The Utilization of Play-Based Innovative Teaching Strategy Among Kindergarten Pupils: Analysis of Implementation and Outcomes
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 9
Abstract
This study delves into the utilization of play-based innovative teaching strategies among kindergarten pupils in public elementary schools within District 6 of the Department of Education in Malolos City. Employing a quasi-experimental design, the study investigates the implementation and outcomes of these strategies, utilizing methods such as surveys and correlation studies. Data was gathered through structured questionnaires administered to 80 kindergarten pupils across three selected schools and eight kindergarten teachers within District 6. Findings suggest that teachers effectively implemented play-based strategies, providing proper guidance and instruction during activities, albeit room for improvement in their knowledge and training was identified. Moreover, teachers demonstrated confidence in employing play-based teaching, with pupils exhibiting improved post-test performance. However, no significant differences were observed in the social environment. Recommendations include encouraging daily utilization of play-based teaching, enhancing teacher training in this area, and emphasizing the importance of socialization skills development through play in early childhood education. These findings underscore the efficacy of play-based strategies in enhancing learning outcomes and highlight the importance of continued professional development for educators to optimize their implementation.
Authors and Affiliations
Roxan Sta. Ana
Keywords
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- EP ID EP758437
- DOI doi: 10.5281/zenodo.10971964
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