Teachers’ Perception of Utilization of Play-Based Teaching Approach in Selected Elementary Schools in Zambales

Jamille P. Santos, Irish E. Flores, Alyssa Marie N. Calupe, Trizia Mae M. Mertola and Mariane A. Macaspac
Additional contact information
Jamille P. Santos: College Of Teacher Education President Ramon Magsaysay State University 2201,Iba, Zambales, Philippines
Irish E. Flores: College Of Teacher Education President Ramon Magsaysay State University 2201,Iba, Zambales, Philippines
Alyssa Marie N. Calupe: College Of Teacher Education President Ramon Magsaysay State University 2201,Iba, Zambales, Philippines
Trizia Mae M. Mertola: College Of Teacher Education President Ramon Magsaysay State University 2201,Iba, Zambales, Philippines
Mariane A. Macaspac: College Of Teacher Education President Ramon Magsaysay State University 2201,Iba, Zambales, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 7, 1704-1714

Abstract: Play- based helps the children to develop their social skills, motivation to learn and language skills. Play is the most natural and meaningful way for children to build knowledge and understandings, practice skills, and naturally immerse themselves in a wide spectrum of literacy and numeracy and participate in constructive, intrinsically rewarding learning situations. The aim of this study is to determine the teacher’s perceptions of the play-based teaching approach and whether they think that it is an effective way to develop the knowledge and social skills of the children or not. A total of 21 respondents were used with varied grade handles, educational attainment, year in service and school as the profile variables in the study to test the significant differences of their responses. The researcher used a quantitative approach for their research and a descriptive survey design was employed. The analysis of variance revealed that there were no significant differences in perceptions of the used of play-based teaching approach and its connection with cognitive and social-emotional development based on their sex, school, grade level handled, years in service, or highest educational attainment. The Researchers found out that play-based is effective and would support the student learning and enhance academic curriculum. Play-based is important to the development of cognitive and social-emotional children because it promotes discovery, exploration and interest. It is effective when the teacher guides the learners during play-based activities, and they believed that play-based would support the student learning and enhance academic curriculum. It is important to be utilized in the development of cognitive skills because it promotes discovery, exploration and stimulates interest in the subject matter. And it makes connections with others and develops friendship helps the children to share ideas, express feelings and develop their social-emotional skills.

Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-7/1704-1714.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... schools-in-zambales/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:8:y:2024:i:7:p:1704-1714

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().