Authors :
Enock Yeng; Samuel Tatsi
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/5562f3w2
Scribd :
https://tinyurl.com/y97thzyh
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR1562
Abstract :
This study examines the use of play-based
pedagogy by basic school mathematics teachers in the
Ho West district, addressing a significant gap in the
existing literature. Through a comprehensive review of
previous studies, the study identifies key insights and
informs the investigation. Employing a descriptive
survey design with a quantitative approach, the study
surveys a stratified random sample of 400 basic school
teachers in the Ho West District, collecting data through
a reliable questionnaire and analyzing it using various
statistical methods. The findings reveal that teachers
perceive play-based pedagogy as effective in enhancing
students' mathematical understanding, promoting
creativity, and fostering collaborative learning.
However, the study also identifies challenges faced by
teachers, including time constraints, curriculum
alignment, resource inadequacy, behavior management,
and assessment difficulties, despite the implementation
of diverse play-based activities. Based on these findings,
the study recommends targeted workshops and seminars
for teachers, emphasizing the benefits of play-based
pedagogy, introducing a range of activities, and
allocating resources to address the identified challenges.
Keywords :
Basic School, Mathematics Teachers, Perception, Play-based Pedagogy, Learning.
This study examines the use of play-based
pedagogy by basic school mathematics teachers in the
Ho West district, addressing a significant gap in the
existing literature. Through a comprehensive review of
previous studies, the study identifies key insights and
informs the investigation. Employing a descriptive
survey design with a quantitative approach, the study
surveys a stratified random sample of 400 basic school
teachers in the Ho West District, collecting data through
a reliable questionnaire and analyzing it using various
statistical methods. The findings reveal that teachers
perceive play-based pedagogy as effective in enhancing
students' mathematical understanding, promoting
creativity, and fostering collaborative learning.
However, the study also identifies challenges faced by
teachers, including time constraints, curriculum
alignment, resource inadequacy, behavior management,
and assessment difficulties, despite the implementation
of diverse play-based activities. Based on these findings,
the study recommends targeted workshops and seminars
for teachers, emphasizing the benefits of play-based
pedagogy, introducing a range of activities, and
allocating resources to address the identified challenges.
Keywords :
Basic School, Mathematics Teachers, Perception, Play-based Pedagogy, Learning.
