Effectiveness of Playway Method of Teaching on Reading and Communication Skills Among ECCE Class in Nassarawa Local Government Area Kano State
CHAPTER ONE
Objectives of the Study
The study was guided by the following objectives:
- Establish the effect of play on academic performance of primary school
- Pupils in Nassarawa local government area kano state.
- Examine gender difference in academic performance of primary school pupils taught with play way method in Nassarawa local government area kano state.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter presents the review of literature related to the study carried out by other researchers. It will also discuss the concept of play, play way method of teaching, historical emergence of play way method of teaching and some theories that are related to play way method of teaching.
Conceptual Framework
Concept of Play
Play is one of the most important of all educational activities which deserves to be acknowledged because of its rightful place in formal schooling, beyond the nursery school to which it is too often confined. For play provides the teacher not only with a way of improving his knowledge of the child, but also with a means of renewing his teaching methods.
Play has been defined in numerous ways but is perhaps best understood by knowing first of all what it is not. In this case, play is not a work. Play and work are powerful oppositions. Work, for example, is valued as a necessity that provides the material basis for life. It is also frequently seen as giving meaning to life. Play, in the other hand is often seen as frivolous and lacking the serious purpose of work. Play takes place in the time not given over to work and in some cultures, such time in school is called playtime to distinguish it from time devoted to lessons.
Also, play is described as anything that spontaneously is done for its own sake. (Miller and Almon 2009 as cited in White 2012). More specifically, it appears purposeless, produces pleasure and joy, and leads one to the next stage of mastery. Similarly, play includes activities that are freely chosen and directed by children and arise from intrinsic motivation. Often, play is defined along a continuum as more or less playful using a set of behavioral and dispositional criteria. Play is regarded what it is when it’s pleasurable. That is Children must enjoy the activity or it is not play. It is intrinsically motivated. Children engage in play simply for the satisfaction the behavior itself brings. It has no extrinsically motivated function or goal.
Play is Process Oriented. When children play, the means are more important than the ends. Play Is Freely Chosen. It is spontaneous and voluntary. If a child is pressured, he will likely not think of the activity as play. Play is actively engaged. Players must be physically and/or mentally involved in the activity. Play is non literal. It involves make-believe.
Play is an activity that is categorized based on style and types. Styles of play are structured and free play. The Structured play is planned, guided and led by adults. Structured play can be useful but there is a risk that if it is too adult-led children will lose interest. Offering the right amount of support is absolutely essential in providing for valuable structured play. Adults can provide support by demonstrating skills that the child can then try out for themselves. Another key ingredient of successful structured play is that the activity is at the correct level for the children. In the other hand, free play is not adult-led. Adults provide equipment, materials and resources for free play, but they do not direct it in any way. Advocates of free play believed that children learn much more from this style of play than from structured play, since they are more motivated by having created it themselves. Johnon, Christie and Yawkey (1999).
The second category of play is based on types which includes; Imaginative play. This includes pretend, symbolic and fantasy play. It is sometimes referred to as role play. Pretend play: in this type of play, children practice and gain understanding of aspects of daily life. Children play in school, shop, hospital, house, post office, restaurant, farm, etc. The role of the adult in pretend play is to provide an array of clothing and props for children to use. Fantasy Play; Fantasy play is most common for children aged 3–8. During fantasy play children pretend to be something or someone that they cannot ever possibly be, e.g. Spiderman or Batman. This type of play should decrease as reasoning increases. Symbolic Play; with this type of play children use objects in their play, but they pretend that the objects are something else. e.g. pretending leaves are salad ingredients. Johnson, Christie and Yawkey (1999). Below is a chart showing the categories of play.
Therefore, play enables children to make sense of their world, possess a natural curiosity to explore, play and acts. It serve as an avenue or ways that young children learn being with other people, being active, exploring new experiences, talking to themselves, communication with others, meeting physical and mental challenges, being shown how to do new things, practicing and repeating skills and having fun.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain effectiveness of playway method of teaching on reading and communication skills among ECCE class in nassarawa local government area kano state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of effectiveness of playway method of teaching on reading and communication skills among ECCE class
Summary
This study was on effectiveness of playway method of teaching on reading and communication skills among ECCE class in nassarawa local government area kano state. Two objectives were raised which included: Establish the effect of play on academic performance of primary school Pupils in Nassarawa local government area kano state and examine gender difference in academic performance of primary school pupils taught with play way method in Nassarawa local government area kano state. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Nassarawa local government area kano state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study was aimed to establish the effectiveness of play way method on the academic performance of primary school pupils. It was therefore concluded that:
- The use of play way method of teaching had a positive effect in enhancing academic performance of primary school pupils.
- The use of play materials such as play dough, stencils, letter boards, plastacine and sand play when adopting structural play condense learning.
- Male pupils performed better academically when taught with play way method.
Recommendation
Based on the findings of the study, it is recommended that:
- Play way method of teaching should be made a priority in teaching pupils in lower primary school.
- The study also recommends that schools and school managers should provide spacious classroom and play ground within the school premises.
- Teacher should create play activities to engage the pupils during every lesson. This will engage pupils into more activities which will enables them use their hands, develop their eye-hand coordination as they usually concentrate carefully on what they are doing.
References
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- Johnson, J.E; Christie, F.J & Yawky D.T. (1999). Play and early childhood Development. New york: Allyn & Bacon.
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