Comparative of Play-way Method for Effective Teaching and Learning in Some Selected Primary Schools in AMCA FCT Abuja
CHAPTER ONE
Purpose of the Study
The purpose of this study was to investigate the effectiveness of the play-way method for teaching and learning in selected primary schools in Amca FCT Abuja. Specifically, the study aimed to achieve the following objectives:
- To assess the academic performance of students taught using the play-way method compared to those taught using traditional teaching methods in selected primary schools in Amca FCT Abuja.
- To explore the perceptions of teachers, students, and parents regarding the play-way method in the context of primary education in Amca FCT Abuja.
- To identify the factors influencing the implementation and reception of the play-way method in selected primary schools in Amca FCT Abuja.
CHAPTER TWO
LITERATURE REVIEW
Introduction
The purpose of the literature review was to critically examine existing research on the effectiveness of the play-way method in primary education, especially in the context of Amca, FCT Abuja. This review aligned with the study’s objectives by identifying key concepts, theoretical frameworks, and empirical evidence relevant to understanding the benefits and challenges of this teaching method. By synthesizing findings from various sources, the literature review provided a comprehensive foundation for assessing the play-way method’s impact on academic performance, student engagement, and holistic development in the target educational context.
Conceptual Review
Play-way Method
The play-way method is a pedagogical approach that emphasizes learning through play, engaging students in educational activities that are enjoyable and meaningful (Raimi & Adeoye, 2022). Rooted in the belief that children learn best when they are actively involved and motivated, this method encourages exploration, experimentation, and discovery (Iroegbu & Okpala, 2021). By incorporating elements of play into the learning process, educators aim to create a dynamic and interactive environment that fosters curiosity and creativity (Evgenia, 2022).
Central to the play-way method is the idea that play is not just a recreational activity but also a fundamental mode of learning (Popoola, 2022). Play allows students to make sense of the world around them, develop problem-solving skills, and construct their knowledge (Kieff & Casbergue, 2020). Through play-based activities such as games, puzzles, and simulations, students can explore concepts, experiment with ideas, and engage in hands-on learning experiences (Iroegbu, 2021).
The play-way method is guided by several key principles that inform its implementation in educational settings (Morrison, 2020). These principles include child-centeredness, flexibility, and active engagement (Osayin, 2022). In a play-based classroom, students are encouraged to take an active role in their learning, with teachers serving as facilitators rather than lecturers (Teaching, 2023). This student-centred approach promotes autonomy, independence, and self-directed learning (Perkins & Blythe, 2020).
Furthermore, the play-way method is grounded in various theoretical frameworks that support its effectiveness in promoting learning and development (Iroegbu & Okpala, 2021). One such framework is constructivism, which posits that learning is an active process of constructing knowledge through interaction with the environment (Mastropieri & Ishola, 2023). According to constructivist theory, play provides opportunities for students to engage in meaningful experiences that enhance their understanding and retention of concepts (Fesseha & Pyle, 2020).
Traditional Teaching Methods
Exploring conventional teaching approaches reveals a reliance on teacher-directed instruction, where educators typically deliver content through lectures, demonstrations, and textbook-based activities (Margo & Thomas, 2020). Traditional methods prioritize the transmission of information from teacher to student, often emphasizing memorization and rote learning (Brewer, 2023). While these methods may have been effective in certain contexts, they are increasingly being criticized for their limited engagement and lack of relevance to real-world experiences (Fagbemi, 2022).
Characteristics of traditional teaching methods include a focus on standardized curriculum, assessment-driven instruction, and a one-size-fits-all approach to learning (Iroegbu, 2021). These methods tend to prioritize content coverage over depth of understanding, leading to surface-level learning and limited retention of information (Kanal, 2018). Additionally, traditional classrooms are often characterized by passive learning, where students play a passive role in the educational process, leading to disengagement and boredom (Eggen & Kauchak, 2020).
In contrast to the play-way method, traditional teaching methods have several limitations that impact their effectiveness in promoting student learning and development (Lalani, 2020). For example, the reliance on teacher-centred instruction can hinder student autonomy and critical thinking skills, as students may become dependent on the teacher for direction and guidance (Iroegbu, 2022). Moreover, traditional methods may not cater to the diverse learning needs and interests of students, leading to disparities in academic achievement (Iroegbu & Okpala, 2021).
Compared to the play-way method, traditional teaching methods may also lack flexibility and adaptability, making it challenging for educators to meet the individual needs of their students (Evgenia, 2022). Additionally, traditional methods may perpetuate passive learning and compliance rather than fostering active engagement and intrinsic motivation (Kieff & Casbergue, 2020). As a result, students may become disinterested in learning and disengaged from the educational process, ultimately impacting their academic performance and long-term success (Raimi & Adeoye, 2022).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design selected for this study is quantitative, aiming to gather numerical data to analyze and test hypotheses related to the effectiveness of the play-way method for teaching and learning in selected primary schools in Amca, FCT Abuja (Saunders et al., 2019).
Research Methodology
The chosen methodology involves a survey research design, which is deemed appropriate for efficiently collecting data from a large sample size and exploring relationships between variables pertinent to the study (Bell, 2022).
CHAPTER FOUR
RESULTS AND DISCUSSIONS
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
Summary of findings
This study aimed to assess the academic performance of students taught using the play-way method compared to those taught using traditional teaching methods in selected primary schools in Amca FCT Abuja. Additionally, it explored the perceptions of teachers, students, and parents regarding the play-way method and identified factors influencing its implementation and reception. The findings offer comprehensive insights into the effectiveness and reception of the play-way method in primary education.
The primary finding of the study was that students taught using the play-way method exhibited significantly better academic performance compared to those taught using traditional methods. Data analysis revealed a significant difference in academic outcomes, supported by a one-sample t-test with a t-value of 23.446, which far exceeded the critical value of 2.92 at a 5% significance level. This result underscores the potential of the play-way method to enhance students’ understanding and retention of academic concepts. The play-way method’s emphasis on interactive and engaging learning activities appears to contribute positively to students’ cognitive development and academic success.
In examining the perceptions of teachers, students, and parents, the study found overwhelmingly positive attitudes towards the play-way method. The t-value for the perceptions aspect was 27.452, also significantly higher than the critical value. Teachers reported that the play-way method is more engaging for students, which leads to higher motivation and interest in learning. Students expressed greater enjoyment and enthusiasm when taught through play-based activities, which likely contributes to their improved academic performance. Parents, too, perceived the play-way method as an effective approach to primary education, appreciating its potential to make learning more enjoyable and effective for their children.
The study also identified several critical factors influencing the implementation and reception of the play-way method. Adequate training for teachers was highlighted as essential for the successful adoption of the play-way method. Approximately 63.4% of respondents strongly agreed that teacher training is crucial. This finding suggests that teachers need to be equipped with the necessary skills and knowledge to effectively employ play-based learning strategies. Without proper training, teachers may struggle to implement the method correctly, potentially undermining its effectiveness.
Conclusion
The study concluded that the play-way method significantly enhances the academic performance of primary school students in Amca FCT Abuja compared to traditional teaching methods. This conclusion is supported by the one-sample t-test results, where the t-value (23.446) for academic performance was significantly higher than the critical value (2.92). The findings also revealed that teachers, students, and parents hold overwhelmingly positive perceptions regarding the effectiveness of the play-way method. The t-value (27.452) for perceptions was substantially above the critical threshold, indicating strong positive sentiments.
Recommendation
The following recommendations were proposed:
- Integrate Play-Based Learning into the Curriculum: Schools should incorporate play-based learning methods, such as the play-way method, into the formal curriculum. This integration should be comprehensive, allowing for the play-based method to be applied across various subjects and grade levels. Curriculum developers and educators should work together to create lesson plans that balance traditional teaching methods with play-based activities, ensuring that students receive a well-rounded education that fosters both academic and social skills.
- Provide Professional Development for Teachers: To ensure the effective implementation of the play-way method, teachers need to be adequately trained. Professional development programs should focus on equipping teachers with the necessary skills and knowledge to integrate play-based learning into their classrooms. These programs should include workshops, seminars, and hands-on training sessions that cover the principles of play-based learning, classroom management techniques, and the development of play-based lesson plans. Continuous professional development should be encouraged to keep teachers updated on the latest educational practices and methodologies.
- Invest in Educational Resources and Infrastructure: Adequate resources are crucial for the successful adoption of play-based learning methods. Schools should invest in educational materials, play equipment, and interactive learning tools that support the play-way method. This investment should also extend to the development of appropriate infrastructure, such as outdoor play areas and flexible classroom spaces that can accommodate various play-based activities. Ensuring that all schools, regardless of their location or financial status, have access to these resources is essential for promoting equity in education.
Suggestions for Further Studies
Building on the findings and limitations of this study, further research could explore the long-term impact of the playway method on student academic performance and overall development. A longitudinal study design, following students over several years, would provide deeper insights into how sustained exposure to play-based learning influences educational outcomes and student well-being. Additionally, future research could include a larger and more diverse sample from various regions to enhance the generalizability of the findings and provide a more comprehensive understanding of the effectiveness of the play-way method in different socio-cultural contexts.
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