THE EFFECTIVENESS OF PLAY WAY METHOD ON ACADEMIC

PERFORMANCE OF PRIMARY SCHOOL PUPILS IN GWALE LOCAL

GOVERNMENT AREA OF KANO STATE.

BY

IBRAHIM ADAMU YUSUF

SCE/14/EDU/ENG/00098

A project submitted to the Department of Education, Bayero University, Kano. In

Partial Fulfillment of the Requirement for the Award of Bachelor of Arts in
Education. B.A. ED (English)

Supervisor:
Dr. Ya’u Ahmad Sara

March, 2019.

i
 CERTIFICATION PAGE

This research work on the effectiveness of play way method of teaching on the academic

performance of primary school pupils in Gwale local government area of Kano state has been

read and approved having met the requirement for the award of Bachelor of Arts in Education

(B.A. Ed) English in Bayero University, Kano.

___________________________ __________________________

DR. YA’U AHMAD SARA DATE

SUPERVISOR

__________________________ ___________________________

DR. DANLAMI HAYYO DATE

COORDINATOR

__________________________ ___________________________

DR. USMAN DA’U ALIYU DATE

H.O.D

ii
 DEDICATION

Dedicated to the Loving memory of my paternal mum, Hajiya Fatima

(HAJIYA FANNA) Abubakar Damboa. May Allah SWA grant her Jannatul Firdaus.

iii
 ACKNOWLEDGEMENT

First and foremost, I thank Allah the Almighty and Most High for sparing my life to the

completion of this research work. My gratitude goes to my supervisor Dr. Ahmad Ya’u Sara

whose support, guidance, and academic leadership contributed immensely not only to the

completion of this research but to make me have more interest in academic pursue. I am also

grateful to my level and project coordinator at the same time my mentor Dr. Danlami Hayyo

whose support, encouragement and contributions made great impact to the completion of this

research work. Equally, I want to acknowledge the advices and encouragement of the H.O.D Dr.

Usman Da’u Aliyu, Dr. Bala Ibrahim Sambo, Dr. Muhammad bn Abdallah, Malam Adamu Isah

Na’ubangij, Malama Aisha Sadiq Bello, Dr. Idris Salisu Rogo, Dr. Umar Bawa Musa, Malama

Laurat Jibrin, Malama Laila Kabir Maikaba, Malama Salma Aliyu Umar, Malam Salisu Iliyasu,

Comr. Desmond Mgboh and all my lecturers in School of Continuing Education, Bayero

University Kano whom are too numerous to mention, may Allah reward you abundantly.

My sincere appreciation goes to the management, Staff and pupils of Al-Umnaj

International School, Kano for granting me the opportunity to carry out my research experiment

in the school most especially the head teacher Sheikh Mustapha Sodiq and the entire pupils of

Nursery 2 may the sky be your limit.

Special thanks go to my course mate: Hajiya Aisha Alahassan Tata, Iliyasu A. Ibrahim,

Abubakar Kabir Abubakar, Usman Ibrahim Tijiyo, Alh. Dahiru Yakassai, Hauwa’u Zubairu,

Nura Shuaibu, Shuaibu Ibrahim Tahir, Malam Habu Ahmed, Malam Sani Abdullahi, Shamsu

Mukaila, Aminu Mukhtar Hassan, Fatima Marris Yusuf, Tijjani Abdu Daneji, Alh Sani Zayyana,

iv
Salma Umar Hafiz and all others that are too numerous to mention. In fact, they are so wonderful

and committed integrated individuals with high integrity and different personalities.

I would also want to acknowledge the encouragement and support of my guardian Dr. Ali

Abubakar Abdallah who was the reason of my relocation back to Kano state. May Allah (SWT)

continue to guide him in all his endeavours.

My profound gratitude and appreciation goes to my wife Maryam Balarabe for her

patient and support and to my children Ahmad, Mustapha (Walid), Yusuf (Hanif), Abdulkarim,

my Queen Fatima (Khairat) and my cousin Tasi’u for their entire patient and tolerance

throughout the period of this research work.

I thank all my friends most especially Muhammad Rabiu Lawan, my siblings Yusuf

Adamu, Ahmad Umar Faruq and the entire family members too numerous to mention for their

prayers, contributions and support in one way or the other may Allah continue to guide and

protect you all.

v
 ABSTRACT
The purpose of this study was to examine the effectiveness of play way method on
the academic performance of primary school pupils in Gwale local Governmet
Area of Kano state. The research design was quasi experimental in which the
population of the study was the 46 pupils of nursery two in Al-Umnaj International
School divided into two groups (Experimental and Control). Data was collected
through the use of researcher made test, the instrument was validated through the
use of face validity and data was analyzed by the use of T. test for independent
sample with the aid of SPSS at p. value 0.00, ls 0.051, t.cal. 5.86. The research
espoused that there is significant difference in the academic performance of pupils
taught with play way method and those taught with traditional or conventional
method. On the gender differences on academic performance between male and
female taught using play way method, t.cal was found to be 2.722, p. value 0.019 at
0.00 level of significance, this finding implies that there is significant difference in
academic performance with male students more proactive and responsive to
academic performance. It was therefore concluded that the use of play way
method of teaching had a positive effect in enhancing academic performance of
primary school pupils as such it is recommended that play way method of teaching
should be made a priority in teaching in lower primary school.

vi
 TABLE OF CONTENT
CERTIFICATION PAGE
ii
DEDICATION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT vi
TABLE OF CONTENT vii
LIST OF TABLES
x

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1
1.2 Statement of the Problem
5
1.3 Objectives of the Study
6
1.4 Research Questions
6
1.5 Research Hypothesis
6
1.6 Significance of the Study
7

vii
1.7 Scope and Limitation
7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1. Introduction
8
2.2 Conceptual Framework
8
2.2.1 Concept of Play 8
2.2.2 Concept of Play-Way Method of Teaching. 11
2.2.3 Historical Emergence of Play-Way Method 12

2.3 Theoretical Framework

15
2.3.1 Surplus Energy Theory of Play 16
2.3.2 The Recreation/Relaxation Theory of Play 16
2.3.3 Recapitulation Theory of Play 17
2.3.4 Instinct Practice (pre-exercise) Theory of Play 17
2.3.5 Psychoanalytic Theory of Play 18
2.3.6 Arousal Modulation Theory of Play 18
2.3.7 Cognitive Theory of Play 18

2.4 Review of Related Empirical Studies

19
2.5. Summary and Uniqueness
24

CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Introduction
26

viii
3.2. Research Design
26
3.3. Population.
27
3.3.1. Population 27
3.3.2. Selection of School. 27

3.4. Sample Size 28

3.4.1. Sample Selection of Subject. 28

3.5. Data Collection Instrument

29
3.6. Validity and Reliability Data Collection.
30
3.6.1. Validity of the Instrument 30

3.7. Procedure for Data Collection.

30
3.8 Data Analysis Instrument
30

CHAPTER FOUR: PRESENTATION AND DATA ANALYSIS

4.1. Introduction
31
4.2. Summary of Data
31
4.3. Test of Hypothesis.
32
4.4. Summary of Findings
33
ix
4.5. Discussion of Findings
34

CHAPTER FIVE: SUMMARY, CONCLUSION & RECOMMENDATIONS

5.1. Introduction
36
5.2. Summary
36
5.3. Conclusion
37
5.4 Recommendations
38
5.4.1 Recommendations from the Study 38
5.4.2 Recommendations for further Study 38

REFERENCES 39
APPENDIX 41

x
 LIST OF TABLES
Table 3.1 – statistics of Nursery Two Pupils

Table 3.1 – statistics of Nursery Two Pupils and coding

Table 4.1 – Pupils academic performance scores between experimental and

control group.

Table 4.2 – Gender difference in academic performance of pupils within the

experimental group.

Table 4.3 – Difference in academic performance of pupils between the

experimental and control groups.

Table 4.4 – Difference in Academic performance between the male and female
pupils taught with play way method.

xi
xii
xiii
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Play is defined as the spontaneous activity of children. It is an activity that is meant for

the purpose of recreation or entertainment. Play is also a natural part of child’s life with many

opportunities to engage in and work with peers. To define play as an activity that gives the child

pleasure cannot just suffice, but it also fulfills the needs of the child.

George Benard Shaw said “we do not stop playing because we grow old. We grow old because

we stop playing”.

Play according to advance learners’ dictionary is to act in a manner such that one has fun

and to also engage in activity expressly for the purpose of recreation or entertainment. The

importance of play in the life of a child cannot be overemphasized. This is because play

promotes children’s development, learning, creativity and independence. It also keeps children

healthy and active. Active children become active adult. It fosters social inclusion. It helps

children understand the people and places in their lives learn about their environment and

develop a sense of community. Play allows children to find out about themselves their abilities

and interest. It is therapeutic which assist children to deal with difficult or painful situations,

such as emotional stress or medical treatments. Above all, it gives children the chance to let off

steam and have fun.

Education is acquiring new knowledge, skills and desirable change in the life of children.

The strategy of acquiring the latter is given optimum emphasis and concern because it eases the

acquaintance of such knowledge and skill. Play way method in teaching and learning is a

strategy that involves the spirit of play in all educational instruction. It emphasizes the spirit of
1
freedom, spontaneity and enjoyment introduced in all school work. It equally lays emphasis on

the child, rather than on the subject-matter. Play way method or strategy is described as a method

where children learn through recreation and entertainment. Fredrick Froebel (1782-1852)

develops the kindergarten and is also considered as the inventor of play way method of teaching.

He opined the essence of childhood is to have endless opportunity for play. Jean Piaget states

that the way children form their own concepts through experience, assimilate existing concepts

such as cultural value, norms, and beliefs from adults and further create and develop their own

concept as they mature toward adulthood.

Play way method of teaching makes it possible for learners to give free reins to their

thoughts and express same in creative language, thus paving the way of meaningful education.

Other advantages of the play way method are that of having free knowledge from the preserves

of the elites few given a greater number of people access to education and personal development.

The importance of the concept formation in learning process should not be treated with a wave of

hand. It helps the child to be bound psychologically with his family even when outside the home,

thereby making the learning environment a familiar-place which naturally would have been

strange to him. He expresses himself easily in his play way method of learning. It is expected

that this familiar environment will facilitated the learning process.

Teaching or learning using play way method is not just about recreation and

entertainment, but it provides opportunities for teachers and pupils to develop their own ideas

and interest and to set up stimulating and appropriate learning environment. Learning through

play way method allows pupils to create opportunities to make choices and decisions, develop

thinking skills and personal capabilities which provide practical, interactive and enjoyable play

experience. In using play way method during teaching, pupils are encouraged to think, do and

review for themselves and reflect on practice. It allows employing a wide range of teaching
2
strategies, language development for effective learning among the pupils and encourages sharing

and demonstrating learning. The effectiveness of play way method in achieving educational

objectives cannot be successful without having a good knowledge of the what, why, where, who

and how things are done when using the method. Play way method is natural, enjoyable way of

promoting learning across all areas of the curriculum. It is about enjoying learning, developing

imagination, creativity and natural curiosity, learning in a safe, secure and happy environment,

developing skills and capabilities through a range of experience, making things etc. but it is not a

separate subject, what you do as a time filler, only about the result, just playing or something you

do when you are not working.

Play way method is used in teaching because it is natural and enjoyable way of

promoting learning across all areas of curriculum since it develops the disposition to learn, self-

esteem, self-confidence, independence, curiosity, creativity, self-expression, autonomy,

concentration etc. it encourages teacher to make learning enjoyable, make learning relevant,

involves pupils in the planning process, consider the holistic development of the pupil, be

imaginative/creative, and monitor progress of the pupils. In the other hand it encourages pupils to

enjoy learning, be informed and make responsible decision, manage their learning, take some

responsibility for their learning and transfer learning to real life situation. Play way method can

be used both at language and literacy lesson, mathematics /numeracy, science, arts, physical

education, during personal development and mutual understanding. Not only in the school

environment, it’s also used at home, outdoor/school grounds, halls, share learning areas, local

areas or places of interest. Also, while using the play way method, the pupils, school community,

teachers, parent and local community in which the school is located has something to contribute

for the effective success of the method.

3
 The effectiveness of play way method can be seen when pupils demonstrate what they

have learnt through drawings, poems, recounts description, mapping, diagrams/charts, making

booklets, explanation to others, think, share, drama, role play, presentation, assemblies etc.

Play way method in teaching allows for the teacher to evaluate the activity of the play itself. This

can be done through individual, group or whole classroom discussions, through ongoing

obstructive observation, by asking pupils to communicate their thinking in a variety of ways, by

observing behaviours such as concentration, perseverance, through response to prompt/key

question or by setting task which require children to use certain skills or apply ideas. During

lesson, where play way method is applied the evaluation is to assess the skills and personal

capabilities of the planners’, learning intentions and success criteria, the learning/play

environment language, language disposition, active involvement of pupils, the teaching

strategies, the process used in the completion of task, appropriateness of task and resource and

enjoyment.

Since play way method in teaching and learning process is not only meant for entertainment and

recreation, the need to observe how the method is conducted become paramount. The

observation should be based on agreed learning intentions and success criteria. The following

should be considered by the teacher:

What pupils say which includes the appropriateness of the language? What pupils do-that

is either they are actively engaged in the learning or not. How pupils do it. This means observing

the willingness in doing activities during play. Play way method enhances expression which is

learning by doing contrary to learning by rote, it is observed that play way method can help

pupils to learn different subjects. In primary schools, there are different types of play which

pupils engage to develop their skills ranging from free play and guided play which involved

adult. Therefore, Vygotsky (1978) viewed play as a means for socially assisted learning and

4
scaffolding. In scaffolding, the adult assists the child to perform at a higher level than would be

possible without adult support. When the child is able to perform alone, the adult gradually

withdraws and lets the child act independently. This kind of adult intervention helps children

expand their knowledge and learning during play. Adult scaffolding during play encourages

children to learn self-regulation, cooperation, memory, language use, and literacy (Craig &

Dunn, 2009)

Since play itself appears to be important as far as child’s development is concern, using

play way method in teaching and learning becomes more important. The conscious use of play

way method in teaching and learning process promote the development and learning ability of

each pupil in which should be valued in our primary school to foster academic achievement. Play

and enjoyment in learning in all its various forms stimulates the imagination, insight,

communication and the ability to cooperate and solve problems.

1.2 Statement of the Problem

The use of traditional method of teaching has predominantly occupied the teaching

environment as Play is regarded as an activity to be done out of learning activities. The use of

play way method in teaching creates lack of seriousness in the pupils even when the teacher

means business.

Though, good academic foundation at primary school lays a background in the entire

educational life of an individual. The way and manner pupils are prepared in primary school

influences pupils academic achievements in secondary school. These are some of the reasons

why this research work tend to investigate the effectiveness of play way method in influencing

pupils academic performance in primary school through examining the presence of play

tools/materials, types of play and time allocated for play.

5
 Students are expected to move to secondary school after successful completion of

primary school. But it is observed that their performance in secondary schools is below

expectation. This lack of performance in secondary school coupled with minimum materials on

play in our primary school facilitate this research work to establish the effects of play on pupils

academic performance in Gwale local government area of Kano state.

1.3 Objectives of the Study

The study was guided by the following objectives:

i. Establish the effect of play on academic performance of primary school

Pupils in Gwale local government area.

ii. Examine gender difference in academic performance of primary school pupils taught

with play way method in Gwale local government Area.

1.4 Research Questions

The study will be guided by the following research questions:

i. Is there any significant effect of play on academic performance of primary school pupils

in Gwale local government?

ii. Is there any significant difference in academic performance between the Male and the

Female of primary school pupils taught with play way method in Gwale local

government Area?

1.5 Research Hypothesis

i. There is no significant difference in academic performance between pupils’ taught with

play way method and those taught with traditional method among primary school pupils

in Gwale Local Government Area.

6
ii. There is no any significant difference in academic performance between the Male and

the Female of primary school taught with play way method in Gwale local Government

Area.

1.6 Significance of the Study

The findings of this study may be used to mobilize parents and stakeholders to participate

in improving play and children‘s academic performance.

This study may equally be useful to curriculum implementers and planners to improve

academic performance in pre-schools by improving on the play materials, types of play and

teaching time.

Also, the policy makers may identify areas of concern and address them in the best

interest of the child.

More so, the school management and administration may also benefit from the study in

that the findings might challenge them to change the methodology of delivering content.

The teacher may also use the research findings to explore and find out what types of play

resources, types of play and time might be more effective when used to build up a good

academic performance.

1.7 Scope and Limitation

The research is aimed to be carried out in Gwale local government of Kano state. To be

specific, primary one pupils of Al-Umnaj International School will be used in the course of this

research. All other classes that are not primary one are delimited. This is because the availability

of research materials, time and financial constraints will be hindrance for the research to be

carried out in the whole of Gwale Local Government Area.

7
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Introduction

This chapter presents the review of literature related to the study carried out by other

researchers. It will also discuss the concept of play, play way method of teaching, historical

emergence of play way method of teaching and some theories that are related to play way

method of teaching.

2.2 Conceptual Framework

2.2.1 Concept of Play

Play is one of the most important of all educational activities which deserves to be

acknowledged because of its rightful place in formal schooling, beyond the nursery school to

which it is too often confined. For play provides the teacher not only with a way of improving

his knowledge of the child, but also with a means of renewing his teaching methods.

Play has been defined in numerous ways but is perhaps best understood by knowing first

of all what it is not. In this case, play is not a work. Play and work are powerful oppositions.

Work, for example, is valued as a necessity that provides the material basis for life. It is also

frequently seen as giving meaning to life. Play, in the other hand is often seen as frivolous and

lacking the serious purpose of work. Play takes place in the time not given over to work and in

some cultures, such time in school is called playtime to distinguish it from time devoted to

lessons.

8
 Also, play is described as anything that spontaneously is done for its own sake. (Miller

and Almon 2009 as cited in White 2012). More specifically, it appears purposeless, produces

pleasure and joy, and leads one to the next stage of mastery. Similarly, play includes activities

that are freely chosen and directed by children and arise from intrinsic motivation. Often, play is

defined along a continuum as more or less playful using a set of behavioral and dispositional

criteria. Play is regarded what it is when it’s pleasurable. That is Children must enjoy the activity

or it is not play. It is intrinsically motivated. Children engage in play simply for the satisfaction

the behavior itself brings. It has no extrinsically motivated function or goal.

Play is Process Oriented. When children play, the means are more important than the

ends. Play Is Freely Chosen. It is spontaneous and voluntary. If a child is pressured, he will

likely not think of the activity as play. Play is actively engaged. Players must be physically

and/or mentally involved in the activity. Play is non literal. It involves make-believe.

Play is an activity that is categorized based on style and types. Styles of play are

structured and free play. The Structured play is planned, guided and led by adults. Structured

play can be useful but there is a risk that if it is too adult-led children will lose interest. Offering

the right amount of support is absolutely essential in providing for valuable structured play.

Adults can provide support by demonstrating skills that the child can then try out for themselves.

Another key ingredient of successful structured play is that the activity is at the correct level for

the children. In the other hand, free play is not adult-led. Adults provide equipment, materials

and resources for free play, but they do not direct it in any way. Advocates of free play believed

that children learn much more from this style of play than from structured play, since they are

more motivated by having created it themselves. Johnon, Christie and Yawkey (1999).

9
 The second category of play is based on types which includes; Imaginative play. This

includes pretend, symbolic and fantasy play. It is sometimes referred to as role play. Pretend

play: in this type of play, children practice and gain understanding of aspects of daily life.

Children play in school, shop, hospital, house, post office, restaurant, farm, etc. The role of the

adult in pretend play is to provide an array of clothing and props for children to use. Fantasy

Play; Fantasy play is most common for children aged 3–8. During fantasy play children pretend

to be something or someone that they cannot ever possibly be, e.g. Spiderman or Batman. This

type of play should decrease as reasoning increases. Symbolic Play; with this type of play

children use objects in their play, but they pretend that the objects are something else. e.g.

pretending leaves are salad ingredients. Johnson, Christie and Yawkey (1999). Below is a chart

showing the categories of play.

Therefore, play enables children to make sense of their world, possess a natural curiosity

to explore, play and acts. It serve as an avenue or ways that young children learn being with

other people, being active, exploring new experiences, talking to themselves, communication

10
with others, meeting physical and mental challenges, being shown how to do new things,

practicing and repeating skills and having fun.

2.2.2 Concept of Play-Way Method of Teaching.

Play-way method of learning / teaching is a complete package that enables overall

development of the pupil by developing in terms of feelings, intellect and skills parameters. Play-

way method of teaching/learning is very popular modus operandi of guiding the pupil to acquire

knowledge. Pupils always tend to get excited if certain element of fun is involved in their

teaching. With this particular method, the pupils can give wings to their imaginative ability. It

enables the child to improve various skills like motor, creative, imaginative, aesthetic, cognitive,

linguistic etc.

Play-way method is a unique method of learning and can be use based on the pupil’s

interests and requirements. This may vary from child to child. Teachers should develop different

learning activities by creating a joyful environment and shall plan the activities ranging from

simple to complex. What can be best for child other than to get a complete feeling of freedom?

This method of learning is planned and encourages the complete freedom of expression. The

traditional methods of assessing kids based on grading system are completely eliminated under

this method rather; the teachers assess the aptitudes and skills of a pupil on regular intervals. All

the activities involved in play-way method of teaching ensure the pupil’s development such as

physical, intellectual, psychological along with the development of different skills.

In adopting play-way method, the teacher should ensure that certain activities are

promoted. These activities could be physical, social, emotional etc. depending on the topic or

lesson. For instance, in a social studies lesson on family, play should be used to emphasize the

emotional physical and social attachment to family. This could be achieved with a lot of
11
emphasis on manipulation of play objects like toys, pictures which reflect the functions of the

members of the family. Similarly, in religious knowledge, play can be used to inculcate

obedience to Allah in general and parents in particular.

2.2.3 Historical Emergence of Play-Way Method

The historical emergence of play-way method of teaching cannot be complete without

tracing the origin from ancient time. There were Records of children’s play dated back to earliest

times. Archaeological finds from ancient civilizations such as China, Peru and Egypt show

drawings of play scenes. Artifacts such as dolls, tops and rattles, usually made from pottery or

metal, have also been discovered. Throughout the centuries, anthropologists have studied play in

many cultures. Even in the most ‘primitive’ ones, they have found evidence of storytelling,

games and dancing. According to Johnon, Christie and Yawkey (1999), historical emergence of

play way method is traced as thus:

In the ancient time, Plato (c.424–c.347 BC) the Greek philosopher was a believer in the

value of children’s play. He urged the Greek state to promote children’s games and he offered

advice to mothers regarding the promoting play in the home. Plato divided children’s

development into four levels or stages.

Also, Aristotle was another Greek philosopher. He worked with Plato and with Plato’s

teacher, Socrates. Aristotle valued play and physical exercise, especially during the early years.

He believed that formal education should not begin too early, in case growth and physical

development would be impeded. Aristotle placed great value on leisure time. Quintilian was a

Roman philosopher who was a firm believer in learning through play in the early years. He

believed that children forced into formal learning at too young an age came to ‘hate all learning’.

He saw the value of observing children. He understood that children have different temperaments
12
and rates of learning, and he believed that these differences should be accommodated. He stated

that corporal punishment was degrading and that it simply was not required if educational

instruction was good enough.

However, during the Middle Ages (c.5th–15th centuries), beliefs about children, their

development and play took a step backwards. During this time, children were expected to move

from being dependent infants to ‘mini adults’ within the space of five or six years. In a sense,

childhood ceased to exist. Children of the rich aristocracy practiced archery, chess, hunting and

school work from four or five years of age. Children of the poor worked as soon as they were

physically able to do so. Childhood was not recognized again as a distinct period until the

Reformation. In medieval society the idea of childhood did not exist…as soon as the child could

live without the constant solicitude of his mother, his nanny or his cradle rocker, he belonged to

adult society (Aries 1988). Even though there is some research that contradicts this view of

childhood in the middle Ages. Orme (2001) and others have studied writings, records and

archaeological finds from the time and they have found evidence of children having their own

possessions and play activities.

Meanwhile, during the Reformation and Renaissance period, Martin Luther (1483–1546)

was an important figure. He was a careful observer of children, believing that the type of

instruction offered to them should be adapted to their nature. He believed that children should be

allowed to be active, run, jump and play. Luther believed that children should work hard at

school and at home, learn a trade and be permitted to play. Also, John Amos Comenius (1592–

1670) contributed immensely during this period. He was a Czech theologian who further

developed child-centered education, beginning with the idea of the ‘mother school’. This was a

system of education to be used in the home by mothers of children aged 0–6. Comenius

13
emphasized the importance of children learning through active, firsthand experience. These ideas

are very much reflected in the later teachings of educators such as Rousseau, Pestalozzi,

Montessori, Froebel and Piaget. Comenius likened children’s development to that of a tree: if a

tree is tended to carefully, it will reach maturity covered with fruit waiting to be plucked and

used. John Locke (1632–1704) was another important figure in childhood education and play. He

believed that children should have playthings but should only be allowed to play with one thing

at a time. He believed that this would teach children to be careful and respectful of their

possessions and that if children were given too much they would become squanderers and

wasters!

In the Eighteenth and Nineteenth Centuries, the work of Jean-Jacques Rousseau (1712-

78) was studied. He believed that children develop in stages and that they should be facilitated in

following what is naturally of interest to them at a particular time in their lives. In his time,

memory work was a significant feature of children’s education. This rote learning was something

in which he saw little value. Instead, he believed that children should be given opportunities to

develop judgment and reasoning skills through hands-on experiences. He believed that children

aged 0–5 should learn only through play and he rejected the idea that play was essentially doing

nothing. Rousseau advocated play for the development of a healthy body, which he saw as being

essential for a healthy mind. The historical emergence of play-way method of teaching will not

be complete without identifying the work of Fredrich Froebel (1782–1852). Fredrich Froebel

was influenced by many of the educational philosophers that came before him. He is most

famous for his concept of the kindergarten, meaning ‘garden for children’.

Froebel taught at Pestalozzi’s school in Yverdon for two years. Although he felt that the

goals of the school were noble, he equally felt that a lack of organisation at times impeded the

14
fulfillment of these goals. In 1837 Froebel opened his first school in Blankenburg, Germany.

Froebel likened the child to a young plant requiring tender care and nourishment in order to

grow. Froebel’s vehicle of instruction was play. He believed that all areas of development could

be promoted through play: physical development through callisthenic exercises, social

development through children playing and working things out together, sense development

through exploring and manipulating playthings, and intellectual development through imitative

or inventive use of the Froebel gifts and occupations. Froebel’s gifts were to be manipulated and

played with by the child in their own way and at their own pace. Froebel’s occupations included

activities such as paper cutting, weaving, threading, drawing and painting.

He believed that play was a vital part of human life: Play is the purest, most spiritual

activity of man at this stage, and at the same time, typical of human life as a whole of the inner

hidden natural life in man and all things. It gives, therefore, joy, freedom, contentment, inner and

outer rest, peace with the world. It holds the source of all that is good. Play at this time

[childhood] is of deep significance. The terminal leaves of all later life Frobel believed in play

with natural materials, e.g. pieces of wood used to make huts. He also believed in the value of

gardening and other outdoor activities. He believed that every town should have a playground.

However, his idea of a playground was very different from modern playgrounds with

manufactured equipment. Froebel’s version of a playground was very natural, e.g. an ordinary

field with trees and flowers.

2.3 Theoretical Framework

The following theories of play are studied so that they can assist in understanding the

importance of play in relation to its effectiveness in assessing the academic performance of

primary school pupils.

15
2.3.1 Surplus Energy Theory of Play

The surplus energy theory is one of the oldest and simplest approaches to play

propounded by Schiller (1875) a German philosopher and poet. This theory regards play as the

expenditure of energy which is surplus to that consumed in instrumental or adaptive activity.

According to this theory, play is 'blowing off steam'. Children have most of their wants catered

for by others, and are consequently able to discharge their energies in spontaneous patterns of

non-appetitative behaviour. Schiller expressed the idea clearly when he defined play as the

aimless expenditure of exuberant energy. Children and young animals, being protected and

supplied with most of their needs by their parents, play most of the time. Thus, in this theory, a

common biological origin is posited to explain the existence of play in animals and children. One

major fault in the theory is that play tends to be regarded as 'random' behaviour, stimulated by

the existence of some sort of constant reservoir of energy which must be dissipated in some way.

The implication of this theory is that any sort of activity would serve to use up this quantum of

energy. This theory represents a first attempt to account for the existence of play, but has no

means of explaining the different forms which play may take. The theory does, however, receive

some sort of support from studies of primates which appear to show the existence of spontaneous

tendencies towards the manipulation of the environment.

2.3.2 The Recreation/Relaxation Theory of Play

The recreation/relaxation theory of play was put forward by the German educationalist

Lazarus (1883), and has been endorsed by several other writers. According to this theory, the

origins of play lie in the need for mental and physical recuperation from the stresses and strains

imposed on the individual in other kinds of activity. The psychological function of play is to

restore the physically and mentally fatigued individual through participation in activity which is

16
pleasurable and relaxing. In one way this theory is the opposite of the notion of play as deriving

from the expenditure of surplus energy. The latter theory sees play as behaviour which

consumes 'left over' energy, while the recreation theory considers play to be activity through

which the individual recuperates his exhausted energies. The weakness of the recreation theory is

obvious enough. No indication is given of the mechanisms through which play restores, and

there would appear to be many examples of play leading to mental and physical exhaustion

rather than to recuperation.

2.3.3 Recapitulation Theory of Play

The recapitulation theory is contained in the work of G. Stanley Hall. (1906). this theory

invokes the assumption of racial inheritance. The play activities of the young are regarded as the

re-enactment of past patterns of behaviour which played a part in the social development of the

race. The child traces the pattern of racial development in play.

2.3.4 Instinct Practice (pre-exercise) Theory of Play

The most influential early theory of play has been the instinct practice (pre-exercise)

theory, put forward in its most complete form by Karl Groos (1898). The origins of play are

regarded as instinctive; but play is seen as having its most important role as a part of the learning

process. According to Groos, play has an essential role in the training of the young animal or

child for adulthood. Play, in both animals and man, enables the individual to practice, in

situations where the results of his activity are of no consequence, behavior patterns which will

form an essential part of his life as an adult. Through the playful imitation of adult activities, the

young come to learn activities which will later be instrumental to their survival. While the

conception of play as deriving from instinctive sources has been abandoned, Groos' theory has

been the foundation for later work which has treated play as important in socialization.

17
2.3.5 Psychoanalytic Theory of Play

The psychoanalytic theory propounded by Freud (1959). This theory explain the value of

play in allowing children to express negative emotions that relate to situations in which they

have no control in their everyday lives. These include traumatic experiences and conflicts. To

him play is seen to provide a safe context for expressing these emotions and gaining a sense of

control. Play resonates with children’s reality and therein lays its cathartic power. Children

incorporate stressful situations into their play and deal with them. Repetitive play is seen to be

important here, as children act out the same situation time and again. In this play, children’s

mastery over stressful situations is nurtured.

2.3.6 Arousal Modulation Theory of Play

Another important theory of play is the Arousal Modulation theory by Berlyne (1960);

Ellis (1973) they explained that play as a means of maintaining a balanced level of arousal. To

them play serves to either raise or lower levels of stimulation, depending on whether a child is

under or over stimulated. Play provides novelty, uncertainty and complexity at optimal levels for

children; these qualities in optimal amounts are seen to be most conducive to individual

functioning. The balance between the new and the familiar is often seen applied to education.

2.3.7 Cognitive Theory of Play

Equally, Piaget (1962) shifted the focus of study from social and emotional aspects of

play to children’s cognition. He placed play within his stage-based theory of cognitive

development and assigned it a significant role in the growing of children’s minds. Underpinning

his views of how play contributes to children’s cognitive development are two processes

whereby children construct knowledge, assimilation and accommodation. Piaget maintained that

it is assimilation that is dominant in play. Children take something and make it fit to what they

18
know, such as when a child makes rolled paper to be a royal scepter. Talking about symbolic

play, he outlined the importance of play in the development of children’s mental representation

and abstract thinking.

Therefore, this research work will be hinged to the Cognitive theory of play by Piaget

(1962). He espoused that play consolidates learning that has already taken place while allowing

for the possibility of new learning in a relaxed atmosphere. They have made, and continue to

make, a highly significant contribution to how early childhood educators plan and implement

their curriculum, set up learning experiences, organize their physical environment with play

areas, and observe and assess children’s development in play situations. In this context of early

childhood education, the theory will explore the relevance of play to assessing the academic

performance of primary school pupils.

Also, in connection to this research work is the psychoanalytic theory of play by Freud

and Erikson (1959 &1963). They are with the opinion that play reduce anxiety by giving children

a sense of control over their world and an acceptable way to forbidden impulse.

2.4 Review of Related Empirical Studies

This section of the chapter presents literature related to the study. The review examines

literature related to effectiveness of play-way method and time allocated to play.

According to a study carried out by Kamene (2015) on play and children academic

performance in yatta sub-county, Kenya. The objectives of the study were to establish the effects

of materials for play on children academic performance; how types of play affect children’s

academic performance and to examine the effects of time allocated for play on children’s

academic performance in Kenya. In the process of carrying out the research work quasi-

experiment was used in which two groups of children from public and private pre-school were

19
used. One group of children in each school was made a control group and the other one was an

experimental group. The population of the research includes 60 public preschool and private pre-

school in the study area in which stratified random sampling was used were schools were

selected according to school category and purposive sampling to select one well performing

public school and another which perform poorly. It was espoused that the use of different play

materials had a positive effect on academic performance of preschool children. Using the number

board yielded higher scores especially in arithmetic followed by robes and then the skipping

robe. The study found that when children were exposed to teacher initiated and guided play, they

tended to record the highest achievement in their academic performance. Role play and group

play also significantly enhanced children‘s academic performance. Lastly, there was a significant

improvement in the academic performance of children with increase in time allocated for play

and therefore play time has a significant effect on academic performance.

Also, in a research conducted by Verenika, Harris & Lysaght (2003) on Childs’ play:

computer game, theories of play and children’s development. The main objectives of the study

was to examine the ways that classical and modern theories of play can be applied to the analysis

of the development value of computer software in the early childhood years and to provide a

base that will support pre-service early childhood educators as they consider the use of

computers in children’s play. In the process of the research, a small number of early child hood

centers were attended to and the findings of the survey showed that eleven out of fifteen early

childhood centers examined had one or two computers in the play areas. The computers were in

use most of the time and mainly were utilized for playing computer games. The research was

concluded by applying the modern and classical theories of play to derive a list of criteria for

making a starting point in developmental value of individual items of computer software for

young children.
20
 Equally, Kawira (2012) conducted a research on the influence of play method on

academic performance in mathematics of pre-school children in Kenya. The objectives of the

research was to examine the influence of types of play method on mathematics performance in

pre-school children; to establish the influence of attitude of children towards play method on

mathematics performance and examine the influence of time allocated to play method on

academic performance of preschool children. Quasi experimental research design was used and a

total number of 20 public and 9 private schools were used as the population. Stratified random

sampling was employed by the researcher to select the respondent from both private and public

schools. The researcher established the relevance of some of the play methods that the pre-school

teachers engaged children mostly while teaching mathematics. Majority of the children had a

cooperative attitude towards learning and when there was adequate time allocated to play method

the performance was very high. It was therefore recommended that when play method especially

music/ songs was used in teaching mathematics the performance was good. Another implication

is that through play method preschoolers develop social domain as they interact in playing.

A research on the effects of play-way teaching strategy on primary school pupils’

acquisition of basic science concept in Ile-Ife, Nigeria was conducted by Iroegbu (2017) the

study was to investigate the effect of play way teaching strategy on primary school pupils

acquisition of basic science concepts and examine the difference in the effect of play way

teaching strategy on pupils acquisition of basic science concept based on gender. The study

adopted random equivalent group design in primary three pupils of a particular school of the

study area was selected. The findings revealed that play way teaching strategy promotes high

level acquisition of science concept in children than their usual teacher directed play and play

way teaching strategy did not produce any gender difference in the acquisition of science

concepts. The implication of this finding is that play-way teaching strategy could be used
21
advantageously for the teaching of all children (male or female) without any adverse learning

effect. It was concluded that the play way teaching strategy may be a useful weapon for

improving young pupils attitudes to the study of basic science and therefore recommended that

play way teaching strategy should be employed for teaching rudimentary science at early periods

of primary school level.

Furthermore, Nwaubani (2004) conducted a research on the Effective Teaching Methods

for Pre-Primary and Primary School Pupils in the Arts and Related Subjects in Nigeria. With the

sole aim of examining the different teaching methods and their applicability in pre-primary

school pupils in arts related subjects. He contended that teachers need innovative and resource-

based methods at the Pre-primary and Primary School levels. At the Pre-primary and lower

primary levels teachers are expected to used methods that involve activities like play, imitation,

games etc. Indeed, those that involve more cognitive tasks can be employed as the child

progresses in chronological age and intellectual ability especially at the upper primary level.

Playful Learning and Montessori Education in America was another research work

conducted by Angeline (2013) the objective of the study was to clarify how Montessori

education relates to playful learning. She compared playful learning and Montessori education.

She came up with the view that Montessori shares many elements of playful learning, including

overall structure, the use of small objects for learning, individualized lessons, free choice, peer

involvement, fun, and lack of extrinsic rewards. It differs by having a specific set of materials,

less free choice in interacting with materials, in calling children’s activity “work,” and,

especially, in its lacking any pretend play. She also emphasized on the requirement of specific

materials that makes Montessori education more restrictive than playful learning. On the other

hand, having a specified set of lessons and materials can be helpful to teachers and might

promote program longevity.

22
 The Power of play is a research summary on play and Learning conducted at Minnesota

by White (2012) the paper is aimed to present an over view of the scientific research that guides

the educational philosophy that play is learning, discussing many overlapping forms of child

centered play including social, object pretend, physical and media play. He contended that play

is learning. He emphasized on the impact of play on the whole child. In the short and long term,

play benefits cognitive, social, emotional, and physical development. Children learn cognitive

skills such as creativity, problem solving, divergent thinking, mathematics, and language. They

learn to negotiate social relationships, regulate their emotions, and control their own behaviors.

Play also fosters the development of fine and gross motor skills. When play is fun and child-

directed, children are motivated to engage in opportunities to learn. He concluded that when

children were given choices in play, they can find activities that are best suited to their individual

needs.

Further added was a research on teachers’ use of play as a teaching strategy in pre-

primary school in Mwanga district, Kilimanjaro region of Tanzania conducted by Tarimo (2013).

The objectives of the study was to establish the extent to which teachers used play as a teaching

strategy in pre primary school and to find out whether type of school, teachers motivation,

experience, qualification and availability of play materials influence the use of as a teaching

strategy. Descriptive survey research design was used to investigate pre-primary school teachers

use of play as a teaching in which the population consisted of all pre-primary schools teachers in

the study area and a purposive sampling technique was employed were 30 schools out of 83 pre-

primary schools in the district were sampled. The result of the research espoused that about half

of the respondent did not use play as a teaching strategy and about three quarter of the non users

of play as a teaching strategy were from public schools indicating that a considerable disparity

in the use of play as a teaching strategy existed between public and private schools. It was
23
recommended that school managers and head teachers should cultivate a conducive environment

that could promote and motivate teachers’ behavior to embrace the use of play as a teaching

strategy.

More so, a research presented on the effects of using the play method to enhance the

mastery of vocabulary among preschool children in Malaysia by Subadrah, Najeemah and

Arumugam (2014) stated the objectives of the study to investigate whether the play method of

teaching enhances the mastery of pre-school pupils Malay vocabulary compared with the

conventional method and to explore primary school pupils interest in the Malay language after

being taught using the play method. Quasi experimental research design was employed were the

subject were divided into two as experimental and control group respectively. The findings of the

research indicated that the play method has helped the pupils in the experimental group to master

the vocabulary on the theme “Nature” better than the pupils in the control group. It is therefore

concluded that the implementation of the play method can help to improve the mastery of

vocabulary among pre-school children compared with the conventional or traditional method.

2.5. Summary and Uniqueness

In all the above reviewed literatures it is gathered that play either as an activity or as a

teaching method impact positively to the pupils or children at large. It brought about increase in

academic performance of pupils in mathematic lesson, vocabulary building, sciences and the

development of appropriate computer software and games suitable for children. It equally

enhances the development of pupils’ social interaction and cognitive domain. Equally, the above

reviewed researches were conducted mostly in pre-primary school level using both public and

private schools, this indicate that post primary school were left out.

24
 Therefore, the intended research is aimed to be unique and different from all the above

reviewed researched work on play. It is aimed to investigate the effectiveness of the play way

method on the academic performance of primary school pupils, the type of play pupils engaged

into and the effect of time allocated to pupils play in respective of subject and gender. And this

will be done using private primary school in Gwalel Local Government area of Kano state,

Nigeria.

25
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1. Introduction

This chapter consists of procedures involved in the research work. The research design,

population, sample size and techniques, data collection instrument are the major concern of this

chapter. Validity and reliability of data collection instrument were examined and reviewed as

well as procedure of analyzing data was examined.

3.2. Research Design

The research work is quasi experimental in nature. Quasi experimental research is the

type of research design that the independent variable is being manipulated in order to examine it

effects on the dependent variable. The main logic of an experimental research design is just to try

something and see what happens. Therefore, to be specific, Quasi–experimental research design

was used for this study. This is the type of experimental research that allows human

characteristics to be measured using independent variable. The design was the best for this study

because the academic performance of nursery 2 pupils was observed and measured using play

way method of instruction. The research manipulated the independent variable which is types of

play used by the teacher while teaching and time allocated to play.

The researcher selected one class with two arms from a particular private school from his

study area. One class was made the control group while the other was made experimental group

through random selection by a class leader of each class. The experimental class received a

26
special treatment and different forms of play activities while the other groups did not. Both

groups were taught English language (phonics).

Post test design was used by the researcher to evaluate the pupils. In this type of

evaluation there is no any initial observation made. It is used to avoid any compounding variable

and it will not be ideal to test pupils on what is not taught to them. Post test design was also

advantageous as it is economical.

3.3. Population.

3.3.1. Population

The population of the study consists of Nursery 2 pupils of Al-Umnaj international

School, Gwale Local Government of Kano State. They are 46 pupils aged between 4-7 years

with 25 boys and 21 girls. All the pupils are Muslims and majority of them are Hausa’s by tribe

and belong to virtually two different socio-economic statuses. They are divide d into two arms

“A” and “B” respectively. Placement into the classes was made randomly.

Table 3.1 Statistics of Nursery two pupils

S/N Class No. of Boys No. of Girls Total

1. Nursery 2A 11 12 23

2. Nursery 2B 14 09 23

Total 25 21 46

27
3.3.2. Selection of School.

The research was conducted in Al-Umnaj International School. The school was selected

by researcher considering some very important factors, Proximity to the school and the residence

of the researcher which will allow easy asses and concentration to the experiment. The class

chosen for the experiment has a considerate number of pupils looking into cognizance their

gender in which 52% boys and 48% girls. This will ease analyses of data in term of

generalization and gender comparison. Also, the research is experimental in nature. Therefore,

the independent variable which is play way method will be adequate planned considering the

time to use in the play and tool to use in playing so that it can be used in instructing the pupils for

three weeks. This will require the researcher in collaboration with the school management be

present for the duration of the experiment. It is obvious that the researcher cannot be present for

this period in more than one school; it is based on the above reasons that the researcher fined it

convenient to select Al-Umnaj International School for the experiment.

3.4. Sample Size

The sample size of this research will be the total number of nursery two pupils in of Al-

Umnaj International School. They are 46 in number with 25 boys and 21 girls.

3.4.1. Sample Selection of Subject.

All nursery two pupils were part of the subject sample and were divided into two groups.

Though, the assigning of classes into Control Class (CC) and Experimental Class (EC) groups

otherwise known to be called group A and B was made randomly even though pupils were

assigned their classes randomly. After all registration and enrollment has been closed, pupils

were divided randomly into either class A or B as such there is that possibility of a pupil from a

28
more serious parent to be in the same class with that of less serious parent. Equally, a pupil that

was enrolled earlier can be the same class with a pupil that was enrolled lately.

However, the class leaders of nursery 2A and 2B were called to pick from a cap already

inscribed folded paper that after unfolding read either CC or EE. In the process each class leader

randomly selected a group to which his class belongs. As such, Nursery 2A became the

Experimental group while Nursery 2B became the Control group.

Table 3.2: Statistics of Nursery Two pupils and Coding

S/N Class Coding No. of Boys No. of Girls Total

1. Nursery 2A EE (A) 11 12 23

2. Nursery 2B CC (B) 14 09 23

Total 25 21 46

3.5. Data Collection Instrument

The instrument for data collection was researcher made test which includes home work,

class work, test and final examination. All the marks were computed over 100 (30 marks for

continuous assessment and 70 marks for examination)

The English Language (phonics) curriculum provided by the school was used by the

researcher. The curriculum was different from the general English Language curriculum being

used. It trains the pupils to learn reading and writing using sounds instead of the traditional letter

system. The following sounds were taught within the periods of the research: /n/; /p/; and /ck/.

All the above sounds were taught accompanied with the following objectives: learning the letter

sounds; identifying sounds in words and formation of the sounds properly.

29
 The above topics were extracted from the seven letter sounds that are to be covered

during the term. The school time table indicated 3 periods of 30 minutes each was allocated to

English within a week in which all activities were done within theses stipulated periods. Marking

and recording of home work, test and examination were done mostly after school hours.

3.6. Validity and Reliability Data Collection.

3.6.1. Validity of the Instrument

To ensure the validity of the instrument used in data collection face validity was used.

After the construction of each test, home work and examination each was taken to the head

teacher in which with the collaboration of the HOD asses the questions and ensure that it is in

line with the syllabus provided by the school.

Seven questions were provided for the final examination each carrying 10 marks but later

reduced to 5 questions with 2 questions carrying 20 marks respectively.

3.7. Procedure for Data Collection.

As earlier stated, the two classes that make up 46 pupils were divided into two groups

that is experimental group and control group. The researcher presented his lesson to each group

respectively following the allocated time in the time table strictly. At the end of the first

experimental week, a home work was given which was marked over 10, equally at the end of

second week a class work was given and marked over 10 while a test was conducted and was

scored over 10. Finally, an examination was given which covered all that have been taught

within the period of the experiment. The examination was marked over 70 which make the

overall mark to be 100%.

30
 3.8 Data Analysis Instrument

The data analysis instrument is t. test for independent sample; it is an influential

statistical tool use to measure the extent of mean difference between two independent groups on

a given variable. The analysis will be done using SPSS software.

CHAPTER FOUR

PRESENTATION AND DATA ANALYSIS

4.1. Introduction

This research work investigates the effectiveness of Play way method on the academic

performance of primary school pupils in Gwale Local Government area of Kano State. This

chapter therefore presents the summary of Data collected after weeks of practical teaching with

Nursery two pupils, analyzing the data using statistical instrument as well as discussions on the

findings.

4.2. Summary of Data

The data for this research was row scores of pupils’ academic performance. All the scores

were computed into what for the purpose of this research was called pupils academic performance.

Three weeks of rigorous practical teaching was accompanied with assignment, class work, test and

examination. The assignment class work and test were scored over 10 each while the examination

was scored over 70 which sum it over 100. The examination contained all the topics treated within

the period of the experiment. The table below depicts the scores of the different groups:

Table 4.1: Pupils Academic Performance scores between Experimental and Control Group.

Groups N Mean Std. Devt. Std. Error

31
EXPERIMENTAL 23 79.0000 11.25732 2.34731

CONTROL 23 60.6522 9.83782 2.05133

Table 4.2 Gender Difference in Academic performance within the Experimental Group.

Group N Mean Std. Devt. Std. Error

MALE 10 85.100 6.999 2.21334

FEMALE 13 74.3077 11.86300 3.29020

The descriptive analysis in table 4.1 indicated higher means scores for Experimental

group having 79.0000 as against 60.6522 for the control group a difference of more than 18

points. As for table 4.2, the means scores of the male was 85.100 was higher than that of the

Female with more than 10 points which was 74.308. It remains to see whether the difference of

around 10 points can call for any inference through the use of t. test.

4.3. Test of Hypothesis.

Hypothesis 1: There is no significant difference between pupils’ taught with play way

method and those taught with traditional method in their academic performance.

Table 4.3.: Difference in academic performance between experimental and control groups.

Groups No. Mean St. Devt. Df t. cal P.value

EXPRIMENTAL 23 79.0000 11.25733

44 5.886 0.000
CONTROL 23 60.6522 9.83782

32
 The above table indicated that t. calculated 5.886 is greater than the P. value 0.000 at

0.05 level of significance using 44 as degree of freedom. The null hypothesis (H O) is therefore

rejected in favour of alternate hypothesis (Ha). It is hereby concluded that there exist a

significant difference in academic performance between pupils taught with play way method and

those taught with traditional method.

Hypothesis 2: There is no significant difference between the Male and the Female taught

with play way method in their academic performance.

Table 4.4: Difference in Academic Performance between the Male and the Female taught
with Play way method.

Groups No. Mean St. Devt. Df t. cal P.value

MALE 10 85.1000 6.99921

21 2.722 0.019
FEMALE 13 74.3077 11.86300

The t. calculated 2.722 are greater than P. Value 0.019 at 0.05 levels of significant using

21 as degree of freedom. The null hypothesis (Ho) is hereby rejected in favour of alternate

hypothesis (Ha). It is hereby concluded that there exist a significant difference in academic

performance between the Male and the Female taught with Play way method.

4.4. Summary of Findings

In summary the research espoused the followings:

a. That there is significant differences in the academic performance of pupils taught with

play way method and those taught with traditional or conventional method.

33
 b. Equally, a significant difference was found to exist between the Male and the Female

taught with Play way method in their academic performance. It indicated that the Male

perform better than the Female academically.

The analysis therefore indicated that play way method of teaching affect the academic

performance of primary school pupils than the traditional method of teaching.

4.5. Discussion of Findings

The research which tries to investigate the effectiveness of play way method on the

academic performance of primary school pupils equally espoused the gender difference in

academic performance of pupils taught with play way method.

The null hypothesis which stated that there is no significant difference between pupils taught

with play way method and those taught with traditional method in their academic

performance was rejected. Significant difference was found in the academic performance of

pupils when play way method was adopted. This is in agreement with a research that

investigated the influence of play way method on academic performance of preschool

children where Bundi (2012) used 20 public schools and 9 private schools. He espoused that

pupils had cooperative attitude towards learning and has the implication of developing the

cognitive domain which brought about critical thinking in learning.

It is also in agreement with Iroegbu (2017) who also investigated the effect of Play way

teaching strategy on primary school pupils’ acquisition of basic science concept. He revealed

that play way teaching strategy promotes high level of acquisition of science concept in

children than the traditional method and it could be useful weapon for improving young

pupils’ attitude to the study of basic science.

It is equally in agreement with a research conducted by White (2012) where he contended

that play way teaching strategy benefits cognitive, social, emotional, and physical
34
development of the learner and they learn cognitive skills such as creativity, problem solving,

divergent thinking, mathematic and language as well as learn to negotiate social relationship,

regulate their emotions and control their own behaviours.

As for the second hypothesis which was rejected. It stated that there is no significant

difference in academic performance between the Male and the Female taught with play way

method. The finding showed that there is significant difference between the Boys and Female

taught with play way teaching strategy. It espoused that the Male performed better than the

Female. This was in contrast to the research conducted by Iroebgu (2017). He espoused that

play way teaching strategy could be used advantageously for the teaching of all children

(male and female) without any adverse learning effect.

35
 CHAPTER FIVE

SUMMARY, CONCLUSSION AND RECOMMENDATIONS

5.1. Introduction

This chapter of the research summarizes the findings of the study, presents conclusion as

well as make recommendations.

5.2. Summary

The purpose of this study was to examine the effectiveness of play way method on

academic performance of primary school pupils in Gwale Local Government area of Kano state.

The study was guided by three objectives which includes types of play engaged by teachers

while teaching, the effectiveness of the play way method and gender difference in the academic

performance of pupils taught with play way method. The study was hinged to the cognitive

theory of play propounded by Piaget (1962) and Psychoanalytic theory of play by Freud and

Erikson (959 & 1963).they explained that play consolidate learning that has already taken place

while allowing for a new learning in a relaxed atmosphere. The theories equally emphasis on

how the early childhood educators plan and implement their curriculum, set up learning

experiences, organize their physical environment with play areas, observe and assess children’s

development in play situation as well as reduce anxiety by giving children a sense of control over

36
their world and an acceptable way to forbidden impulses. The study used Quasi-experimental

research design and the population of the study was all the forty six (46) pupils in Nursery two of

Al-Umnaj International School, Kano. The tool for data collection was post test tagged pupils

achievement examination conducted after three weeks of extensive teaching. The data was

analysed using t. test with the aid of SPSS.

The study sought to establish the effectiveness of play way method on the academic

performance of pupils. The findings espoused that pupils in the experimental class were exposed

to play and play materials. Their mean score was better than that of control class who were not

exposed to play and play materials. The findings showed that pupils taught with play way

method performed better academically than those taught with traditional method. Equally, the

study examined the gender difference in the academic performance of pupils taught with play

way method. The finding espoused that the mean score of the male pupils is greater than that of

the female pupils. This showed that there is a greater improvement in the academic performance

of the male pupils than the female pupils. In the other hand it determines the type of play

engaged by teachers in teaching. The finding indicated that the use of structure play while

teaching is more effective. This is because it motivates the pupils and arouses their interest which

equally enables the teacher to achieve his set objectives for the lesson appropriately.

5.3. Conclusion

The study was aimed to establish the effectiveness of play way method on the academic

performance of primary school pupils. It was therefore concluded that:

a. The use of play way method of teaching had a positive effect in enhancing academic

performance of primary school pupils.

b. The use of play materials such as play dough, stencils, letter boards, plastacine and sand

play when adopting structural play condense learning.

37
 c. Male pupils performed better academically when taught with play way method.

5.4 Recommendations

5.4.1 Recommendations from the Study

Based on the findings of the study, it is recommended that:

a. Play way method of teaching should be made a priority in teaching pupils in lower

primary school.

b. The study also recommends that schools and school managers should provide spacious

classroom and play ground within the school premises.

c. Teacher should create play activities to engage the pupils during every lesson. This will

engage pupils into more activities which will enables them use their hands, develop their

eye-hand coordination as they usually concentrate carefully on what they are doing.

5.4.2 Recommendations for further Study

For the purpose of expanding the findings, it is recommended that study should be carried out

on:

a. The effectiveness of play way method on the academic performance of secondary school

students.

b. Another study can be carried out to examine the effectiveness of play way method of

teaching in public primary schools.

38
 REFERENCES
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White, R.E (2012). The power of Play: A reseaerch summary on play and learning.
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APPENDIX

41
42
 Appendix iii
Pupils Achievement Test

Class: Nursery Two

Subject: English Instruction: Answer all the questions

1. Identify the following sounds:

C k 4marks

2. List list two words for each of the following sounds

C ____________ _______________

K ____________ _______________ 2marks

3. Circle the following sounds from the given words bellow:

a. c- cat corn

b. k- king kite 2marks

4. Re-write the following sounds in the space given bellow:

K C Ck

43
 2 marks

Appendix iv
Pupils Achievement Examination Questions
Class: Nursery Two
Subject: English Instruction: Answer all the questions
1. Give examples of two word for each of the following sounds
p - ___________ ______________
n __________ ______________
c ___________ ______________
k __________ ______________
10 marks

2. Identify the following sounds

p c n k 10 marks

3. circle the /n/ sound from the words bellow

Sent net ten sand 10 marks

4. circle the /p/ sound from the words bellow

pat pit jump map 10 marks

5. 4. circle the /c/ sound from the words bellow

calm cap pick sick 10 marks

6. Re-write the following words

cat pack net Pin Pick

44
 20 marks

Appendix v
CONTROL GROUP EXPERIMENTAL GROUP
S/N H/W C/W TESTPupils
EXAM Achievement
TTL Examination
S/N H/W Scores TEST
C/W EXAM TTL

1 6 7 7 50 70 1 8 7 7 60 81

2 6 7 5 42 60 2 9 8 9 64 90

3 7 7 5 43 61 3 8 9 9 64 90

4 6 5 5 35 51 4 9 9 9 63 90

5 7 7 8 49 71 5 5 6 6 33 50

6 8 7 7 49 71 6 6 5 6 35 52

7 6 7 7 50 70 7 8 7 8 57 80

8 5 7 7 42 61 8 8 7 8 58 81

9 5 6 6 33 50 9 7 7 7 49 71

10 8 6 6 40 60 10 6 9 9 56 80

11 6 6 6 42 60 11 6 10 8 56 80

12 5 6 6 32 52 12 6 9 9 56 80

13 6 7 7 30 50 13 8 9 9 64 90

14 6 7 7 51 71 14 8 8 8 56 80

15 6 6 6 42 60 15 10 8 8 54 80

16 7 5 6 43 61 16 7 7 8 48 70

17 4 4 3 21 32 17 10 8 8 54 80

18 7 7 7 30 51 18 10 9 9 62 90

19 6 7 5 42 60 19 6 7 7 50 70

20 6 6 8 51 71 20 9 9 10 62 90
45
21 8 7 6 50 71 21 10 8 8 54 80

22 6 4 5 56 71 22 6 8 8 48 70

23 7 7 8 38 60 23 10 10 9 63 92
 Appendix vi

Pupils Achievement Examination Scores for Experimental class

MALE

S/N H/W C/W TEST EXAM TTL

1 8 7 7 60 81

2 9 8 9 64 90

3 8 9 9 64 90

4 9 9 9 63 90

5 8 8 8 56 80

6 10 8 8 54 80

7 9 9 10 62 90

8 10 8 8 54 80

9 10 10 9 63 92

10 10 9 9 62 90

FEMALE

S/N H/W C/W TEST EXAM TTL

1 5 6 6 33 50
2 6 5 6 35 52
3 8 7 8 57 80
4 8 7 8 58 81
5 7 7 7 49 71
6 6 9 9 56 80
7 6 10 8 56 80
8 6 9 9 56 80
9 8 9 9 64 90
10 7 7 8 48 70
11 10 8 46 8 54 80
12 6 7 7 50 70

13 6 8 8 48 70
47