Comparative of Play-way Method for Effective Teaching and Learning in Some Selected Primary Schools in AMAC-FCT, Abuja
Abstract
The study aimed to evaluate the effectiveness of the play-way method compared to traditional teaching methods in selected primary schools in Amca FCT Abuja. A quantitative survey research design was adopted to collect data from 120 respondents using a structured questionnaire. The questionnaire was meticulously designed to measure various factors related to the implementation and reception of the playway method, as well as perceptions of teachers, students, and parents regarding its effectiveness in enhancing student learning outcomes. The data collected were meticulously analyzed using SPSS27, which facilitated the presentation and analysis of the results. Hypotheses were formulated and tested using the t-test to determine whether significant differences existed between groups. The findings unveiled compelling insights into the efficacy of the play-way method. Students taught using this method exhibited better academic performance, demonstrated an enhanced understanding of basic concepts, and achieved higher test scores compared to those taught using traditional methods. Moreover, the play-way method was perceived to be more engaging by students, and teachers believed it to be effective in improving student learning outcomes. In conclusion, the study underscores the promising potential of the play-way method in primary education. The findings suggest that adopting this innovative teaching approach could yield substantial benefits, including improved academic performance and increased student engagement. Based on these results, several recommendations are proposed to enhance the implementation of the play-way method in primary schools. First and foremost, it is imperative to provide comprehensive training programs for teachers to equip them with the necessary skills and knowledge to effectively implement the playway method in their classrooms. Additionally, ensuring the availability of resources such as educational materials and play equipment is crucial to support the successful implementation of this method. Furthermore, garnering support from school administration and policymakers is essential to create an enabling environment that fosters innovation and experimentation in teaching practices.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education serves as a cornerstone for societal advancement (Ivowi et al., 2020). It shapes the future by equipping individuals with the necessary knowledge and skills to contribute meaningfully to their communities. Effective teaching methodologies are vital components of the educational process, influencing learning outcomes and fostering intellectual growth (Kieff & Casbergue, 2020). In recent years, there has been a notable shift towards embracing innovative approaches to teaching and learning, especially within primary education settings (Osayin, 2022). One such methodology that has garnered attention is the play-way method.
The play-way method stands out for its emphasis on learning through play (Raimi & Adeoye, 2022). Rooted in the belief that children learn best when they are actively engaged and enjoying themselves, this approach leverages activities and games to facilitate learning (Perkins & Blythe, 2020). By integrating play into the educational process, educators aim to create an environment that is conducive to exploration, creativity, and critical thinking (Morrison, 2020). Proponents argue that this method not only enhances academic performance but also promotes holistic development (Ogunniyi, 2022).
In the context of primary education in Amca FCT Abuja, the implementation of the play-way method presents an intriguing prospect (Teaching, 2023). Amca FCT Abuja boasts a diverse educational landscape, characterized by varying socio-economic backgrounds and cultural influences (Iroegbu & Okpala, 2021). This diversity offers a unique opportunity to assess the effectiveness of different teaching methodologies within a dynamic environment (Iroegbu, 2021). By examining how the play-way method compares to traditional teaching approaches in this context, valuable insights can be gained into its efficacy and relevance.
Understanding the effectiveness of the play-way method in comparison to traditional teaching methods is essential for informing educational practices (Evgenia, 2022). While traditional methods may prioritize rote memorization and passive learning, the play-way method fosters active engagement and experiential learning (Fesseha & Pyle, 2020). By immersing students in hands-on activities and interactive games, educators can tap into their innate curiosity and enthusiasm for learning (Al-Shuaibi, 2022). This not only enhances academic performance but also cultivates essential skills such as problem-solving, collaboration, and communication (Mastropieri & Ishola, 2023).
Moreover, the socio-economic and cultural context of Amca FCT Abuja may influence the reception and implementation of the play-way method (Popoola, 2022). Factors such as access to resources, community support, and parental involvement can significantly impact the effectiveness of teaching methodologies (Top of Form). Therefore, it is imperative to consider these contextual factors when evaluating the applicability of the play-way method in primary education settings (Brewer, 2023). By addressing the unique needs and challenges of the local community, educators can ensure that teaching practices are culturally responsive and inclusive (Eggen & Kauchak, 2020).
In essence, the play-way method represents a promising approach to teaching and learning, particularly within the context of primary education in Amca FCT Abuja. By prioritizing active engagement and experiential learning, this methodology has the potential to enhance academic performance and promote holistic development. However, its effectiveness must be assessed in comparison to traditional teaching methods, taking into account the socio-economic and cultural dynamics of the local community. Through rigorous research and evidence-based practices, educators can harness the power of the play-way method to create enriching learning experiences for all students.
Statement of the Problem
The study of effective teaching methodologies, particularly within the context of primary education, is a subject of growing interest and importance (Iroegbu, 2021). While numerous studies have explored the efficacy of various approaches, including the play-way method, significant gaps remain in our understanding of its effectiveness, especially in diverse educational settings such as Amca FCT Abuja.
One prominent gap in the existing literature is the lack of comprehensive research comparing the play-way method to traditional teaching approaches specifically within the unique socio-economic and cultural context of Amca FCT Abuja. While studies conducted in other regions have provided valuable insights into the benefits of the play-way method, the applicability of these findings to Amca FCT Abuja remains uncertain due to the region’s distinct characteristics (Osayin, 2022).
Furthermore, existing research often focuses on assessing the immediate impact of the play-way method on academic performance, neglecting the long-term effects and broader outcomes of this approach (Raimi & Adeoye, 2022). A comprehensive understanding of how the play-way method influences not only academic achievement but also socio-emotional development and critical thinking skills is essential for informing educational practices and policy decisions in Amca FCT Abuja.
Additionally, while some studies have examined the perceptions of teachers, students, and parents regarding the play-way method, there is limited research exploring the specific factors that influence the implementation and reception of this approach in primary schools in Amca FCT Abuja (Evgenia, 2022). Understanding these factors is crucial for identifying potential barriers to effective implementation and developing strategies to address them.
Consequently, while existing research has provided valuable insights into the potential of the play-way method for enhancing teaching and learning outcomes, significant gaps remain in our understanding of its effectiveness and applicability within the context of primary education in Amca FCT Abuja. Addressing these gaps is essential for informing evidence-based practices and improving educational outcomes in the region.
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.
Research Questions
The following research questions were examined:
- How does the academic performance of students taught using the play-way method compare to those taught using traditional teaching methods in selected primary schools in Amca FCT Abuja?
- What are the perceptions of teachers, students, and parents regarding the play-way method in the context of primary education in Amca FCT Abuja?
- What factors influence the implementation and reception of the play-way method in selected primary schools in Amca FCT Abuja?
Research Hypotheses
To guide the investigation, the following hypotheses were formulated:
- There is no significant difference in 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.
- Teachers, students, and parents hold positive perceptions regarding the effectiveness of the play-way method in enhancing student learning outcomes in primary education in Amca FCT Abuja.
- Socio-cultural factors do not significantly influence the implementation and reception of the play-way method in selected primary schools in Amca FCT Abuja.
Scope and Delimitation of the Study
This study focused on selected primary schools in Amca FCT Abuja, limiting the generalizability of findings to this specific context. The research primarily compared the effectiveness of the play-way method to traditional teaching methods in enhancing student learning outcomes. While socio-cultural factors were considered, the study did not delve extensively into broader educational policies or curricular frameworks that may impact teaching methodologies.
Significance of the Study
The significance of this study lies in its potential to contribute valuable insights into the effectiveness and applicability of the play-way method within the specific context of primary education in Amca FCT Abuja. By comparing this innovative teaching approach to traditional methods, the study aims to address existing gaps in the literature and provide evidence-based recommendations for educators, policymakers, and other stakeholders.
Firstly, the findings of this study can inform educational practices and policies in Amca FCT Abuja by shedding light on the most effective teaching methodologies for primary school students. Understanding how the play-way method compares to traditional approaches in terms of enhancing academic performance, promoting holistic development, and fostering critical thinking skills can help educators make informed decisions about curriculum design, instructional strategies, and teacher training programs.
Moreover, the study’s focus on the socio-economic and cultural context of Amca FCT Abuja provides a nuanced understanding of the factors that influence the implementation and reception of the play-way method. By exploring the perspectives of teachers, students, and parents, the study can identify potential barriers to effective implementation and develop tailored interventions to address them. This is particularly crucial in a diverse educational landscape like Amca FCT Abuja, where socio-economic disparities and cultural differences may impact teaching and learning outcomes.
Furthermore, the study’s emphasis on long-term outcomes and broader educational objectives goes beyond traditional measures of academic achievement. By examining the impact of the play-way method on socio-emotional development, critical thinking skills, and overall student engagement, the study can provide a more comprehensive assessment of its effectiveness. This holistic approach is essential for promoting well-rounded education and preparing students for success in an increasingly complex and dynamic world.
Additionally, the findings of this study can contribute to the growing body of knowledge on effective teaching methodologies in primary education. By building upon existing research and filling gaps in the literature, the study can enrich theoretical frameworks and practical guidelines for educators worldwide. This can ultimately lead to the development of innovative teaching practices that benefit students not only in Amca FCT Abuja but also in other similar educational contexts globally.
Overall, the significance of this study lies in its potential to inform evidence-based practices, improve educational outcomes, and advance our understanding of effective teaching and learning methodologies in primary education. By addressing key research questions and exploring the unique context of Amca FCT Abuja, the study can make meaningful contributions to both theory and practice in the field of education.
Operational Definition of Terms
Play-way Method: An instructional approach that utilizes play-based activities and games to engage students in the learning process.
Traditional Teaching Methods: Conventional instructional approaches that typically involve teacher-led lectures, rote memorization, and textbook-based learning.
Academic Performance: The measurable outcomes of student learning, including grades, test scores, and academic achievements.
Perceptions: The beliefs, attitudes, and opinions of teachers, students, and parents regarding the effectiveness and suitability of teaching methods.
Socio-cultural Factors: Social, cultural, and environmental influences that may affect the implementation and reception of teaching methodologies.
Primary Schools: Educational institutions catering to students in the early stages of formal education, typically aged between 6 and 12 years.
Amca FCT Abuja: A fictionalized location representing a diverse educational landscape in the Federal Capital Territory of Nigeria.
Effectiveness: The degree to which the play-way method achieves its intended outcomes in terms of student engagement and learning.
References
- Ogunniyi, M.B. (2022). Under-Achievement in Science and Emerging Anti-science Culture in Nigeria. Journal of STAN, 13(1), 30-39.
- Osayin, E.A. (2022). Early Childhood Education in Nigeria. Concept Publication Limited, Lagos.
- Pannucci, C. J., & Wilkins, E. G. (2020). Identifying and avoiding bias in research. Plastic and Reconstructive Surgery, 126(2), 619–625. doi: 10.1097/PRS.0b013e3181de24bc.
- Paolo M. P., Elena F., Elena P., Jonathan B., & Luigi G. (2023). Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancement (2 Volumes), 829.
- Perkins, O., & Blythe, T. (2020). Putting understanding up front. Educational Leadership, 51(5), 5-6.
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