about 3.3 % parents choose the with a sister option for early childhood education for their
child.
ECE room is according to which Subject is to teach quantitatively 53.3%. 30%
parent’s response is with environment while according to about 16.7 % parents choose
Irrelevant to subject option for early childhood education for their child. The activity used in
ECE room to teach the students which is Up to the mental level quantitatively 16.7%.66.7%
parent’s response is with Below the mental level while according to about 16.7 % parents
choose Above the mental level.
The activity used in your child able to read which Urdu quantitatively 56.7% is. 25%
parent’s response is with English while according to about 18 % parents choose both; child
able to read. Child able to understand counting which is read quantitatively 18%. 26.7%
parent’s response is with write while according to about 55% parents choose both for the
child able to read and write. Child able to identify the things is some quantitatively 46.7%.

66
43% parent’s response is with all commonly used while according to about 10% parents
choose Not at all. Child able to identify the things is some quantitatively 46.7%. 43%
parent’s response is with all commonly used while according to about 10% parents choose
Not at all. Child knows table of mathematics is first option quantitatively 45%. 26% parent’s
response is with 2 & 3 while according to about 28% parents choose up to 5 options. Child
able to write counting up to is first option quantitatively 45%. 45% parent’s response is with
50 while according to about 10% parents choose up to 3rd option. The performance of the
students studying in ECE room is first option excellent quantitatively 46.7%. 41.7% parent’s
response is with good while according to about 11.7% parents choose up to average option.
Student done their homework is without guidance quantitatively 33%. 55% parent’s
response is with parent’s guidance while according to about 11.7% parents choose with the
help of tutor. Remarks of teacher about the student performance are excellent guidance
quantitatively 20%. 65% parent’s response is with good while according to about 15%
parents choose with the not satisfied. The environment of ECE room during teaching is
learning quantitatively 35%. 43% parent’s response is with average while according to about
13% below average The involvement of the student during the teaching is 25% quantitatively
26.7%. 30% parent’s response is with 50% while according to about 13% above 50%. You
like to study in regular ECE program is quantitatively 90%. 1.6% student’s response is with
separate while according to about 6.4% above in home.
You study in private preschool is quantitatively 26.7%. 60% student’s response is
with regular public school while according to about 13% above in home. Students study in
different classes. In KG 1 66.7% students involved and also other classes. How you done
your homework with a parent do is quantitatively 56.7%. 21.7% student’s response is with
family while according to about 21.7% with a tutor. Activity used in the ECE room is easy
with a parent are quantitatively 46.7%. 36.7% student’s response is with difficult while
according to about 16.7% with according to the mental level.
The students’ response regarding the questionnaire that whether Activity the
activities used in ECE room comply with their mental level was distributive in nature. In
quantitative terms, 47.5% of the total students surveyed are of the view that the activities in
the ECE room are of their mental level. However, 23% students are of the view that the ECE
room activities are below their mental level while 27% students think that the ECE room

67
activities are above their mental level. used in the ECE room to teach the students are easy
with up to the mental level is quantitatively 47.5%. 27.9% student’s response is with below
the mental level while according to about 23% with above the mental level. YouThe survey
concerning the ability of the students to read Urdu and English made it known that able to
read which is urdu quantitatively 75% of the students taught in ECE room environment are
capable to read Urdu. However, only 15% students are found to be able to read English,
while only 10% are able to read both Urdu and English.. 15% student’s response is with
English while according to about 10 % students choose both; child able to read English and
Urdu. Child able to understand counting which is read quantitatively 40%. 48% student’s
response is with write while according to about 11.7% students choose both for the able to
read and write. Child able to identify the things is some quantitatively 46.7%. 26.7%
student’s response is with all commonly used while according to about 26.7% students
choose Not at all. You able to solve simple addition problem is simple quantitatively 48.3%.
18.3% student’s response is complex but used while according to about 33% students choose
option both. Students know table of mathematics is first option quantitatively 31.7%. 46.7%
student’s response is with 2 & 3 while according to about 21.7% students choose up to
option 5.
Child able to write counting up to is first option quantitatively 45%. 45% parent’s
response is with 50 while according to about 10% parents choose up to 3rd option. The result
of the students is first option excellent quantitatively 38%. 36.7% student’s response is with
good while according to about 25% students choose below to average option. Student done
their homework is 1 hour quantitatively 31.7%. 48% student’s response is with parent’s
guidance while according to about 20% students choose more than 2 hours.
As far as the grading of the students’ performance, by teachers, is concerned, 40.6%
of the teachers surveyed are of the view that the students’ performance is Excellent, 37.8%
think it is Good and 21.6% Remarks of teacherresponded in favor of just Satisfactory. about
the student performance are excellent quantitatively 40%. 38% student’s response is with
good while according to about 21.7% student chooses with the satisfactory. The level of
learning environment of ECE room during is found to be above average by 41.6% students,
average by teaching is learning quantitatively 41.7% students and below average by . 41.7%
students’ response is with average while according to about 116.7% students.below average.

68
Quantitatively, 40% of the students understand the lesson only after one time teaching, 21.7
% of the students do the same after one time repetition while 38.3% need the tutor’s help to
grasp the lesson. The student understands the lesson your teacher teach you is first time
quantitatively 40%. 21.7% students’ response is with on repetition while according to about
38.3% with the help of tutor. Results also indicate that there are no significant differences in
parents’ level of satisfaction with the quality of ECE education between whether they are
male and or female parents.

Conclusions
The data obtained by questionnaires and surveys provide a solid basis to infer that
nearly half of the students and approximately the same proportion of teachers and parents
Less than half of the respondents are of the view point that favored that statement that the
early childhood education program is very good for the students. regular EC program. The
majority of the students surveyed are found to be of the view that ECE environment is
particularly best for KG 1 level. A large number of the respondents favored the statement that
class you study KG 1. Basically The learning environment of the ECE room during teaching
is generally learning found satisfactory. Results also indicate that there are no significant
differences in parents’ level of satisfaction with the quality of ECE education between male
and female parents.

Discussion and Recommendations

Children are the possible destiny of any nation. However, the height of this destiny
depends on the guideline that they get today, a comparable kind of preparing they will apply
on themselves or their nation future (Abby, et al., 1999). The presented research in this thesis
has surfaced up the need that the Government will must improve the outcomes and life
chances of all youths all the schools regarding the ECE environment. Such an action taken by
Government is expected to enhance the Schools will be logically dependable to gatekeepers
for the educational progress and as well as to assist in achieving the desired goals particularly
set for early childhood education. Achievement of understudies. Children are the possible
destiny of any nation depends on the guideline that they get today, a comparable kind of
preparing they will apply on themselves or their nation future (Abby, et al., 1999).

69
 Results also indicate that there are no significant differences in parents’ level of
satisfaction with the quality of ECE education between male and female parents.
Built up that teachers who were then demonstrating a segment of the adolescents who
had shared were met. Data was accumulated on 60 individuals, and on 60 examination kids
(Bauch & Golding, 1995). Set up that on a review to survey how an example of close-by
experts and preparing providers knew and grasped their close-by gatherings, and how they
helped learners to make a positive sense of duty regarding society (Hagelstein, Graham &
Weiner, 1991).
Parental consideration may need to be more vigilant regarding have to a great degree
fundamental in the school-based activities of their children. These activities may incorporate
include contacts with instructors, checking the interest of youths their kids in school,
watching their activities in school and periodically, checking their periodical academic propel
progress reports. Each one of these things measures may prove, in the long run, might be to a
great degreevery helpful in more achieving the academic goals set initially for the students as
well as for the teachers. However, parents lifted sum academic achievements of adolescents.
Watchmen may end up being more stressed over the learning process if they do not play their
active role in the teacher-student-parent triangle. Openings that discretionary schools give.
As youths students move from the inside school level to assessments to the discretionary
schoothe college level, they can grow mentally and morally in a better way provided they
have achieved the pre-set goals in their early childhood education.l, watchmen in like manner
come to fruition their enlightening wishes for their children. As understudies complete school
direction, gatekeepers end up being continuously stressed over their young person's further
preparing and about the effects of assistant school programs on postsecondary openings
(Levine, 2003; Fan & Chen, 2001).
T Researchers he present research suggests that s that parents must also
appreciate and support the school related activities. For instance, they must be collaborative
in watchmen appreciate no less than one school related activities, for instance, parent-
teacher social affairs, volunteering at school and in the (Aremu, 2000; Fuller, 1985) ,
enabling their tyke with homework asking tasks assigned by teachers.the youth to redesign
achievement and so forth (Halle, Kurtz-cossets & Mahoney, 1997; Gamoran, 1992). The
Hence, the commitment of gatekeepers parents towards the quality of early childhood

70
education of their kids is as necessary as that of their kids themselves as well as of their
teachers.in each period of youth preparing is essential and the watchmen leave durable
etchings on the life of their children (Franken & Wallen, 2000; Fowowe, 1988).
Set Definitely, the performance of the students at higher levels will be up to the mark
and satisfactory only if their parents, teachers and the environment all play their vital role in
their early childhood education scenario. up that the youths have shown player insightful
results when their people exhibited dynamic consideration in their learning technique and
centrality of parent's participation is incredibly apparent from the way that it fabricates the
data and eagerness of child in academic activities (Fakeye & Ogunsiji, 2009; Salisbury et al.,
1997). Each one of these things might be to a great degree helpful in more lifted sum
academic achievements of adolescents. Watchmen end up being more stressed over the
learning openings that discretionary schools give (Eamon, 2005; Eitle, 2005). As youths
move from the inside assessments to the discretionary school, watchmen in like manner come
to fruition their enlightening wishes for their children (Balogun, 1982; Deslorges &
Abouchar, 2003). In this regard, certain benchmarks must be set for all of these three active
components involved directly in the progress of early childhood education of kids. As
understudies complete school direction, gatekeepers end up being continuously stressed over
their young person's further preparing and about the effects of assistant school programs on
postsecondary openings (Levine, 2003).
Scheuing (1995) set up those effects of learning-style-responsive versus standard
survey systems on achievement, study, and perspectives of provincial eighth grade math
understudies.
Over the span of late years, kindergarten has been ending up being progressively
asking. Aptitudes effectively tended to in first grade are by and by foreseen that would be
aced in the midst of the kindergarten year. Arrange heading has transformed into the
discretionary instructing system (Walberg, 1984; Wedgwood, 2006).
Activity based learning must be child-centered and the goal-centered. As
kindergarten teachers "fight" to give rule that deals with the new request, little time is left for
child facilitated activities or center based learning Furthermore, these activities must be
facilitated both by parents and teachers.. The conventional early childhood methods are now
known to be of no use. An objective-based activity is much better than a whole day workout

71
without any desired goal for kids. The weakness to discretion has been uncommonly
associated with a custom educational programs game plan, and investigators proposed
showing self-heading capacities in early youth guideline with a particular true objective to
avoid custom educational modules circumstances in the most recent years (Trusty, 1999;
Deming, 1982; Carnevale &Desrochers, 1988). Reasonable learning, regarding social and
moral values, can be established through an organized ECE environment with the mutual co-
operation of parents and teachers in particular, and the society members in general. social and
excited direct learning was prescribed to diminish criminal development in later years
(Yahaya, Hashim, Jamaludin & Kadir, 2010; Walters & Soyibo, 2001). . Youths who
appreciated early youthfulness guideline programs stayed married longer than the people
who did not participate in these ventures. An impressive part of these social points of interest
are associated with potential monetary favorable circumstances (Sander, 2001; Altbach,
1983).
The instructions in the ECE room environment must be simple, easy to understand
and enjoyable for both the teacher and the taught. The ECE room environment must also be
well furnished with physical equipment and the related items so that the teacher can
effectively inculcate the desired level of concepts and skills. Moreover, exchange of views
among the students, parents and the teachers may also be helpful both for the teachers as well
as for the students to find out the factors which may cause hurdles in achieving the desired
two-sided goals. Teacher youth extents, the direction and get ready of instructors, the
disapproving of method for teachers, and educator kid interchanges are essential points of
view for watchmen to consider in the assurance of a wonderful early immaturity preparing
program. Prosperity and furniture and show were components that add to choice early
youthfulness direction programs (Ogunniyi, 1983). A minute strategy for describing quality
is through the instructive modules each program employments (Ajayi & Adeyemi, 2011;
Alexander, Entwisle & Bedinger, 1994).
Early youth childhood guideline programs join both academic and social capacities as
a noteworthy part of the instructive modules. Notwithstanding the way that pros agreed that
both academic and social capacity training are parts of magnificent early pre-adulthood
programs, the change of the two movements from program to program (Bronstein et al.,

72
1994; Carnevale & Desrochers, 1999; Ogunniyi, 2010; Yeung, Linver & Brooks-Gunn,
2002).
A theme that is, to a great extent, talked abouttaken often into consideration is the
means by which social and environmental factorsassets influence a kid's instructionmental
and physical growth. To get higher levels of performance in academic and non-academic
fields, it seems mandatory to apply effectively all the early childhood education (ECE)
measures and activities. Numerous contend that youngsters in groups of high monetary status
approach more assets and have a higher advancement of training in the home. A grasp of an
"academic" culture "is identified with intrigue and subjective capacity required for perusing
exercises (Balogun, 1982).

73
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 Appendix I
Questionnaire (for Parents)
The information required for the thesis of M.Phil at GC University Faisalabad.
The information will be remained in confidential and not use for any other purpose

Robina Shakar student of M.Phil at GC University Faisalabad. Session 2015-2017

Topic:- Impact of ECE rooms on Parents satisfaction and students performance at
secondary level in district Toba tek singh.
Name of child _________________ Parents name ____________
Name of school _____________________________________________________________
1 What type of early childhood education program did you choose for Regular EC Separate Class Home
your child Program
2 What type of Regular Early Childhood Program does/did your child private preschool Regular public Home
attend school
3 What type of separate class does/did your child attend private preschool Regular public Home
school
4 What type of home setting does/did your child attend? With a parent With a family With a
member sitter
5 The activity used in the ECE room is according to Subject to teach Environment Irrelevant
to subjects
6 The activity used in ECE room to teach the student Up to the mental Below the Above the
level mental level mental
level
7 Your child able to read Urdu English Both Urdu
and
English
8 Your child able to understand counting Read Write Both
9 Your child able to identify the things Some All commonly Not at all
used
10 Your child able to solve simple addition problems Simple Complex but Both
without carry
11 Your child know table of mathematics such as 2 2&3 Up to 5
12 Your child able to write counting up to 9 50 100
13 The performance of the student studying in ECE room is Excellent Good Average
14 Students done their home work Without With parents With the
guidance guidance help of
tutor
15 The remarks of the teacher about the student performance Excellent Good Not
satisfied
16 The environment of the ECE room during teaching is Learning Average Below
average
17 The involvement of the students during the teaching is 25% 50% Above
50%
Any other suggestion in your opinion __

81
82
 Appendix II
Questionnaire (for Students)
The information required for the thesis of M.Phil at GC University Faisalabad.
The information will be remained in confidential and not use for any other purpose
Robina Shakar student of M.Phil at GC University Faisalabad. Session 2015-2017

Topic:- Impact of ECE rooms on Parents satisfaction and students performance at secondary level in
district Toba tek singh.

Name of Student _____________________ Class _____________________________

Name of school _____________________________________________________________
1 Do you like to study in Regular EC Separate Class Home
Program
2 Do you study in private preschool Regular public Home
school
3 In which class you study KG 1 KG 2 Prep
4 How do you done your homework With a parent With a family With a tutor
member
5 The activity used in the ece room is Easy Difficult According to
mental level
6 the activity used in ece room to teach the student Up to the mental Below the Above the
level mental level mental level
7 Are you able to read Urdu English Both Urdu
and English
8 Are you able to understand counting Read Write Both
9 Are you able to identify the things Some All commonly Not at all
used
10 Are you able to solve simple addition problems Simple Complex but Both
without carry
11 Do you know table of mathematics such as 2 2&3 Up to 5
12 Are you able to write counting up to 9 50 100
13 Your result is Excellent Good Below
Average
14 you complete your home work in 1 hour 2 hours More than 2
hours
15 The remarks of your teacher about your performance Excellent Good Satisfactory
16 The environment of the ECE room during teaching is Learning Average Below
average
17 You understand the lesson your teacher teach you First time On repetition With the help
of tutor
Any other suggestion in your opinion ________________________________________

83
 Appendix III
Schools Name
1. Government Girl’s High School No. 2 Toba Tek singh.
2. Government Girls High School Jafria T.T singh.
3. Government Girls Latif High School T.T Singh.
4. Government Girls High School No. 3 Gobind pura T.T singh.
5. Government Girls High School 351 G.B Nagra T.T Singh.
6. Government Girls High School 256 G.B Phalor T.T Singh.
7. Government Girls High School 258 G.B T.T singh.
8. Government Girls High School 257 G.B T.T Singh.
9. Government Girls High School 388 J.B T.T Singh.
10. Government Girls High School 392 J.B T.T Singh.
11. Government Girls High School 324 J.B Para T.T Singh.
12. Government Girls High School 318 J.B T.T Singh
13. Government Girls High School 294 G.B T.T Singh.
14. Government Girls High School 296 G.B T.T Singh.

84