Project – IMPACT OF PLAY-BASED LEARNING ON PUPILS’ ACADEMIC PERFORMANCE AMONG EARLY CHILDHOOD EDUCATION PUPILS

ABSTRACT

The study examined the Impact of play-based learning on pupils’ academic performance among early childhood education pupils. Four research objectives was adopted for the study namely: investigate the influence of play on the cognitive skills of children; determine the influence of play on the social skills of children; evaluate the influence of play on the motor skills of children; and determine the influence of play on the attentiveness of children. The population of this study consists of all creche and kindergarten teachers in Orlu local government of Imo State. The sample for this study consists of fifty (50) early childhood teachers selected from 10 schools in Orlu local government of Imo State. The simple random sampling technique used to select the teachers for this research. A self developed and structured questionnaire was used to elicit the information required for this study. The hypotheses was tested using the inferential statistics of Chi-square (X²).  The study recommended that Pre-school children should be given free room to play by their teachers because of its influence on their cognitive skills. The study concluded that the use of play based learning strategy for skills development in early childhood will not have a significant influence on the attentiveness of children.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Play-based learning (PBL) has garnered significant attention in early childhood education (ECE) due to its holistic approach to child development. Research highlights that play is not merely a leisure activity; it serves as a fundamental mechanism through which young children learn and develop critical skills. According to Okwu et al. (2020), PBL promotes cognitive, social, and emotional development, enabling children to explore their environment, experiment with concepts, and engage with peers. This multifaceted learning strategy is particularly crucial in regions like Orlu, where traditional teaching methods often dominate the educational landscape.

The effectiveness of PBL in fostering academic achievement has been well-documented. A study by Njoku and Umeogu (2021) demonstrated that children engaged in play-based curricula exhibited higher levels of literacy and numeracy skills compared to their peers in conventional educational settings. This is particularly relevant for Orlu, where early academic success can lay a strong foundation for future learning. The interactive nature of PBL allows children to connect new information to prior knowledge, thereby enhancing their understanding and retention of core concepts (Adekoya, 2022).

Moreover, PBL has been linked to improved social skills among young learners. Research by Ifedili and Nwafor (2023) indicated that children involved in play-based activities showed greater collaboration, communication, and conflict resolution abilities. In the context of Orlu, where community and social interaction play a vital role in educational practices, the promotion of such skills through PBL can lead to better integration of children within their communities. This is crucial for fostering a sense of belonging and improving interpersonal relationships among peers.

Emotional development is another critical area positively effected by PBL. A study by Chukwu and Eze (2024) found that children participating in play-based learning exhibited higher levels of emotional regulation and resilience. These findings suggest that PBL not only contributes to academic success but also supports the emotional well-being of children. In the culturally rich environment of Orlu, where familial and community ties are strong, the ability of children to express and manage their emotions can enhance their overall developmental experience.

Despite the numerous advantages of PBL, challenges remain in its implementation in Orlu. According to Okeke et al. (2021), many educators lack adequate training in facilitating play-based learning environments. This deficiency often leads to a reliance on traditional, didactic teaching methods, which can hinder the potential benefits of PBL. Additionally, limited resources and infrastructural deficits in some schools pose significant barriers to the effective adoption of play-based curricula. Addressing these challenges is crucial for maximizing the benefits of play-based learning in the region.

The effect of play-based learning in early childhood education is profound and multifaceted, particularly in the context of Orlu Local Government Area. Research consistently demonstrates that PBL enhances cognitive, social, and emotional development, paving the way for more holistic child growth. However, for these benefits to be fully realized, concerted efforts are needed to address the challenges faced in implementation. Continued advocacy for teacher training, resource allocation, and community engagement will be essential in promoting effective play-based learning practices in Orlu and beyond.

• Statement of the Problem

The educational landscape in Orlu Local Government Area of Imo State faces significant challenges in implementing effective early childhood education (ECE) practices, particularly regarding the integration of play-based learning (PBL). Despite growing evidence highlighting the benefits of PBL in promoting cognitive, social, and emotional development, many educators continue to rely on traditional teaching methods that do not cater to the diverse learning needs of young children. This reliance on didactic approaches undermines the potential for meaningful engagement and exploration, which are critical for holistic child development.

Moreover, the lack of adequate training for educators in play-based methodologies poses a significant barrier to effective implementation. Research indicates that teachers often feel unprepared to facilitate play-based activities due to insufficient professional development opportunities (Okeke et al., 2021). As a result, children in Orlu may miss out on the enriching experiences that play-based learning can provide, further exacerbating disparities in educational outcomes. This gap raises concerns about the long-term academic and social success of pupils in the region, especially in comparison to peers in areas where PBL is effectively implemented.

Additionally, limited resources and infrastructural challenges hinder the establishment of conducive learning environments for play. Many schools in Orlu lack the necessary materials and space to facilitate meaningful play-based activities, which can lead to a lack of engagement and motivation among young learners (Njoku & Umeogu, 2021). Without the right environment, the fundamental principles of play-based learning—such as exploration, creativity, and collaboration—cannot be fully realized. This limitation not only affects immediate educational outcomes but also effects the overall development of children as they transition into later stages of education.

Ultimately, the need for a comprehensive understanding of the effect of play-based learning in early childhood education in Orlu is critical. While existing literature highlights the theoretical benefits of PBL, there remains a lack of empirical evidence specifically focused on this locality. Addressing these gaps is essential for informing policy and practice, ensuring that young children in Orlu receive an education that fosters their development and prepares them for future academic and social challenges. As such, further research is necessary to explore the specific effects of PBL in this context, guiding efforts to improve early childhood education in the region.

 

1.3     Purpose of the Study

The main purpose of this study is to examine the Impact of play-based learning on pupils’ academic performance among early childhood education pupils. Specifically, this study aims to:

1. Investigate the influence of play on the cognitive skills of children.
2. Determine the influence of play on the social skills of children

iii. Evaluate the influence of play on the motor skills of children

1. Determine the influence of play on the attentiveness of children

 

 

 

• Research Questions

The research questions are buttressed below:

1. Will the use of play based learning strategy for skills development in early childhood have a significant influence on the cognitive skills of children?
2. Will the use of play based learning strategy for skills development in early childhood have a significant influence on the social skills of children?

iii. Will the use of play based learning strategy for skills development in early childhood have a significant influence on the motor skills of children?

1. Will the use of play based learning strategy for skills development in early childhood have a significant influence on the attentiveness of children?

• Research Hypotheses

H₀₁: Use of play based learning strategy for skills development in early childhood will not have a significant influence on the cognitive skills of children.

H₀₂: Use of play based learning strategy for skills development in early childhood will not have a significant influence on the social skills of children.

H₀₃: Use of play based learning strategy for skills development in early childhood will not have a significant influence on the motor skills of children.

H₀₄: Use of play based learning strategy for skills development in early childhood will not have a significant influence on the attentiveness of children.

1.6     Significance of the study

The significance of this study lies primarily in its potential to enhance early childhood education (ECE) practices in Orlu Local Government Area of Imo State. By investigating the effect of play-based learning (PBL) on young learners, the research can provide valuable insights into effective educational strategies that foster holistic development. This is particularly important in a region where traditional teaching methods often overshadow innovative pedagogical approaches. The findings can serve as a catalyst for change, encouraging educators and policymakers to embrace PBL as a viable alternative to enhance learning outcomes.

 

Furthermore, this study aims to contribute to the growing body of literature surrounding play-based learning in the Nigerian context. While extensive research exists on PBL globally, there is a notable scarcity of studies focusing on its application and effectiveness in Nigerian communities, particularly in Imo State. By filling this gap, the research can offer a nuanced understanding of how cultural, social, and economic factors influence the implementation and success of PBL. This localized perspective can be invaluable for educators and researchers aiming to adapt global educational practices to fit the unique needs of Nigerian children.

In addition to its academic contributions, the study holds practical significance for educators and school administrators in Orlu. By elucidating the specific benefits of PBL, the research can guide teachers in adopting more engaging and developmentally appropriate instructional strategies. The findings may encourage educators to incorporate more hands-on, interactive learning experiences, which are essential for nurturing creativity, critical thinking, and social skills among young children. This shift in teaching practices can lead to improved classroom dynamics and increased student engagement.

The study also seeks to inform policymakers about the critical need for investment in early childhood education programs that prioritize play-based learning. Policymakers often rely on empirical evidence to make informed decisions regarding educational reforms and resource allocation. By highlighting the positive outcomes associated with PBL, the research can advocate for funding and support aimed at training educators, developing play-centered curricula, and improving learning environments. Such investments can have far-reaching implications for the future of education in Orlu and similar communities.

Moreover, understanding the effect of PBL can help parents and caregivers recognize the importance of play in their children’s education. Many families in Orlu may underestimate the value of play as a learning tool, viewing it as mere recreation rather than a fundamental aspect of childhood development. By disseminating the findings of this study, educators and community leaders can raise awareness about the role of play in fostering essential skills, thereby encouraging parents to support play-based activities at home and in the community.

Lastly, this research can serve as a model for future studies on early childhood education in Nigeria and other similar contexts. By employing a comprehensive approach to examining the effects of PBL, the study can inspire further investigations into various pedagogical strategies that prioritize children’s needs and experiences. Such research endeavors can pave the way for a more robust understanding of early childhood education in Nigeria, ultimately leading to improved educational practices and better outcomes for young learners across the nation.

1.7     Scope of the study / Delimitation

The scope of this study is delimited to assessing the Impact of play-based learning on pupils’ academic performance among early childhood education pupils. The area covered by this study is selected pre-primary Schools in Orlu local government of Imo State.

1.8     Operational Definition of Terms

The definition of terms are buttressed below:

Effect: Effect refers to the effect or influence that one factor has on another. In the context of education, it often describes the changes in student learning outcomes, development, and behavior that result from specific teaching methods or interventions.

Play-Based Learning: Play-Based Learning (PBL) is an educational approach that utilizes play as the primary medium for children to learn and develop skills. This method emphasizes hands-on, interactive experiences, allowing children to explore, experiment, and engage with their environment, thereby fostering cognitive, social, emotional, and physical development.

Early Childhood Education: Early Childhood Education (ECE) encompasses the formal and informal educational practices that occur during the formative years of a child’s life, typically from birth to age eight. This stage focuses on promoting holistic development through various learning experiences, often involving play, to prepare children for future academic success and social integration.

Pupils: Pupils refer to children who are enrolled in a school or educational institution. In the context of early childhood education, this term is commonly used to describe young learners, particularly those in pre-primary or primary education settings.

Children: Children are individuals in the early stages of human development, typically defined as those from birth to around 12 years of age. This term encompasses various developmental stages, including infancy, toddlerhood, and early school age, highlighting their physical, cognitive, and emotional growth.

Pre-Primary: Pre-Primary education refers to the educational programs designed for children before they enter formal primary school, usually targeting ages three to five. This stage aims to provide foundational skills and experiences that promote readiness for primary education, often incorporating play and social interaction as key components of learning.

Project – IMPACT OF PLAY-BASED LEARNING ON PUPILS’ ACADEMIC PERFORMANCE AMONG EARLY CHILDHOOD EDUCATION PUPILS