Impact of Play Method in Teaching and Learning of Kindergarten Pupils in Lagos State (a Study of Selected Montessori Primary Schools in Ikorodu LGA).
CHAPTER ONE
Objectives of the Study
The purpose of this study was to investigate the impact of play method on teaching and learning of kindergarten pupils in Ikorodu L.G.A, Lagos state, Nigeria.
The study was guided by the following objectives:
- Establish the impact of materials for play method on teaching and learning of kindergarten pupils in Ikorodu L.G.A.
- Establish how types of play affect teaching and learning of kindergarten pupils in Ikorodu L.G.A.
- Examine the impact of time allocated for play method on teaching and learning of kindergarten pupils in Ikorodu L.G.A.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter presents literature related to the study. The review examines literature related to types of play method on teaching and learning of kindergarten pupils, play materials on teaching and learning of kindergarten pupils and time allocation for play method on teaching and learning of kindergarten pupils. The review then examined relevant theories on teaching and learning of kindergarten pupils and then concludes with conceptual framework based on the variables in the study.
Type of Play Materials and Teaching and learning of kindergarten pupils
A study by Zigler (2008) contended that quality-learning environments support pupils’ learning with a rich variety of materials that enable them to explore and make discoveries.
Zigler (2008) suggested that provision of play materials stimulates pupils’ interest in the learning activities. The study noted that young pupils join pre-schools with a broad range of experiences and a high level of interest using a variety of technologies, involving computers, digital cameras, mobile phones and many hand held devices making new technologies available alongside traditional materials like blocks enables and extends playful explorations. Further, they can be used to document learning scenarios that describe the types of learning that occurred and also shared with parents.
Research by Garry (2010) established that traditionally, blocks are the most used play materials in schools. It was found that block play is an essential component of early childhood programmes and is justified in terms of being an open-ended play activity in which the pupils learn. Playing with blocks is thought to lead to learning about the physical properties of objects, eye-hand coordination, cause and impact, object permanence and specific concepts related to shape and gravity. Block play was frequently cited as a free play activity that can provide contexts for planning. Willis and Hymon-Parker (2010) contend that pupils need to play in the real world with actual objects and in materials that are tactile and tangible with minimum intervention by the teacher. The study also revealed that that pupils’ play was directed along six ―gifts‖ for pupils. These colourful gifts were simple soft balls and sets of blocks with which pupils could play and make interesting designs. Pupils were given access to these gifts at different ages to allow them to explore the objects and their potential uses. The study also noted that infants were given soft, coloured balls to play with and explore their colours, textures and properties.
A survey by Popoola (2008) stressed the importance of a structured or ―prepared environment in which pupils are provided with materials and experiences that foster their intellectual, sensory and motor development. By using the materials within the prepared environment, pupils learn to explore their world through all their senses. For example, in learning the letters of the alphabet and the basic skills of writing, pre-scholars may begin by tracing complex geometric figures to train the muscles needed for writing. According to survey, pupils used letters cut from sand paper that they could feel with their hands. They then used cut out letters for spelling the names of familiar pictured animals. Materials availability was limited and their use strictly structured in accordance with the notion of the prepared environment. Pupils are bound to the prescribed materials in the sensory exercises they were free to explore the prepared environment in an orderly fashion.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, the researcher describes research design, target population, sampling procedure, instruments, validity and reliability. It also involves procedure for data collection, data analysis and ethical concerns.
Research Design
The study employed quasi-experimental research design, which has a characteristic of experimental research design except that the participants were not assigned their groups randomly (Kothari 2014). This design was best for this study because it allowed human characteristics to be observed where in this study the academic performance of pre-school pupils played who had play materials and those who did not have; pupils who were allocated plenty of play time and those who were not and pupils who were exposed to different types of play and those who did not was determined by comparing performance test scores. The researcher manipulated independent variables which are types of play, play materials and time allocated for play. This was done by varying the types of play used by teachers when teaching, varying the play materials used by pre-school pupils and varying time allocated to play activities.
The researcher selected two groups of pupils in from the pre-schools. One group of pupils in each school was made a control group and the other one was an experimental group. The researcher selected two teachers who had been trained to act as assistants. The pre-test was administered to pupils in both groups and the performance test scores determined and compared. After the pre-test, pupils in the experimental group were taught while being exposed to different types of play materials, types of play and varied play time. Those in the control group on the other hand were taught without play materials. After one week, a post test was administered to the pupils in the two groups and the test scores compared.
CHAPTER FOUR
FINDINGS AND DISCUSSIONS
Introduction
This chapter presents data analysis, interpretation and discussion of findings based on the research objectives under the following themes: Types of play materials and academic performance, types of play and academic performance and the impact of play time on pupils’ performance.]
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter summarizes the findings of the study and presents conclusions, recommendations and suggestions for further research.
Summary
The purpose of this study was to investigate the impact of play method on teaching and learning of kindergarten pupils in Ikorodu L.G.A, Lagos state, Nigeria. The study was guided by three objectives which focused on types of play, play materials and time allocated to play and their impact on pupils’ performance. The literature review addressed issues of types of play method on teaching and learning of kindergarten pupils, play materials on teaching and learning of kindergarten pupils and time allocation for play method on teaching and learning of kindergarten pupils. The study was hinged on Froebel’s (1852) theory, which states that play is a serious and deeply significant activity for young child. Froebel viewed kindergartens as institutions where pupils instruct and educate themselves and where they develop and integrate all their abilities through play. The study employed quasi-experimental research design and the target population of the study was all the 60 pre-schools in Ikorodu L.G.A district with a population of 1800 pre-school pupils and 62 kindergarten teachers. The tools for data collection were questionnaires for teachers and performance test. The data was analyzed by use of SPSS programme where it was coded and then fed into the programmes template.
The first objective of the study sought to establish the type of play materials in schools and their impact on pupils’ academic performance. The findings show that pupils in the experimental group were exposed to play materials, the there was a great improvement in the mean score than for those in the control group who were not exposed to play materials. This is an indication that that after being exposed to play materials teaching and learning of kindergarten pupils improved which means that play materials enhances pupil’s academic performance. The findings show that when exposed to different play materials, there was varied improvement in the performance mean score. It was found that play using the number board yielded higher scores especially in arithmetic followed by robes and then the skipping robe. It can therefore be concluded that use of different play materials had a positive impact on academic performance of kindergarten pupils.
The second objective of the study was to determine how types of play affect teaching and learning of kindergarten pupils in Ikorodu L.G.A. The findings showed that there was greater improvement in the mean score between the pre-test and post test when pupils were exposed to types of play. It was found that when pupils were exposed to teacher initiated and guided play, they tended to record the highest improvement in their mean score. Role play and group play were also fund to significantly enhance teaching and learning of kindergarten pupils. It can therefore be concluded that use of different types of play has a positive impact on academic performance of kindergarten pupils. The third objective of the study was to establish whether the time allocated for the play materials is adequate. The findings revealed that there a significant change in the mean score of pupils with increase in time allocated for play and therefore play time has a significant impact on academic performance.
Conclusion
The study sought to establish the impact of play method on kindergarten teaching and learning of kindergarten pupils. It was found that use of different play materials had a positive impact on academic performance of kindergarten pupils. Using the number board yielded higher scores especially in arithmetic followed by robes and then the skipping robe. There was also greater improvement in the mean score between the pre-test and post test when pupils were exposed to types of play. When pupils were exposed to teacher initiated and guided play, they tended to record the highest improvement in their mean score. Role play and group play also significantly enhanced teaching and learning of kindergarten pupils. Lastly, there was a significant change in the mean score of pupils with increase in time allocated for play and therefore play time has a significant impact on academic performance.
Recommendations
Based on the findings of the study, it is recommendation that;
- The teachers need to create more time for the pupils to be engaged on play materials. This would expose pupils to more activities indicated that exposing pupils to more time of play enables pupils use their hands, develop their eye-hand co-ordination as they usually concentrate carefully on what they are doing
- The study also recommends that, there is need to use more play materials in school. The more the materials the more pupils learn
- The other recommendation is that there is need to create adequate space for play. If the classroom is very squeezed, there will be no room to engage pupils in a physical activities in class
- The study also recommends that teachers need to be innovative and come up with more playing materials driven from the school environment. This would reduce the cost of buying more materials for the pupils
Suggestions for Further Studies
In a bid to build on the findings of this study, the researcher suggested that studies can be carried out on;
- The impact of play method on teaching and learning of kindergarten pupils in a bigger region like a state. This would help in generalising results
- A study can also be carried out on the perception of the teachers on the use of play in schools which was out of the scope of the current study.
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