Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children

Murtagh, Elaine; Sawalma, Jamil; Martin, Rosemarie

doi:10.1007/s10671-022-09312-5

Cited by 15 publications

(7 citation statements)

References 56 publications

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“…While much of the research on play-based approaches has taken place in the U.S., Europe and Australia, Hammad and AlShaer [16] noted that Palestinian students' low achievement in certain subjects may be enhanced by introducing play-based learning in Mathematics' and Arabic language subjects. Recently the positive relationship between play-based learning and test scores in Mathematics has been demonstrated for Palestinian elementary school children [27].…”

Section: Introduction 1value Of Play-based Learningmentioning

confidence: 99%

Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

et al. 2022

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Background: This study examined teacher educators’ perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to teacher educators’ capability, opportunity and motivation to incorporate play-based learning into their practice. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. However, attempts to incorporate play-based learning into their practices is affected by insufficient knowledge and skills to apply play-based learning in practical contexts. Furthermore, social cues, cultural norms and physical challenges currently limit their opportunity to adopt play-based approaches. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators.

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Section: Introduction 1value Of Play-based Learningmentioning

confidence: 99%

Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

et al. 2022

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“…Researchers also agree that, on the physical level, children need to engage in play activities that facilitate both gross and fine motor development (Gashaj et al 2021). Quite recently, Murtagh, Sawalma and Martin (2020) affirmed that play-based activities encourage learning in pivotal academic subject areas such as Literacy and Mathematics. Parker et al (2022) and Lunga et al (2022) affirm that young learners learn from their peers while they play, and these authors argue that it is during such activities that they integrate their language, customs and culture through play activities.…”

Section: Background To the Studymentioning

confidence: 99%

“…Vygotsky's social development theory argues that utilising play in early childhood development creates a ZPD where young learners can learn from their peers. Other studies that were reviewed, such as those by Bodrova and Leong (2003), Johnson, Christie and Wardle (2005), Murtagh and Sawalma (2020) and Lunga et al (2022), demonstrated the importance of play in early childhood development. Conversely, this study indicated that the rural teachers under study found it very challenging to implement play effectively in Grade 3.…”

Section: Specific Theme-based Findings Theme 1: Language Developmentmentioning

confidence: 99%

The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies

Fynn,

Ndlovu

2024

South African Journal of Childhood Education

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Background: Poetry predates all other genres of literature, and it has been argued that the relationship between poetry and language is inextricable. The ability of African people to articulate their own stories was largely silenced by colonialism. Poems and lyrics have been known to create a bridge between individuals in meaningful words and songs.Aim: This article explores Grade 3 teachers’ experiences of teaching poetry and their utilisation of play pedagogies to enhance learning and make it pleasurable.Setting: Three schools in KwaZulu-Natal, South Africa, were purposively selected because of their rural location. The sample comprised six Grade 3 teachers who worked in these three rural primary schools. The learners in the study were using isiZulu as a language of learning and teaching.Methods: Semi-structured interviews, document analysis and non-participant observations were employed to generate the data.Results: Regardless, Grade 1 teachers know their knowledge of the value of play pedagogies in the development of young children.Conclusion: Researchers suggest that Grade 3 teachers need to align their practice and lesson plans with Curriculum and Assessment Policy Statement (CAPS) proposals and guidelines. Moreover, play pedagogies need to be implemented and these need to be realistically aligned with allocated time frames and available resources to mitigate the severe restraints that impede effective poetry teaching as a tool for facilitating learning.Contribution: To ensure the success of all Grade 3 learners in the realm of poetry understanding and writing, it is imperative that Foundation Phase (FP) teachers align their teaching to the CAPS pedagogies to expose learners to various forms of poetry.

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“…The random effects model results showed a positive effect. In addition, Murtagh et al (2022) explored the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff, four matched schools served as the control group.…”

Section: Empirical Literaturementioning

confidence: 99%

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

Muhawenimana,

Ngabonziza

2024

AJERNET

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This study investigated the effects of Play-Based Learning (PBL) on student performance in Science and Elementary Technology (SET) and English language subjects at primary schools in Ruhango Sector, Ruhango District. The main objective of this study was to investigate the effects of play based learning on student performance of SET and English language subjects in Ruhango Sector, specifically the study focused on the effect of play based learning project, perception regarding the teacher’s roles on learner performance of SET and English language and establish the relationship between play-based learning project and learners’ performance of SET and English language subjects in primary school of Ruhango sector. The theories that guided research were Theory of Constraints (TOC) is a process designed to identify and eliminate constraints in organizational processes that hinder the achievement of organizational goals and Social Cognitive Theory is based on his central concept of self-efficacy. This study used a descriptive and correlational research designs. The target population was 150 people including headteachers and teachers. The sample size of was 96 teachers with backgrounds in SET and English language subjects and 12 headtechers. This study used questionnaire as a primary data source. The questionnaire involved written questions to which the teachers were required to write answers individually and interview guides were used to collect information from headteachers. Microsoft Office Excel was used for analyzing the results from the questionnaire and interview. The Pearson Correlation was used to test one hypothesis. The study concluded that Play Based Learning played an importance role in learner performance of Science and Elementary Technology and English language subjects through play-based activities. The research revealed a strong positive correlation between Project-Based Learning (PBL) initiatives and students' academic achievement in English language courses (r=.9650*, p=0.001). Similarly, a significant positive association was observed between Project-Based Learning (PBL) endeavours and learners' performance in Science, Elementary and Technology (SET) subjects (r=.9836*, p=0.001). The study recommends that teachers should regularly monitor content and adjust settings for individual learners. Finally, teachers should apply practices associated with engagement by determining if learner enjoy the game or want to play.

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Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children

Cited by 15 publications

References 56 publications

Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

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