Curriculum Design and Peer-Assisted Learning on Literacy Achievement in Kindergarten Classrooms: A Path Analysis Approach

This study aimed to examine the mediating effect of peer-assisted learning on the relationship between curriculum design and literacy achievement of kindergarten pupils in Piedad District, Davao City, using path analysis. A non-experimental quantitative design employing descriptive-correlation technique was utilized, with 127 kindergarten teachers selected through simple random sampling. Modified and pilot-tested survey questionnaires served as the primary data collection instrument. Findings revealed that curriculum design implementation was moderately extensive, with play-based learning most frequently applied and alignment with child development needs as the least evident. Literacy achievement was also rated as moderately extensive, with strengths in reading comprehension but weaker outcomes in writing and fine motor development. Peer-assisted learning was moderately extensive, with active group participation evident, but collaborative problem-solving less practiced. Correlation analysis confirmed strong and significant relationships between curriculum design and both literacy achievement and peer-assisted learning, while the relationship between peer-assisted learning and literacy achievement was weak but significant. Mediation analysis revealed a suppressor effect, where peer-assisted learning reduced the direct influence of curriculum design on literacy, though the overall effect remained positive. Model fit indices indicated excellent alignment with the data, validating the theoretical robustness of the proposed model.