“ASSESSMENT OF PLAY-BASED APPROACH ON SKILLS ACQUISITION OF

KINDERGARTEN

Presented to:

Mr. Ren Care

Kolehiyo ng Lungsod ng Lipa
Lipa City

In partial Fulfillment Of the

Requirements for the course

BEM 121

BEED 4A
Mary Angelica M. Atienza
Dane Loraine M. Catimbang
Claire D. Caranay
Ken Lee V. Ferancullo
Cristyl Joy C. Hernandez
Janine M. Sibay

December 2023

i
 Statement of Thesis Approval
This thesis, “ASSESSMENT OF PLAY-BASED APPROACH ON SKILLS
ACQUISITION OF KINDERGARTEN” submitted by Mary Angelica M. Atienza, Claire D.
Caranay, Dane Loraine M. Catimbang, Ken Lee V. Ferrancullo, Cristyl C. Hernandez and
Janine M. Sibay in partial fulfillment of the requirements for the degree of Bachelor of
Elementary Education in Kolehiyo ng Lungsod ng Lipa, has been examined by the College of
Teacher Education Research Panelists under whom the endeavor has been done and is hereby
approved.

Ren C. Care, LPT, MAEd

Julio H. Cueto, Ph. D., Ed.D. (CAR)

Jean D. Del Mundo, LPT, MAEd

Muriel P. Comeros, LPT

Jeddah Isabel R. Bongol, LPT, MAEd

Niel Vincent B. Rosales, LPT

This thesis is submitted by the CTE Research Panelists having met all the
requirements of the degree, Bachelor of Elementary Education at the Kolehiyo ng Lungsod
ng Lipa and hereby approved.

DR. BIBIANA JOCELYN D. CUASAY

Dean, College of Teacher Education

Date:_______________

2
 ACKNOWLEDGEMENT

The researchers are very grateful to God Almighty for without his graces and
blessings, to this study would not have been possible. Appreciation and deepest gratitude to
wonderful people who shared their knowledge and have contributed in making this study:

Mr. Ren C. Care, the researcher’s adviser, for being taught and patiently guide them
to continue and succeed in this study: who gave his support, care and shelter in doing this
research, sharing his knowledge and helped to accomplish this research study.

Distinguished members of the panel headed by the researcher’s adviser, Mr. Ren C.
Care together with Dr. Julio H. Cueto, Ms. Jean D. Del Mundo, Mrs. Muriel P. Comeros,
Mrs. Jeddah Isabel R. Bongol, and Mr. Neil Vincent B. Rosales for their professional
advice on the refinement of this paper.

Dr. Bibiana Jocelyn D. Cuasay, the Dean of College of Education, for her support
and who have given us the permission to conduct this study.

Dr. Aquilino D. Arellano, the Vice President of student affairs.

To all the teachers and respondents who have given their time, understanding and
efforts to make this research possible.

To their families, friends and who have guided them throughout the fulfillment of this
research.

Most especially to Almighty God whose presence always remains those gives
strength, hope and guide them, to accomplish the study successfully.

3
 ABSTRACT
Play-based learning is an educational approach that incorporates play as a central
component of the learning process. It recognizes that children learn best through active
engagement and exploration in a meaningful and enjoyable context. As children play, they
engage their imagination, take risks, and learn problem-solving to support their development.

This learning is a powerful approach that has gained significant recognition in early
education programs. Instead of relying solely on traditional teaching methods, play-based
learning embraces the innate curiosity and creativity of children to foster their development.

By engaging in purposeful play, children not only acquire essential academic skills
but also develop crucial social, literacy, and numeracy abilities.

Hence, this study aimed to determine the knowledge in play-based approach on skills
acquisition in kindergarten in 60 public Elementary Schools in Lipa City. Specifically, it
sought to determine the profile of the respondents in terms of age, sex, highest educational
attainment and numbers of years in teaching and to determine the effects of play-based
learning to the development of kindergarten skills in terms of, literacy skills, social skills, and
numeracy skills. It is also strived to answer if there is a significant difference between the
profile of the respondents and the effects of play-based learning in kindergarten.

The researchers made use of descriptive research design. Its purpose is to gather
information about the prevailing play-based approach on skills acquisition of kindergarten.
The researchers considered the 120 kindergarten teachers in 6o Public Elementary Schools in
Lipa City. Self- constructed questionnaire was used as the primary tool in gathering
information. The study used frequency and percentage, ranking, weighted mean and anova.

Keywords: Assessment, Play-Based Approach, Skills Acquisition

4
 Table of Contents

Title Page
APPROVAL SHEET 2

ACKNOWLEDGEMENT 3

ABSTRACT 4

CHAPTER
I. THE PROBLEM
Introduction 8

Background of the study 12

Theoretical Framework 15

Conceptual Framework 16

Statement of the Problem 17

Hypothesis of the Study 18

Scope and Limitation 19

Significance of the Study20

Definition of Terms 21

II. REVIEW OF RELATED LITERATURE

Synthesis 39

III. RESEARCH METHODS AND PROCEDURE

Research Design 43

Research Locale 44

Research Instrument 45

Respondents 46

Sampling Design 47

Data Gathering Procedure 48

Statistical Treatment of Data 49

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 Ethical Potential Consideration 50

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation and Interpretation of Data Action Plan

V. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

Summary 67

Conclusion 68

Recommendation69

Bibliography 70

Appendices 77

LIST OF FIGURES
Theoretical Framework 15

Conceptual Framework 16

Research Process 47

LIST OF TABLES
Table 1 52

Table 2 53

Table 3 54

Table 4 55

Table 5 56

Table 6 57

Table 7 58

Table 8 59

Table 9 60

Table 10 61

Table 11 62

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Table 12 63

Table 13 65

Table 14 66

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 CHAPTER I
THE PROBLEM AND IT’S BACKGROUND
This chapter includes the introduction, background of the study, statement of the
problem, theoretical framework, conceptual framework, significance of the study, and the
definition of terms used.

Introduction
Play and enjoyment are essential to growth and serve as powerful motivators for kids.
Children can learn language, test hypotheses, solve problems, and develop thought constructs
and "scripts" that reflect common cognitive themes related to cultural understanding in the
context of play. The element of pleasure is crucial to a child's enjoyment of a game. As the
brain shifts from a cognitive, rule-bound state to a more fluid, relaxed state where the entire
body is engaged in problem-solving, play and humor boost creativity. A child's ability to
acquire social and emotional abilities, such as the capacity to form enduring relationships
with peers, depends on play-based learning. Children learn to get along with one another,
collaborate, communicate, solve problems, and resolve disagreements while they play with
one another. Playful learning aids in the formation of social connections and interactions,
which are crucial for a child's academic perseverance, enjoyment of learning, and self-
efficacy.

Moreover, all kindergarteners need to play to learn. It may be challenging

academically and support a child's developmental gaps. Students think that activity-based
learning improves comprehension, heightens responsibility, produces a welcoming learning
atmosphere, and boosts achievement. The adage "the sooner, the better" is ideal for
describing early childhood education. Early childhood education is a potent tool that serves as
a medium to encourage ongoing success in the classroom, the workplace, as well as in the
social and civic spheres. The psychological and sociological benefits of play-based learning
in early childhood have received very little investigation. Play has been identified as a strong
mediator of learning a variety of abilities throughout a person's life by researchers in
psychology and education. This is consistent with Piagetian theory, which has had a big
impact on developmentally appropriate practice. It incorporates the idea that kids learn
'naturally' through play, and that teachers should provide chances for kids to play in the
settings they are exposed to.

8
 Early education typically has the following positive effects on children: greater social
skills, less or no need for special education instruction in later years of school, better grades,
and longer attention spans. A youngster who falls behind in their early education is likely to
have trouble catching up. This essay attempts to present an overview of the research and
theory that has been communicated to the early educational system, the gradual evolution,
and its advantages in organizing the lives of children in many ways. To satisfy the academic
requirements of legislated curriculum standards, our contemporary educational system has
moved its emphasis to a more challenging curriculum. In schools, accountability
requirements have taken over. The teacher's main goal is to get students ready to perform at
the academic standards specified by the state educational body. Teachers have been
compelled to avoid playtime and recess due to these obligations.

Learning is not necessary for an activity to be perceived as play but remains

fundamental to the definition of play-based learning Within studies that have examined the
benefits of play-based learning, two different types of play have been the primary focus: free
play, which is directed by the children themselves, and guided play, which is a play that has
some level of teacher guidance or involvement. The important role of play-based learning in
fostering young children’s cognitive development has been discussed by early theorists,
educators, and researchers such as Plato, Froebel, and Gesell; later theorists and researchers
such as Bruner, Erikson, Piaget, and Vygotsky; and more recent theorists and researchers
such as Bodrova and Leong, DeVries, Fein, and Singer & Singer. However, in recent years,
time for child active, play-based learning has been shortened in many preschool classrooms
because, with increasing emphasis on academic skill readiness, play’s importance has been
minimized by some educators, curriculum designers, policymakers, and the public. Play-
based learning involves a variety of activities that enable children to learn in increasingly
imaginative and independent ways. Described on a continuum, play pedagogies range from
teacher-directed to playful learning.

Promoting play in the classroom is crucial for the development of kindergarten

students. (Phillips & Scrinzi 2016) stated, “Play is when children actively explore their
worlds, construct ideas they are beginning to understand and create imaginary situations
based on their real-world experiences”. Kindergarten students are expected to know basic

9
phonics, and word recognition, and read beginner text by the end of the school year
(Schwartz, 2015). With these high academic expectations in place, it is also essential to
incorporate play into the learning of kindergarten students. Play has been increasingly
removed from the kindergarten classroom to make way for standards-based teaching because
of the need to align expectations and practices in the elementary school setting. The growing
allocation of kindergarten time to academic content has firmly pushed play to the edges
(Graue, 2018).

This academically centered classroom setup is a standard practice in most

kindergarten classrooms. This expectation in the kindergarten classroom has resulted in a
decrease in the amount of time for social-emotional development to be included in the school
day. The level of academic expectations for kindergarten students and the lack of time spent
on social-emotional development have led to a higher incidence of negative behaviors in
kindergarten classrooms. Negative behaviors in the kindergarten classroom include
aggressive behavior (hitting and fighting), oppositional behavior (disobeying rules and
displaying anger), emotional behavior (yelling and screaming), attention problems
(hyperactivity and daydreaming) and doing other activities (drawing and playing) (Gallagher,
2017).

There are children in the early stages of learning who find it difficult to sit still and
pay attention for a prolonged period. When the pressures of learning concepts like number
sense or pre-reading skills are increased, disruptive behavior can become prevalent (Bilmes,
2014). Background Kindergarten is a grade level in which a child’s foundation for learning is
built. For some adults, kindergarten was a grade level in which one was built with blocks,
used glue, and colored pictures. It was a place to interact with other students, learn social and
school rules: sit in a circle, stand in line, and share with friends.

Kindergarten students are now expected to demonstrate pre-reading or reading skills

and perform mathematical reasoning while maintaining focus and attention to stay on task
(Nelson, 2019). The heightened academic demands on kindergarten students, seem to have
led to more widespread and varied negative behaviors in the classroom. While this is valuable
anecdotal information, there is little empirical research on whether allowing students to have

10
time for play-based learning in the kindergarten classroom decreases the incidence of
negative behaviors.

The researchers know that children who can sustain pretend play roles can work better
with their peers and solve social problems (Bodrova, Germeroth, and Leong, 2014). This can
extend beyond the school years into the working years and benefit the community.
Researchers are raising the next generation of citizens and can raise them better through play.
These rules correlate to real life, and aid in self-regulation by teaching children, through their
play, the ability to wait for turns and control their impulses. When a child is playing the role
of a patient in a doctor's office, a stethoscope, no matter how exciting to use, must not be
played with because it is not a realistic part of the role.

Only the child who is playing the role of a doctor may use that tool or toy (Bodrova,
Germeroth, and Leong, 2018). Because of decreasing support for play in early childhood
programs, play quality among preschoolers is diminishing to the lowest levels, those typically
seen among toddlers, and we are no longer seeing mature, high-quality play scenarios in our
classrooms (Bodrova, Germeroth, and Leong, 2014). If this trend continues, young children
will enter kindergarten less able to play cooperatively and self-regulate.

Pretend play can cause a change in representational abilities by creating a context in

which a word represents a thing. Suddenly actions are less important than ideas. This new
language skill helps the child understand that words represent experiences (Roskos and
Christie, 2016), referred to as the Play-Literacy Nexus. This nexus is the point where play,
language, and literacy meet and create a learning space in the classroom. This nexus is
especially apparent in dramatic play areas because of the focus on pretend play, when
children are acting out stories, using objects to stand for other objects, and building on what
they already know to deepen their knowledge and pull their thinking forward (Roskos and
Christie, 2016).

Over a year, the kindergarten class blended play and literacy, resulting in happy
children who improved their literacy and social abilities. She points out that the teacher was
fortunate to have the support of her principal in her incorporation of play throughout the daily
literacy block. The children were able to choose from several center areas within the

11
classroom during the literacy block. Wohlwend observed that during this time children were
very engaged with one another in creating peer relationships and having conversations that
mimic those of adults. They were conversing and developing oral language skills that serve
as scaffolds for their learning (Wohlwend, 2018).

Background of the Study

A child embarks on the adventure of obtaining an education on the first day of

kindergarten. As you consider your personal experience in the past, you consider what stands
out as the most memorable memory that comes to mind: what made this experience
enjoyable? What changed your life the most? Your early school experiences and your
feelings as you advanced through your academic career are brought to memory, along with
social changes you have made as a result. It is valuable to view the experiences one may gain
throughout their schooling from the first-hand perspective of a child and the reflective
perspective as an adult. Those who are in the early childhood programs (from birth through
eight-years-old), spend an average of 40-h per week in school and other educational
programs. That is approximately 41% of their week if you consider them to have a 14-h day.
This exposure to day-care, after-school, public school, tutoring etc. allows ample opportunity
for children to gain access to socialization experiences as well as cognitive and physical
development opportunities.

A child's ability to acquire social and emotional abilities, such as the capacity to form
enduring relationships with peers, depends on play-based learning. Children learn to get
along with one another, collaborate, communicate clearly, solve problems, and resolve
disagreements while they play with one another. Playful learning aids in the formation of
social connections and interactions, which are crucial for a child's academic perseverance,
enjoyment of learning, and self-efficacy. All kindergarteners need to play to learn. It may be
challenging academically and support a child's developmental gaps. Students think that
activity-based learning improves comprehension, heightens responsibility, produces a
welcoming learning atmosphere, and boosts achievement. The adage "the sooner, the better"
is ideal for describing early childhood education. Early childhood education is a potent tool
that serves as a medium to encourage ongoing success in the classroom, the workplace, as

12
well as in the social and civic spheres. The psychological and sociological benefits of play-
based learning in early childhood have received very little investigation.

Play has been identified as a strong mediator of learning a variety of abilities

throughout a person's life by researchers in psychology and education. This is consistent with
Piagetian theory, which has had a big impact on developmentally appropriate practice. It
incorporates the idea that kids learn 'naturally' through play, and that teachers should provide
chances for kids to play in the settings they are exposed to. Early education typically has the
following positive effects on children: greater social skills, less or no need for special
education instruction in later years of school, better grades, and longer attention spans.

As described by Baranowski (2014) a play-based learning is a mental or physical

conflict with a purpose or objective that is played in accordance with a framework or set of
rules that specify what a player is permitted to do and is not permitted to accomplish inside a
fun environment. Early childhood educators feel that direct instruction is the greatest way to
accomplish the various curricular goals that parents, administrators, and other leaders
anticipate since they are under pressure to adhere to stringent seat-time restrictions in their
classes. The play-based learning environment ensures individual learning, enhances the
student experience, ensures timely feedback, and provides facilitators with a clear picture of a
cohort's performance. However, some of the play- based learning environments provide one
or few of the features, although all the learning techniques result in enhanced attention levels
of students and ensure student participation and interest. Play-Based learning environments
should also not be complicated and time- consuming and help every learner to motivate their
studies.

The two perspectives, guided by developmental and academic logics respectively, are
not incommensurate, but balancing the two logics elicits tensions pertaining to pedagogy and
best practices (Pyle & Danniels, 2017). The proposed benefits of play, in the context of
education, often fall into two categories: developmental learning (social and emotional skills,
and self-regulation) and academic learning (e.g., literacy and numeracy). These benefits,
though, are highly contingent on the type of play and, more specifically, the role of the
teacher in the play contexts (Pyle & Danniels, 2017).

13
 Free play anchors one end of the play-based learning continuum, where play is
voluntary, flexible, and internally motivated by the This form of play, in school yards and in
homes, is likely the most familiar to parents and educators alike, the kind of play perhaps
most salient for discussions of play and education (McInnes, 2019). In an educational
context, however, this is not the sole type of play. As (Pyle & Danniels, 2017) highlight,
teachers can be involved in play with varying degrees of control—from collaborator to
director.

A play-based learning is a mental or physical conflict with a purpose or objective that

is played in accordance with a framework or set of rules that specify what a player is
permitted to do and is not permitted to accomplish inside a fun environment. Children
develop independence, confidence, and self-esteem as they acquire new abilities. As a result,
helping children in developing new abilities is important to promote their overall growth. A
skill may be acquired by practice, which leads to long-lasting improvements in a child’s
capacity to carry out a particular task. If an activity is performed repeatedly enough, it may
ultimately become automatic and need minimal conscious control.

Nevertheless, this study aims to elaborate the effects of play-based learning in the skills
acquisition of kindergarten. The researchers believe that studying the effects of play-based
learning on the skills acquisition of students is an important thing that will contribute to a
child’s development. Development that starts from the skills acquisition will also lead to a
child’s classroom interaction. This will not just be a basis for further studies however, most
significantly, it will increase personal confidence and aim for a positive result for future
educators in using the most effective and proven mode of teaching.

The researcher chose this study to find out if the play-based approach is effective in
teaching children. Researchers want to know if it will help the children be more engaged in
listening if the teaching of the kindergarten teachers is mixed with engagement.

Theoretical framework

Play Theory generally refers to cognitive development in younger children. Building

from Vygotsky’s theory of cognition, Play Theory hypothesizes that play is an important
component of both language development and understanding the external world as children
14
play, and role-play, situations to find solutions. The social interaction of children’s play
increases their learning as they experiment, fail, receive feedback, revise their strategies, and
reattempt play. Problem-solving, therefore, is an essential part of play that allows the child to
hone their performance during play. Imaginative play is also important to cognitive
development because it allows children to enhance their language and problem-solving skills.
If we look at game mechanics and the elements that are present in most games, we will see an
overlap with play theory. Experimenting, failing, receiving feedback, revising strategies, and
reattempting play are all components of games.

Although Play Theory is generally used in Early Childhood Education, clear parallels
exist between Play Theory and Game-Based Learning. Play, whether it is gameplay or other
forms of play, creates an environment of low-pressure learning, allowing for failure to
become a learning opportunity. Play creates trust and relationships, increasing cooperation
and collaboration. Play also enhances creativity and innovative thinking through problem-
solving and the use of imaginative strategies. In adult learning experiences, play can create
an environment of “fun, spontaneity, relationship and connection, silliness or goofiness,
creativity, and imagination. Furthermore, play and playfulness were most frequently
manifested in the classroom through risk-taking, storytelling, and physical activities”
(Tanis,2012,p.iii).
Figure 1.
Play Theory by Jean Piaget

15
 Play does promote
children’s learning
Support
Teacher-

Piaget’s theory of play (also known as developmental stage theory) is based upon the
idea that cognitive development and in particular the learning of language, requires
appropriate environmental stimuli and experiences as the child matures. He suggested that
there are two key processes, assimilation (of new knowledge and experience) and
accommodation of those into the child’s existing internal organized patterns of thought and
behavior, known as schemas.

As a child develops, it creates schemata for each of its experiences and the knowledge
it has gained, which it stores for reference when it comes across the same or similar
experiences. The new knowledge from these experiences are assimilated by the child and
then accommodated into existing schemata often updating those schemata with the new
experience.

Essentially, play-based learning combines a form of child-led play, such as Open-

Ended Play or Imaginative Play, with a specific learning intention from the Early Years
Outcomes. Play can then be used to develop children’s skills in the chosen area(s) such as
their literacy, social and numeracy skills.

16
 Even in classrooms where creating designated stations isn’t practical, play-based
learning can still take center stage through play materials and manipulatives. Some teachers
use puppets to represent characters in books they read with their students, while others use
blocks to aid them in math lessons.

Conceptual framework
This illustration below presents the direction of the study that is form the independent
and dependent variable:

Figure 2.
Conceptual Framework

INPUT PROCESS
OUTPUT
1. Profile of respondents
in terms of name, age, Action Plan
sex. Preparation of Preparation
questionnaire as a of activities that
2. Determining the gathering data help students to
impact of fun- based instrument. enjoy and
learning activities on especially to be
learner in terms of Data
more active in
Literary Skills, Social gathering
class and build
Skills, Time Analysis and
their confidence
Management Skills and interpretation.
with their teacher
Numeracy Skills. and in their
Research for
relevant literature classmates.
and studies.
The first input presents the input of the study which consists of profiles of the
respondents in terms of name, age, and gender. It also includes determining the impact of
play-based learning activities on learners in terms of Literary Skills, Social Skills, and
Numeracy Skills.
The second process presents the process of the study which includes the preparation of
a questionnaire as a gathering data instrument, data gathering, analysis interpretation, and
research for relevant literature and studies.

17
 The third output presents the output of the study which consists of a Family Day
program that shows kindergarten engagement in activities. The arrow presents the workflow
of the information in the process.
variables

Statement of the Problem

This research problem aims to explore the relationship between fun, and academic
achievement in children. The study could investigate whether play-based learning activities
lead to higher levels of inherent motivation, which is linked to greater academic achievement
in the long run as compared to other traditional teaching methods. A comprehensive study
with several participants that conducts various measurements to evaluate both the short and
long-term impacts of incorporating play-based learning in early childhood education.
Furthermore, this research aims to:

1. What is the profile of the respondent in terms of.

1.1 age;
1.2 sex;.
1.3 educational attainment; and
1.4 numbers of years in teaching?

2. What are the effects of play based learning to the development of kindergarten student’s
skills in terms of:
2.1 literacy skills;
2.2 social skills; and
2.3 numeracy skills?

3. Is there a difference between the profile of the respondents and the effects of play-based
learning in kindergarten?

4. What project should be proposed to strengthen the utilization of play-based approaches in

skills acquisition of kindergarten?
Hypothesis

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HO- There is no significant difference between the profile of the respondents and assessment
of play-based learning on the skill acquisition of kindergarten.

H1- There is a significant difference between the profile of the respondents and the
assessment of play-based learning on the skill acquisition of kindergarten.
Scope and Limitation
This study focuses on the “ASSESSMENT OF PLAY-BASED APPROACH ON
SKILLS ACQUISITION OF KINDERGARTEN. The study’s respondents are the teachers of
kindergarten in different schools of the whole district in Lipa City. The profile of the
respondents, specifically their age, sex, and number of years in teaching and educational
attainment is included by the researchers. The purpose of this research is to identify the
Assessment of play-based approach on skills acquisition of kindergarten students. In line with
that, this study used survey questionnaires to collect data.

Thus, the researchers guaranteed that their information and responses would only be
used for academic purposes and would be kept confidential. To limit the scope of the study
and the location, no other kindergarten schools and primary, secondary, and tertiary teachers
were included as respondents in this study.

Significance of the study

This research provides information and knowledge regarding the Assessment of Play
Based Learning in Kindergarten. The result of this Research would be useful to the
following:

Teacher. A teacher's responsibility is to use activities that make learning engaging and
exciting, and as a result, pupils are more eager to participate and take chances. Having fun
while learning can help pupils remember the material because they are enjoying it and the
method of this type of activity is remembered and pertinent to their circumstances.

19
Students. Children are the ones who will benefit in this study because this type of Learning
Process will help them to learn at their own pace through various and engaging activities
while learning inside the classroom. They will be more interactive and motivated to learn. It
also helps them to develop their social and emotional skills. In this they will play together,
and learn how to get along, cooperate and communicate with others.

Parents. There is a critical factor in every child’s education when parents are involved in
their child's learning. Children are more likely to be motivated to do well in schools and have
a better relationship among their classmates and teachers. Parents Involvement helps the
students to improve their self-esteem, achievement, and their behavior. By the help of this
kind of Learning, parents and students help to have more connection, like parents will guide
and facilitate them when it comes to their learning while on how their parents guided them,
the students will apply it inside the classroom, and they will become more actively engaged
in their studies.

Community. In this when learning is fun, there is a possible positive influence on both
learners and organization. It has a positive effect on motivation levels, determining what we
learn and how much information we need to retain. People in the community will help a lot to
motivate them to learn and to develop their critical thinking and problem-solving skills.
There’s a lot of positive impact in the community using Play Based Learning, so in this they
will discover a new way of learning which helps them to foster creativity and to become
lifelong learners.

School Environment. Creating a fun day helps every student to be more active and engage
in their studies. They enjoy learning and gaining information while playing. Having play-
based learning inside the school will help every student to retain information and have a
positive environment. Especially in the kindergarten pupils, they become more active, and
their mind will work properly with the help of this kind of learning.

Future Researcher. In this the researcher will understand how a play-based approach
becomes more active and engaging when it comes to the learning of every student. Since we
are future teachers, we can identify and apply this study to our future learners. As we know,

20
having fun learning will affect each student to be more participating in class and to develop
their critical thinking and problem solving.

Definition of Terms

The following concepts are explained operationally and theoretically to aid

comprehension of this research.

Assessment

Assessment refers to a related series of measures used to determine a complex

attribute of an individual or group of individuals. This involves gathering and interpreting
information about student level of attainment of learning goals (Brown, 2016).

As used in the study assessment refers to the various methods and tools used by
educators to evaluate, measure, and document pupils' academic preparedness, learning
progress, skill acquisition, or requirements for learning.

Kindergarten

Infant School is an educational division that serves as a supplement to elementary

school for children aged four to six years. The kindergarten arose from the theories and
methods of Robert Owen in the United Kingdom, J.H. Pestalozzi in Switzerland, and his
disciple Friedrich Froebel in Germany, who originated the word, and Maria Montessori in
Italy in the early nineteenth century. It emphasized the child's emotional and spiritual
character, encouraging self-understanding through play activities and greater independence
rather than imposing adult beliefs (Amy Tikkanen, 2023).

As used in the study, kindergartens are the learners with the age range of 5 to 6 years
of age.

Play-based Approach

Play-based learning is, essentially, to learn while at play. Although the exact
definition of play continues to be an area of debate in research, including what activities can
be counted as play, play-based learning is distinct from the broader concept of play. Learning
is not necessary for an activity to be perceived as play but remains fundamental to the

21
definition of play-based learning Within studies that have examined the benefits of play-
based learning, two different types of play have been the primary focus: free play, which is
directed by the children themselves, and guided play, which is play that has some level of
teacher guidance or involvement.

As used in the study, play-based is the strategy that the teacher will use to teach the
learners.

Skill Acquisition

It’s the process of developing skills. The importance of skill acquisition cannot be
overdone—in a world economy. Every person needs to acquire new skills to remain
competitive.

In this post, I’ll discuss what skill acquisition is, how it differs from other learning
processes, why it’s essential, and the three stages of it (Cannibal Digital, 2023).

As used in the study, skill acquisition is the science that supports movement learning
and execution, often known as motor learning and control. It involves both mental and
physical processes, as well as motivation from your surroundings.

CHAPTER II

This chapter represents the related literature and studies from both local and foreign
sources. This is significant as it can give a proper overview of the paper as well as support the
implications of the current study. The literature and studies included in this chapter are from
different sources like articles, books, journals, and other existing studies.

Play-Based Learning

22
 Out of 75, 44% (33) of the students preferred ladies as teachers, whereas the
preference for male teachers was 27% (20) and 29% (22) of students were neutral. This
observed difference between preference for ladies and gents was statistically not significant
i.e., still many students preferred ladies as teachers and the reasons attributed were their
sincerity, hard work, efforts taken in preparing lectures, politeness, and pitch audible voice
quality. The literature points out that students are a little biased toward female teachers,
which may be related to a variety of factors like empathic listening, better understanding and
view of concern shown by them. In one of the recent studies by Bodhe et al., students do not
find the sex of the teacher worth discrimination. A well-dressed, clean, and neat teacher
produces a good first impression, draws the attention of the students very well and facilitates
the further process of learning (Bar et al., 2018).

In addition, 75 students, 44% preferred ladies as teachers, with 27% favoring males
and 29% neutral. Reasons for this preference include sincerity, hard work, politeness, and
high-pitched voice quality. Students are not biased towards female teachers, possibly due to
empathic listening and better understanding. A well-dressed, clean teacher creates a good first
impression and facilitates learning.

Age is traditionally an asset to an individual, a most accessible variable, which is

added to a person’s resume. The previous successful tenure and previous training were
considered the most important variables for the promotion of teachers. In our study, the age
of the teacher was not taken as an important attribute by the students. 44 % (33) of the
students preferred young 43% (32) preferred older teachers and 13% of them did not have
specific age preferences. This data for preference of age by students was not statistically
significant (Bodhe et al., 2018).

Moreover, given all this, it is obvious that more recently the students do not consider
the age of the teachers and the looks of the teachers important. They have their views. In
special remarks, the students also suggested that knowledge of the teacher, clarity of thought
or idea, the concept, its explanation, confidence of teacher, the organization of lecture
material, command over the language and the subject, the classroom control and use of
proper audiovisual aids with recent knowledge are more important attributes. The use of

23
innovative and creative teaching techniques and student learning activities prevents boredom.
However, these are supplementary not a substitute for a teacher.

Teacher experience refers to the number of years that a teacher has worked as a
classroom teacher. Many studies show a positive relationship between teacher experiences
and student achievement (Wayne and Youngs, 2019). For example, using data from 4000
teachers in North Carolina, researchers found that teacher experience was positively related
to student achievement in both reading and mathematics. Rice (2019) found that the
relationship between teacher experience and student achievement was most pronounced for
students at the secondary level.

During the same time, with rising policy attention in attracting talented individuals to
join the teacher workforce, teacher education researchers and teacher policy makers have
become increasingly interested in understanding how observable traits are related to student
learning improvements (Liu and Xie, 2021). In theoretical terms, holding a higher level of
educational attainment can imply either a better state of a teacher’s own level of human
capital development, or can act as a positive signal of adept innate ability, academic
motivation, and cognitive skills development compared to those teachers without such
credentials. To that end, a teacher’s better state of their own human capital development may
reflect more effective instructional craft, higher efficiency in classroom management, and
greater creativity to bolster learning (Liu, 2021).

Contemporary literature studies reveal that there are ongoing changes in the field of
learning and teaching, and play-based learning has long been regarded as one of the most
effective ways to learn something new. The goal of this study was to better understand the
teaching strategies utilized in play-based learning and their significance in the primary school
teaching process. The study included 24 teachers from six Austrian elementary schools.
Interviews were conducted in a semi-structured format. The investigation lasted two months
and included the researcher's observations and participation in classes. The findings of this
study are based on a descriptive examination of teachers' perspectives. According to the
study's findings, but also to the researcher's observations, it is understood that play-based
learning is a frequent teaching approach in Austrian elementary schools, which establishes

24
the setting of pleasant and productive game-based learning for children. Furthermore, the
findings of this study demonstrate the activities used by teachers in various disciplines, as
well as the many abilities and skills that children learn through play. Teachers report that
game-based learning poses continual problems in terms of locating and constructing various
game activities, as well as tailoring their learning to the needs and interests of their students.
(Avdiu Eliza, 2019).

This study explores play-based learning strategies in primary school teaching in

Austria. It involved 24 teachers from six schools and lasted two months. The findings suggest
play-based learning is a common approach, creating a pleasant and productive learning
environment for children. Teachers report challenges in finding and creating game activities,
as well as tailoring learning to students' needs and interests. The study highlights the
importance of game-based learning in education.

Furthermore, preschool education focuses on providing children aged four to six years
old with enjoyable and relevant learning experiences. The primary emphasis is on the child-
centered teaching and learning process, with an emphasis on the finding’s inquiry idea, the
utilization of integrated teaching and learning, thematic learning, learning via play, contextual
learning, and project-based learning. The purpose of this study was to investigate play
learning with numeracy utilizing the Play-Learning Kids tool in the teaching of math to
preschool kids in Kelantan. The playing strategy was adopted in this study. Preschool pupils
from two schools, namely private and public, were employed as a sample for the study. After
the preschool pupils were exposed to the data was collected utilizing test questions
(Motealleh & Sharareh et al… 2017).

This study investigates fun learning with numeracy using the Play-Learning Kids tool
in teaching math to preschool kids in Kelantan. The research uses a child-centered approach,
incorporating integrated teaching, thematic learning, play, contextual learning, and project-
based learning. Data was collected through test questions after exposure to the tool.

Research studies show that all students--young and old, rich and poor, urban and
rural--benefit immensely from classrooms filled with art, creativity, and laughter.,
playfulness, creative thinking, and individual expression reinforce positive experiences,
which in turn lead to more engaged students, better classroom environments, and successful
learning outcomes. Designed for K-12 educators, "The Playful Classroom" describes how
25
teachers can develop a playful mindset for giving students meaningful, relevant, and fun
learning experiences. This unique real-world guide provides you with everything you need to
incorporate engaging, hands-on lessons and creative activities, regardless of the level and
subject you teach. Building on contemporary and seminal works on learning theory and play
pedagogy, the authors explain how to inspire your students by bringing play into your
classroom.

In Addition, this clear user-friendly guide supplies practical strategies and effective
solutions for adding the missing ingredients to your classroom culture. Access to the authors'
companion website provides videos, learning experiences, and downloadable teaching and
learning resources. Packed with relatable humor, proven methods, and valuable insights, this
book enables you to: (1) Provide meaningful experiences that will benefit students both in
school and later in life; (2) Combine the principles of PLAY with traditional curricula to
encourage creative learning; (3) Promote trust, collaboration, and growth in students; (4)
Develop a playful mindset for bringing the arts into every lesson; and (5) Foster critical
thinking in any school community. "The Playful Classroom: The Power of Play for All Ages"
is a must-have resource for K-12 educators, higher education professionals, and readers
looking for education-based professional development and training resources (Jossey-Bass,
2019).

Play and playfulness and their role in learning are researched extensively in early
childhood education. However, as the child matures into an adult, play and playfulness are
given less attention in the teaching and learning process. In adult education, there is very little
research about play/playfulness and its significance for learning. Despite this oversight, there
are adult educators who routinely incorporate play and playfulness in their classrooms and
see it as central in the teaching of adults. This study used a comparative case study approach
to explore the role of play and playfulness in learning in an adult and higher education
classroom context. Based on specific criteria, four playful classrooms were identified and
investigated through classroom observations, interviews with the educators, focus group
interviews with students, and paper and pencil surveys administered to all students in these
classrooms. Interviews were recorded and transcribed verbatim, and the classroom
observations were videotaped and reviewed. Inductive analysis and constant comparative
techniques were utilized to analyze the data.

26
 The findings revealed that educators associated the following elements with play and
playfulness: fun, spontaneity, relationship and connection, silliness or goofiness, creativity
and imagination. Furthermore, play and playfulness were most frequently manifested in the
classroom through risk taking, storytelling, and physical activities. Students identified
cognitive gains in terms of engagement, retention, and understanding. More significantly,
students indicated that play and playfulness created a unique learning environment that felt
safe and encouraged risk taking.

Additionally, play and playfulness created positive effects such as fun, enjoyment,
and laughter in the classroom environment. This study addresses the lack of empirical
research on play and playfulness in adult learning. It identifies positive benefits of
incorporating play and playfulness in a classroom context and suggests that to fully realize
these benefits, educators should adopt a model of learning that embraces the significance of
emotions and affect. Play and playfulness facilitate learning in the adult and higher education
classroom. (Ben-David Kolikant & Yifat, 2018).

This study explores the role of play and playfulness in adult and higher education
classrooms. Using a comparative case study approach, four playful classrooms were
identified and investigated. The findings revealed that educators associate elements with play
and playfulness, such as fun, spontaneity, relationship, silliness, creativity, and imagination,
with play and playfulness being central in adult education.

Play and playfulness, as well as its function in learning, have been intensively
investigated in early childhood education. Play and playfulness, however, are given less
attention in the teaching and learning process as the kid grows into an adult.

Additionally, there is virtually little study in adult education about play/playfulness

and its importance for learning. Despite this omission, some adult educators consistently
include play and playfulness into their classrooms and consider it as essential in adult
education. A comparative case study technique was utilized in this study to investigate the
function of play and playfulness in learning in adult and higher education classroom settings
(Taheri & Morteza, 2019). Play and playfulness are studied extensively in early childhood
education but are less studied in adult education. This study investigates the role of play and
playfulness in learning in adult and higher education classroom settings using a comparative
case study technique.

27
 Many academics believe that students expect their university learning experiences to
be entertaining, and play-based learning discourses reflect this, with a dominating narrative
emphasizing the enjoyment of educational play. It is unknown if students expect learning to
be entertaining or recognize a connection between fun and games. To address this, we
conducted a theme network analysis on data from 37 in-depth interviews with undergraduate
students to study student perceptions of fun in Higher Education. We highlight five aspects
that students consider to be enjoyable learning experiences: stimulating pedagogy, lecturer
engagement, a safe learning environment, shared experience, and a low-stress atmosphere
(Mahmood, 2022).

In addition, academics believe students expect university learning experiences to be

entertaining, with play-based discourses emphasizing educational play. A study analyzing 37
interviews found five aspects students consider enjoyable: stimulating pedagogy, lecturer
engagement, a safe environment, shared experience, and a low-stress atmosphere. Play also
provides a potential opportunity to unite academic and developmental orientations to
kindergarten education as the benefits of play have been explored in relation to both personal
and social development as well as academic learning (Bodrova, Germeroth, et al…2014).
Play combines academic and developmental aspects in kindergarten education, promoting
personal, social, and academic growth.

Play contexts allow children to guide their learning and thus learn at a pace that aligns
with their individual development (Weisberg, Hirsh- Pasek, & Golinkoff, 2014). Play-based
learning is an effective literacy strategy to teach phonemic awareness and phonics skills when
taught with an adult as a facilitator. When students are part of creating the rules for a game or
activity, students are more engaged and participate more. Students learn cooperating,
problem-solving, and early literacy skills through guided play.

Different academic levels during play provide a variety of skills and strategies
students can teach and learn from while playing. Play-based learning can be used along with
current classroom routines and curriculum. Chin and Effandi (2015) researched and
concluded that play-based learning enhances positive learning behaviors, prosocial behavior,

28
and self-regulation as an effective strategy to play-based learning (Mohamad Ashari &
Baharuddin, 2017).

Similarly, self-regulation, prosocial behaviors, increased engagement, enhanced oral

language and transfer of skills to reading and writing time were all observed during role-play
in a dramatic play center (Pyle & Danniels, 2017). Pyle and Danniels (2017) noted students
who did not have an adult as a facilitator during role-play only exhibited enhanced oral
language and self-regulation behaviors. Play contexts enable children to learn at their own
pace.

Play can be used for not only learning with children but also for teachers to use to
assess children, Play can be used for evaluating children and determining if any interventions
are needed, also Play can be used to assess communication, physical, social- emotional, and
cognitive development. Assessment in play is commonly used for linking observations of
children's development with future lesson planning. Teachers use play to observe children's
development. These observations are used to determine where the children are now
developmentally and for the teacher to plan what play experiences, they will provide next
(Moyles, 2014). Play is a valuable tool for teachers to assess children's development,
communication, physical, social-emotional, and cognitive growth. It helps teachers identify
areas for improvement and plan future play experiences, ensuring effective learning and
intervention.

Teachers are responsible for ensuring that the play children engage in is set up to help
foster their academic and social development. It is the task of early childhood educators to
help children learn how to analyze, synthesize, and clarify information, and not recite facts or
figures with no meaning (Rushton, 2016). Teachers ensure children's academic and social
development through play, promoting analysis, synthesizing, and clarifying information,
rather than reciting facts or figures.

Generally, teachers have their style, strategies, methods, approaches, and techniques
in terms of teaching because this is their passion to do the work. They have their
characteristics to possess just to keep the students learning and productive in the class.
Teaching style is a multifaceted phenomenon that reveals how teachers impart knowledge,

29
conduct classroom activities, and manage student behavior (Sheikh & Mahmood, 2014).
Teachers' perception of play-based learning influences classroom implementation. Teachers
possess unique teaching styles, strategies, methods, approaches, and techniques to maintain
student learning and productivity, encompassing knowledge, classroom activities, and
behavior management. Teachers perceive play-based learning as deciding how play is
implemented in the classroom (Fessha & Pyle, 2016).

Play enables children to direct learning, while adults facilitate and connect materials.
It has been defined as a way for children to direct their learning through play while the adult
acts as a facilitator to enhance and connect learning to the materials being used (Pyle &
Danniels, 2017). Play-based learning involves children learning through play, adult
facilitation, and conversation with friends. It is a way for children to learn through play with
adults as a facilitator but also to enhance learning through conversation with friends (Asahri
& Baharuddin, 2017).

In particular, play through the interaction and relationships between students and
teachers. Play includes activities that are culturally and contextually mediated, and the
relationships and activities are not valued based on free play. (Cutter-Mckenzie and Edwards;
2014). Play involves culturally mediated interactions between students and teachers, valued
based on context. Play is a time when children can act on their interests, create explorations,
and discover new ideas. In early childhood settings, play can be spontaneous, guided or
teacher-directed. These types of play occur along a continuum that moves from child-initiated
to teacher-initiated. When children are engaged in play activities with their peers, observers
notice a child’s unwillingness to be distracted (Ray & Smith, 2016).

Play in early childhood settings involves children exploring interests, discovering new
ideas, and engaging in spontaneous, guided, or teacher-directed activities. Observers observe
children's willingness to be distracted during play activities. Play, as well as learning, are
natural components of children’s everyday lives. When children are asked what they like to
do best, the answers are unanimous: to play. On the other hand, education for children is,
overall, organized to promote learning rather than play (Phillips and Scrinzi; 2013). It shows
and analyzes many benefits of play-based learning and outcomes that come from this
approach but from a limited number of teachers and classrooms, especially for graders older

30
than kindergarten. Although limitations arise, such as barriers to training, expenses, and
pressure from administrators, it is essential to look at what is best for students regarding
learning.

In addition play and learning are natural components of children's lives, with play
being their favorite, while education focuses on learning. The purpose of this review was to
analyze the use of systematic instruction and the use of play-based learning as effective
literacy strategies for kindergarteners. These strategies are proven to be effective, and they
stay away from the skill and drill worksheets. Developmentally appropriate strategies like
these allow educators to teach in a way that increases academics while thinking of the child
holistically. However, gaps in the literature show that there is a need for more extensive and
current up-to-date research for play-based learning.

Children in play-based kindergartens have a double advantage over those who are
denied play: they end up equally good or better at reading and other intellectual skills, and
they are more likely to become well-adjusted healthy people (Miller & Almon, 2014). Play
Based learning, In the development and implementation of a professional development
program for teachers of the kindergarten curriculum (4–5-year-olds) in Ghana. Kindergarten
teachers in Ghana have little experience and meager training in implementing a play-based
pedagogy as recommended in the national curriculum. An indigenous play-based
kindergarten teacher development program was developed and successfully used to improve
participating teachers' knowledge, skills, attitudes, and practices during the first year of its
implementation. Data collected through classroom observation, interviews, photographs,
participating teachers' reflective journals and an evaluation questionnaire revealed that this
program had a positive impact on classroom practices and learners' active participation in
learning. The essential components of the program are described as a guide for professional
teacher development for delivering indigenous play-based pedagogy (IPBP) in early
childhood education. (Dzamesi, Felicia Elinam, 2020)

Play-based opportunities serve as an effective way for children to be engaged in the

learning process (Weisberg, et al. 2014 & Cavanaugh et al., 2016). Play-based kindergartens
benefit children by improving intellectual skills and fostering well-adjusted, healthy
individuals. Play-based learning engages children effectively. The "Playground Physics"

31
program combines informal, play-based, embodied learning experiences to support middle
school students' engagement with and motivation to learn about complex and abstract physics
concepts. This experimental design study examines the impact of "Playground Physics" on
students' science motivation, classroom engagement, and physics knowledge. The study
involved 24 treatment teachers using "Playground Physics" with 1,928 students, and 21
control teachers teaching their regular physics curriculum to 1,478 students. Results indicate
that students of treatment teachers showed significantly greater physics knowledge at post-
test than students of control teachers. No differences were noted for positive student
engagement and motivation in science class. Further research is needed to understand the
relationship between student engagement, motivation, and learning while using Playground
Physics. (Margolin, et al…2021)

In fact, Play-based learning is essentially to learn while at play. While play has been
shown to benefit children’s development and learning, different types of play better support
different types of learning and development (Pyle et al., 2017). The promise of using games
for learning is that play- and learning engagement would occur cohesively as a whole to
compose a highly motivated learning experience. Yet the conceptualization of such an
integrative process in the development of play-based learning engagement is lacking. In this
analytical paper, we explored and conceptualized the nature and development of game-based
learning engagement via an iterative, two-stage analytical process.

Moreover, the first stage was theory-driven. The literature on motives of play, game
and cognitive engagement, and game-based learning were reviewed and analyzed.
Theoretical discussions on how learning engagement is activated and sustained during
gameplay were distilled. The second stage was data-driven. An in situ, multiple-case study
was conducted to further examine the affective and cognitive facets of learning engagement
in gaming. The finding suggested that game-based learning engagement is an integrated and
continuing process that advances from affective engagement driven by optimal challenge,
cognitive engagement situated in playfulness, to potentially game-action-based content
engagement. (Kui; Xie, Ying, 2016)

Play-based learning supports various learning styles and development in children,

enhancing their overall growth and development. Learner-centeredness is a consistent theme

32
in the field of education. Yet, the perspectives of young learners are still barely considered.
Have pointed out that even though young children have not developed cognitive maturity and
the metalinguistic awareness of adolescents or adults, they learn a language without any
stress or anxiety. They have the freedom to speak, be silent, pause, and make mistakes when
producing the language. It is extremely important, therefore, for teachers to consider
presenting relaxing learning contexts and environments for young language learners.

This paper reports the positive affective outcomes that have been found in a play-
based language learning (PLL) classroom and young EFL learners' opinions of play-based
English language learning. The participants were third graders that took part in PLL activities
for 15 weeks. Qualitative data were gathered from observations to shed light on the
participants' positive affective outcomes and interviews in order to investigate their opinions
toward PLL activities. These young language learners' voices and reflections on the PLL
activities provide a unique perspective on the usefulness of play activities integrated into
young learners' classroom language learning. (Lightbown and Spada, 2015)

Additionally play-based learning benefits include free and guided play. Studies that
have been conducted on the benefits of play-based learning have typically focused on two
types of play, free play, and guided play (Danniels & Pyle, 2018). This case study explores
child, parent, teacher, and school-leader perspectives of a play-based learning (Pb-L)
approach in one new-entrant classroom. Data were gathered through focus groups,
interviews, and an online survey. Findings indicate that children valued the opportunity for
self-initiated, hands-on, interest-based exploration and social interaction with peers, as
afforded in a Pb-L classroom. Parents, the teacher, and the school leader valued a Pb-L
approach as contributing to child wellbeing and social and emotional development, as well as
enhancing the transition experience. The study affirms the importance of shared
understanding and stakeholder acceptance and offers insight into potential implications in
implementing a Pb-L approach. (Jackson, Jayne, 2018)

Kindergarten, a children's garden, nurtures children's natural play inclination. The

process of Education takes place in society. Learning is ultimately a social process. People
initially learn something independently and eventually that learning is modified through
interaction with others. It is very important for a child to have good social skills to learn

33
meaningfully while interacting with the members of society. Kindergarten focuses on child-
centered, playful growth and development. Kindergarten was originally designed as a child-
centered program, with a playful context for children to grow and develop (Froebel, 2016).
Kindergarten, or what he referred to as “the children’s garden,” introduced the idea of
kindergarten as a place where children’s natural inclination of play could be nurtured (Pyle et
al., 2017).

Social skills encourage positive interactions and avoid negative interactions with
others. A child having good social skills can cope effectively with the social environment as
well as the school environment. Children’s school performance, behavior, social and family
relationships and involvement in co-curricular activities are influenced by the extent to which
they possess good social skills. (Flowers, 2017). Young children interact with family
members, peers and teachers throughout life. The children transfer their social interaction
skills from one context to another.

More specifically, families play a large role in successful literacy learning in young
children. Conducted a study to research how families support their child’s literacy
development. The participants in their study consisted of four different classes of 6-year-olds
in the United Kingdom. The purpose of the study was to research how literacy development
occurs through social interactions within a home environment. Williams and Rask learned
that through the support and modeling of their families, children develop literacy skills that
emerge from situations they are encountering with their families. For example, reading stories
together enhances children’s reading and writing skills by teaching children that the words on
the page carry meaning. (Williams & Rask, 2016).

Play is used by practitioners from across disciplinary backgrounds as a natural and

enjoyable context for providing intervention and support in early childhood. In the case of
autism interventions, many therapies are based on the association between social play and the
development of social skills, language development, and communication skills, as these are
often particular areas of challenge for autistic children. However, play is a wide-ranging
concept and the extant literature on play-based interventions is large and heterogeneous. This
means it is challenging for practitioners and families to navigate the evidence base and make
choices about differing intervention strategies.

34
 This review aims to provide a comprehensive map of the research on this topic and to
develop a conceptual framework to inform clinical decision-making. Methods: An initial
stakeholder consultation confirmed the relevance of the topic to practitioners and autistic
people. A scoping review methodology (pre-registered) was used to identify relevant
literature (Gibson, Jenny L, Pritchard, Emma et al…2021).

It is vital to foster children's ability to cooperate with others, communicate effectively,

and exercise self-control. These competencies represent a set of transferable skills required in
many aspects of daily life and along any career path. In Hong Kong, a play-based training
programme was launched to support parents to target these areas of social competence. The
program taught 414 parents to use group games that foster social skills development in
children aged 4-5 years. Parents completed culturally appropriate questionnaires before the
program started, one week after the program ended, and three months after the program
ended. Paired sample "t"-test analyses revealed significant improvements in children's social
skills. Implications for using play-based social learning experiences are discussed. (Chau,
Lilian, 2022).

Project Summary Play in the classroom supports academic skills andis

developmentally appropriate for children to grow cognitively, socially, and emotionally. Play
in the classroom that is child-centered and teacher guided with desired learning outcomes is
play-based learning (PBL). (Pyle & Danniels, 2017). Research on PBL shows overall student
growth in academic, social, and emotional development. PBL is a child-centered and focused
pedagogical practice that is developmentally appropriate for first grade students, yet as
students move from kindergarten to first grade, they experience a significant change in their
school environment. (Davis, 2017; Pyle & Alaca, et al… 2018).

Student engagement in tertiary cinema studies can be fickle: while most students
respond strongly to films, little reward is similarly paid to prescribed readings or other
coursework that is crucial to developing complex critical thinking with media. This paper
presents a case study of an intervention aimed at remedying this disparity of student interest:
play-based learning. Play-based learning, here defined as 'the use of playful elements in both
the explanation of subjects and their evaluation' (Torres-Touhou Midis, 2020), has a long

35
history of encouraging lateral and creative modes of thinking, increasing engagement and
participation, and fostering a supportive and enjoyable learning community. This paper
outlines the ways that play-based learning was engaged in a small-scale action research
project, and the positive effects that this created within the cinema studies classroom.
Critically, it shows the value of play-based learning in fostering resilient, creative, and
motivated students, particularly at the first-year level of tertiary film education. (Henderson,
Laura, 2022).

Literacy skills specialized for content learning are closely associated with individual
higher-order thinking and advanced language skill development. The development of
advanced literacy skills can only be achieved through students’ active engagement in
authentic and purposeful disciplinary learning activities imbued with meaning, value, and
emotions. (Shanahan, 2015).

Teachers can implement play-based learning through games that intentionally target
literacy skills through rich, integrated curriculum and instructional materials of high quality.
With a rich, integrated curriculum and top-notch teaching resources, teachers can apply play-
based learning through games that specifically target reading skills. (Paciga, et al… 2015;
Pyle, 2018).

In a meta-analysis of play studies, Hall et al …2014) found that several research

reports reflect the relationships between play and literacy. Hall summarizes the conclusions
of these studies related as foll ows: Play as a fundamental cognitive activity is preparation
for more complex cognitive activities such as literacy. Symbolic behavior in the play is
related to the understanding of a representational system like written language. Language
behavior in play is related to literate language. When children are offered play experience
with literacy-related resources, they act in literate ways.

Indicate that children learn more complex knowledge through play. For example,
Gentile and Hoot et al., 2016) state, “through painting, children become aware that images on
paper are meaningful and say something” (as cited in Hall, 2014). Believes that children
recognize things have meaning by experiencing them during play, but that the relationship
between play and literacy is somewhat “incidental”. In other words, Hall implies that the

36
relationship happens naturally rather than deliberately, and literacy is learned when
experiencing play.

Imply that children learn how to write by expressing their thoughts orally when
playing. Through symbolic play children can pretend and create something that has meaning
to them. (Isenberg and Jacob, 2015) state, “symbolic play, the process of transforming an
object or oneself into another object, person, situation, or event through the use of motor and
verbal actions in a make-believe activity, provides an important source of literacy
development” (as cited in Hall, 2014). Symbolic play encourages literacy development by
facilitating children’s knowledge of how sounds and symbols work as they communicate in
the play setting.

In addition, imply that the language that children use during play is like the language
children will use when they begin to read and write. Research shows that children who are
engaged in socio-dramatic play use language to develop scripts, thus merging the literacy
skills of reading and writing into play. Practicing these skills allows children to transfer their
knowledge to reading texts within a school setting (Hall, 2014).

Lastly, based on research that integrates the use of literacy related objects into a play
setting so that children can deliberately develop literacy skills. Isenberg and Jacob, 2016)
examined two four-year-old girls while playing in a literacy rich environment and found that
the girls used literacy activities at home and at school. The two girls showed that when
children are provided with literacy-related objects, regardless of the setting, engaging in play
will only enhance their literacy skills. Isenberg and Jacob concluded from their observations
that young children can develop literacy skills by engaging in play (Hall, 2014).

The overarching interest of this study concerns how to outline learning opportunities
and support in early childhood education (ECE) without losing its play-based character. More
specifically, the study reports an empirical investigation into the evolving activity of a 6.5-
year-old child and an adult conversing about the child's drawing of "Number land." What the
child's drawing and his discussion about it with the adult tell us about his emergent
mathematics skills is analyzed. How the child shifts between speaking and enacting "as if"
and "as is," and how the adult supports his mathematics understanding through entering the

37
play-frame are analyzed. How imaginary, play-based activities like this can provide the
means for ECE and what this implies for the teacher are discussed. (Pramling, Niklas, 2018).

Early literacy is largely acquired through child-led learning, yet current ways to
support and enhance it may present problems of coercion and adult control. The "Following
in our Footsteps II" intervention sought to circumvent such problems by teaching parent and
educator pairs of 46 preschoolers how to make every day literacy and numeracy processes
(attention control condition) visible to children. Mixed-design ANOVAs indicated that
children's literacy- and numeracy-related play increased significantly after four weeks of
demonstrations. Reading and writing performance improvements were significantly greater in
the Literacy group than in the Numeracy group. The results indicate that preschoolers'
exposure to parents' and educators' everyday code-related literacy practices can enhance
preschoolers' literacy interest and learning. They highlight an innovative way to increase
exposure to code-related literacy skills and circumnavigate possible problems of coercion and
adult control. Implications for literacy learning in play-based settings are discussed.
(Magnusson, Maria, 2021).

Moreover, early literacy is largely acquired through child-led learning, yet current
ways to support and enhance it may present problems of coercion and adult control. The
"Following in our Footsteps II" intervention sought to circumvent such problems by teaching
parent and educator pairs of 46 preschoolers how to make every day literacy and numeracy
processes (attention control condition) visible to children. Mixed-design ANOVAs indicated
that children's literacy- and numeracy-related play increased significantly after four weeks of
demonstrations. Reading and writing performance improvements were significantly greater in
the Literacy group than in the Numeracy group. The results indicate that preschoolers'
exposure to parents' and educators' everyday code-related literacy practices can enhance
preschoolers' literacy interest and learning. They highlight an innovative way to increase
exposure to code-related literacy skills and circumnavigate possible problems of coercion and
adult control. Implications for literacy learning in play-based settings are discussed. (Parrila,
Rauno, 2021).

Numeracy is a skill that involves confidence and the ability to deal with numbers and
measurements. (Arguel, Amael, 2015). It necessitates a working knowledge of the number

38
system, a set of computational skills, and a desire and capacity to solve number issues in
various situations. Numeracy also requires a practical understanding of how data is obtained
by counting and measuring and then presented or depicted in graphs, diagrams, charts, and
tables.

In Addition, numeracy defined in the broadest sense is the ability to understand and
use numbers. This would include an understanding of the real number line, the ability to
compare numbers in magnitude, the understanding of time and money, measurement,
estimation, and the ability to perform simple arithmetic. At a somewhat higher level, a broad
definition might also include basic logic, performing multi-step operations, a fundamental
understanding of chance and basic statistical principles, and comfort with proportions,
fractions, probabilities, and risks. Researchers have defined and measured numeracy in
various ways, often because of differences in their specific research interests and domain of
study. For example, (Paulos, 2016) defines innumeracy as the “inability to deal comfortably
with the fundamental notions of number and chance” (pg. 3). He discusses difficulties
individuals have in understanding extremely large and small numbers, grasping infinity,
correctly using combinations and permutations to calculate quantities, and understanding
basic concepts involving chance and probability.

In fact, numeracy is the knowledge, skills, practices, and attitudes that learners need
to do math in a variety of situations. It involves perceiving and comprehending the world's
mathematical functions. (Victorian Curriculum and Assessment Authority, 2017). It involves
perceiving and comprehending the world's mathematical functions.

Many people's numerical experience in daily life includes number, estimation, and
calculation (Raymundo, 2014). Numerical agreement, familiarity, and critical thinking get
extremely advanced and developed as learners grow (Kurmaniak,2021). These abilities
enable students to use arithmetic to make informed decisions and solve problems effectively.

Here, in early math and numeracy are the general understanding of numbers and basic
mathematical concepts (Harris & Petersen 2019); (Toll & Van Luit 2014). These are skills
such as counting, comparing, and contrasting, describing shapes and positions and problem
solving. Students who are exposed to and master early math abilities at a young age are more

39
likely to succeed in school. (Harris & Petersen, 2019). Students who enter Kindergarten low
in math skills tend to continue to perform below their peers in later grades. Math learning and
intervention needs to happen before kindergarten. These students, especially at-risk students,
need the opportunity to build a strong foundation at a young age.

Research suggests that young children have a complex sense of informal mathematics,
including an understanding of more and less, shape, and patterns (Ginsburg, Lee, & Boyd,
2017), and that attention to mathematics in early childhood ensures that children have a
strong foundation for later learning. For children with identified disabilities, the Individual
Family Service Plan under the Individuals with Disabilities Education Act (IDEA) requires
an educational focus that promotes school readiness and includes pre literacy and numeracy
skills (IDEA, 2018). A primary area of early mathematical development is the number sense.

Particularly, number sense involves an understanding of the meaning and

representation of numbers as well as relationships among numbers (NCTM, 2015), and it
includes counting, numerical comparisons, and verbal and nonverbal addition and subtraction
(Sarama & Clements, 2015). Early discrepancies in mathematical performance signal the
need for formal and informal interventions for at-risk children (Duncan et al., 2007). Explicit
teaching of concepts such as the linear representation of numbers through play with number
board games has been shown to be effective in increasing numerical skill (Ramani, 2014) and
has potential for collaborative implementation across school and home. This article touches
on how board game play affects numeracy development, instructional practices during board
game play, and connecting home and school. Young Exceptional Children, 2020).

Synthesis

Based on the studies, journals, and articles that the researchers gathered, the profile of
the respondents in terms of age and sex in relation to literacy, social, and numeracy skills.
Play-based learning has long been regarded as one of the most effective ways to learn new
things, and examinations of contemporary literature indicate that there are continual
improvements in the fields of learning and teaching. The purpose of this study was to gain a
deeper understanding of the play-based learning teaching methodologies and their importance

40
to primary school instruction. The study's findings and the researcher's observations indicate
that play-based learning is a common teaching strategy in Austrian primary schools, creating
the ideal environment for children to learn through games in a fun and effective way. The
results of this study also show the activities utilized by teachers in many fields and the
numerous abilities and skills that kids pick up through play.
In the study conducted by International Journal of Early Childhood Education and
Care, Preschool education focuses on providing children aged four to six years old with
enjoyable and relevant learning experiences. The primary emphasis is on the child-centered
teaching and learning process, with an emphasis on the finding’s inquiry idea, the utilization
of integrated teaching and learning, thematic learning, learning via play, contextual learning,
and project-based learning. The purpose of this study was to investigate fun learning with
numeracy utilizing the Play-Learning Kids tool in the teaching of math to preschool kids in
Kelantan. The playing strategy was adopted in this study. Preschool pupils from two schools,
namely private and public, were employed as a sample for the study. After the preschool
pupils were exposed to the data was collected utilizing test questions.

As stated by Teaching in Higher Education, Play and playfulness are extensively

studied in early childhood education but are often overlooked in adult education. Despite this,
some adult educators incorporate play and playfulness into their classrooms, recognizing its
importance for learning. This study used a comparative case study technique to investigate
the role of play and playfulness in learning in adult and higher education classroom settings.
This study investigates the role of play and playfulness in learning in adult and higher
education classroom settings using a comparative case study technique.

The researchers found that children who spent more time interacting in social groups
within their free play activities were rated by their teachers as more socially competent than
those who spent time playing alone. These are children who seem better able to sustain
positive peer relationships and engage in positive social exchanges, even when the play is
considered rough and tumble. They also found that the quality of peer interactions (defined as
prolonged interactions with smaller groups of peers) and the time spent in free play are more
important to the development of ASC than any one type of play. A high correlation was
found between children who scored higher on the SDQ and those who spent time in positive
peer interactions. Therefore, they conclude that the play environment and quality of the play

41
interactions have a greater effect on social outcomes than any one type of play. They
recommend that the importance of free, unstructured play time not be overlooked in this era
of replacing play with academics.

As predicted, children who exhibited higher levels of peer play (as measured by
PIPPS Penn Interactive Peer Play Scale) in Head Start were rated as more school-ready by
their kindergarten teachers. These children were better able to follow directions, self-regulate,
and cooperate, and they were better prepared for the academic rigors of kindergarten. The
authors suggest that because children practice these ASC skills during peer play, they are
learning, through play, how to behave and learn in a way that is socially and academically
acceptable to their kindergarten teachers. This study was exclusive to the children's Head
Start and kindergarten years. The authors do not know which children had prior formal
schooling, which could have influenced their peer play abilities.

Researchers found that both social and abstract pretend play positively correlated with
an overall higher SSRS score, leading the authors to suggest that these types of play are
important in the development of social and cognitive ASC skills. They recommend that
parents and teachers actively promote and extend social pretend play activities to build these
important skills (Li, Hestenes, & Wang, 2016). The authors note that this study only looked
at play behaviors on the playground. The benefits of social pretend play will extend into the
classroom if teachers consciously promote pretend play during the school day.

The study used Performance Indicators in Primary Schools (PIPS) to measure

vocabulary and reading development in children. Initially, there were no positive effects with
Early Childhood Education (EC) in the first three years, with some negative effects.
However, by year four, the EC cohorts matched the control group, and by year seven, the
EC2 cohort outperformed the EC 1 cohort, suggesting that teachers and children had adapted
to the new curriculum. The authors caution that administrators and teachers should be
mindful of the time it takes to settle into a play-based approach, as it can have a positive
effect on literacy development and future academic achievement. Further study is needed to
determine if better professional development fills the gaps or if the EC cohorts eventually
outpace the control group.

42
 All participants stressed that student-centered learning was of high importance when
applying play-based learning, as has been previously demonstrated. The results of the online
survey and interviews assured us that applying play-based learning is a source of enjoyment
for both students and teachers, as has been noted in previous research. In addition, the
findings demonstrated that the teacher educators believe that play-based learning is a
motivational factor for learning. The interviewees cited that a range of skills are developed by
the pre-service teachers when applying play-based learning, including socio-psychological
skills, self-reflection, self-confidence, cooperation, stress management and language abilities;
this is consistent with previous studies.

The Framework for Quality LTP (Learning through Play) is a framework designed to
bridge the gap between early years learning contexts and school implementation. It is based
on definitional statements based on learning science, child development theory, the role of
the child and adult, and existing high impact teaching strategies. The framework provides a
basic structure for understanding, applying, and evaluating learning through play and playful
pedagogies. It bridges dichotomous representations and creates a common language for those
responsible for developing, designing, applying, and evaluating these pedagogies.

School communities must understand the meaning of play and learning, the roles and
responsibilities of the child and teacher, and the benefits for learning. The Framework for
Quality LTP offers a clear and consistent language that aligns with expectations of school
communities around evidence of learning and the teacher's role as facilitator. It
communicates the role and benefits of playful pedagogies as legitimate vehicles for learning.
A lack of consensus on a definition and core components of learning through play at
school means it is not possible to develop instruments to measure its impact. The Framework
for Quality LTP provides the opportunity to develop the research base and instruments
required to effectively measure playful learning, including performance assessments and
portfolio evaluations. However, critical steps in the research process are required to
determine the validity of the framework across different contexts.

Lastly, this study was made by the researcher for the purpose of assessing the play-
based approach to skill acquisition in kindergarten. In this researcher can identify the effect
of play based on every student when it comes to their learning. It will help them a lot to be

43
more active and become more engaging in their studies. Since we are future educators, we
can apply this study to our future students when it comes to their learning.

CHAPTER III

RESEARCH METHODS AND PROCEDURE

This chapter will present the methodology of the study. This includes the research
design, research locale, research instrument, sampling respondents, data gathering
procedures, data analysis, statistical, treatment, and potential ethical considerations.

Research Design

This study aimed to assess the Play-based Approach to Skill Acquisition of

Kindergarten. The most appropriate method in this study is descriptive research design.
Descriptive research design is used to describe a population, situation or phenomenon. The
researchers believed that this design would truly help in conducting their survey.

A research design is the specific procedure involved in the research process: data
collection, data analysis, and report writing. The research design specifies the procedures for
collecting and analyzing the required data, as well as how all of this will contribute to
answering the research question.

Research Locale

In the study titled "Assessment of Play-Based Approach on Skill Acquisition

of Kindergarten," the research locale is carefully selected to ensure comprehensive coverage.
The researchers targeted 60 schools from a total of 67 public elementary schools within the
Division of Lipa. To determine the appropriate sample size, the researchers employed
Slovin's formula, which accounts for the population size and the desired level of accuracy.
This approach allowed the researchers to gather data from a representative set of schools,
enabling a more in-depth understanding of the challenges encountered by Kindergarten
Teachers in overseeing student activities within the educational context of the region.

Research Instrument

The researchers used the survey questionnaire as the primary tool to gather the data.
The researchers constructed a questionnaire and presented it to the respondents in the schools

44
that were being chosen. There were 2 parts of the questionnaire, first the profile of the
teacher including the age, gender, and socio-economic status.

The second part was about the effect of play-based teaching on the development of
kindergarten students' skills in terms of literacy skills, social skills, time management skills
and numeracy skills. Research instruments are measuring instruments such as tests,
questionnaires, interview guides and observation guidelines used by researchers to collect
data in a study (Sugiyono, 2015).

Principally researching is measuring, then there must be a good measuring tool.

Gauges in research are usually called research instruments. Thus, a research instrument is an
instrument used to measure the natural and social phenomena observed. Specifically, these
phenomena are called research variables.

The research instrument was used as a data collection tool, and the instruments
commonly used in the research are some questionnaires and questionnaires submitted and
given to each respondent who is sampled in the research during observation and interview.
The instrument of this research is a questionnaire (a questionnaire is a technique of data
collection that is done by giving a set of questions or a written statement to the respondent to
be answered). It means that to collect the data, the researchers give the questions or
statements for respondents to be answered. The type of question is a closed questionnaire. A
closed questionnaire is a set of questionnaires and options that have already been settled by
researchers.

In this research, the content of the questionnaire would be some questions about the
effects of play-based teaching in kindergarten. The respondent would alternatively choose the
answer between 1 to 4. 1 count strongly disagrees and 4 represents strongly agree. The scale
to measure this research is the Likert Scale. The Likert Scale is a tool used to develop
instruments used to measure the attitudes, perceptions, and opinions of a person or group of
people against the potentials and problems of an object, the design of a product, the process
of creating products and products that have been developed or created. The choice of the
answer is as the following table:

45
Table 1.
Likert Scale
POINT EXPLANATION

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

Respondents of the study

The subject of the study was the kindergarten teachers in 60 schools out of 67 schools
in Public Elementary Schools in the Division of Lipa. These educators make a big impact on
the socialization of the kindergarten students.

To investigate this topic comprehensively, the researchers selected respondents from

the various schools within the Division of Lipa.

46
Table 2.
Public Elementary Schools in Lipa City
Name of Schools No. of Name of Schools No. of Name of Schools No. of
respondents respondents respondents
1. Senator Claro 2 21. Brion Elementary 2 41. Sampaguita 2
M. Recto School Elementary School
2.Pagolingin 2 22. Labac 2 42. Calamias 2
Elementary School Elementary School Elementary School
3.San Carlos 2 23. Pinagkawitan 2 43. Tangway Loob 2
Elementary School Elementary School Elementary School
4. Marawoy 2 24. Don Leon 2 44. San Gullermo 2
Elementary School Memorial Elementary School
Elementary School
5. Teodoro M. 2 25. Edilberto 2 45. San Sebastian 2
Kalaw Memorial Memorial Elementary School
School Elementary School
6. Gaudencio B. 2 26. Anilao 2 46. Bagong Pook 2
Lontok Memorial Elementary School Elementary School
School
7. Inosloban 2 27. Kayumanggi 2 47. Bulaklakin 2
Marawoy Elementary School Elementary School
Elementary School
8. Dagatan 2 28. Jose K. Obando 2 48. Duhatan 2
Elementary School Elementary School Elementary School
9. Bulacnin 2 29. San Adriano 2 49. San Lucas 2
Elementary School Elementary School Elementary School
10. Fernando Air 2 30. Tipakan 2 50. Tibig Elementary 2
Base Elementary School School
11. San Celestino 2 31. San Benito 2 51. Tangway 2
Elementary School Elementary School Elementary School
12. San Francisco 2 32. Anangi 2 52. Paninsingin 2
Elementary School Elementary School Elementary School
13. San Isidro 2 33. Malitlit 2 53. San Salvador 2
Elementary School Elementary School Elementary School
14. San Jose 2 34. Tangob 2 54. Malitlit Anangi 2
Elementary School Elementary School Elementary School
15. Sto. Nino 2 35. Bugtong na Pulo 2 55. Pusil Elementary 2
Elementary School Elementary School School
16. Sto. Toribio 2 36. Lumbang 2 56. Plaridel 2
Elementary School Elementary School Elementary School
17. Padre Valerio 2 37. Talisay 2 57. Leoncio 2
Elementary School Elementary School Elementary School
18. Abundio Torre 2 38. Bolbok 2 58. Rizal Elementary 2
Memorial School Elementary School School
19. Tambo 2 39. Lodlod 2 59. Malagundong 2
Elementary School Elementary School Elementary School
20. Sico 2 40. Mabini 2 60. Cipriano Andal 2
Elementary School Elementary School Elementary School

47
Sampling

In this study, the researchers used random sampling (fishbowl technique), to

randomly select schools.

The researchers chose the teachers of kindergarten since they are the ones who taught first to
their students because the children don’t know yet. All the respondents were given a
questionnaire to assess the effects of play-based learning on skills, acquisition of
kindergarten.

Data Gathering Procedure and Analysis

The researcher utilized a conceptual framework to gather information on respondents, it also

states the following procedure that the researcher conducted this framework contains Phase 1,
2 and 3.

Figure 3.
Phases

Phase 1
Phase 2
Pre- Phase 3

Assessment
Interview Distribution of
Crafting of Tabulation of
letter
Survey Analysis Data
Administering
Questionnaire Tallying
the Survey
Validation of Analysis
Questionnaire
Survey Interpreting
Questionnaire

The researchers conducted a pre-analysis of different schools in the City of Lipa and
based on the results of pre-assessment, the researchers found out that the Senator Claro M.
Recto,Pagolingin Elementary School, San Carlos Elementary School, Marawoy Elementary

48
School, Teodoro M. Kalaw Memorial School, Gaudencio B. Lontok Memorial School,
Inosloban Marawoy Elementary School, Dagatan Elementary School, Bulacnin Elementary
School, Fernando Air Base, San Celestino Elementary School, San Francisco Elementary
School, San Isidro Elementary School, San Jose Elementary School, Sto. Nino Elementary
School, Sto. Toribio Elementary School, Padre Valerio Elementary School, Abundio Torre
Memorial School, Tambo Elementary School, Sico Elementary School, Brion Elementary
School, Labac Elementary School, Pinagkawitan Elementary School, Don Leon Memorial
Elementary School, Edilberto Memorial Elementary School, Anilao Elementary School,
Kayumanggi Elementary School, Jose K. Obando Elementary School, San Adriano
Elementary School, Tipakan Elementary School, San Benito Elementary School, Anangi
Elementary School, Malitlit Elementary School, Tangob Elementary School, Bugtong na
Pulo Elementary School, Lumbang Elementary School, Talisay Elementary School, Bolbok
Elementary School, Lodlod Elementary School, Mabini Elementary School, Sampaguita
Elementary School, Calamias Elementary School, Tangway Loob Elementary School, San
Guillermo Elementary School, San Sebastian Elementary School, Bagong Pook Elementary
School, Bulaklakin Elementary School, Duhatan Elementary School, San Lucas Elementary
School, Tibig Elementary School, Tangway Elementary School, Paninsingin Elementary
School, San Salvador Elementary School, Malitlit Anangi Elementary School, Pusil
Elementary School, Plaridel Elementary School, Leoncio Elementary School, Rizal
Elementary School, Malagundong Elementary School, Cipriano Andal Elementary School

To create a survey questionnaire, researchers think about and look for study related
questions. The researchers chose different schools that are near Lipa to validate their survey
questionnaire. The comments and suggestions were considered in making the final draft to
improve the instruments.

To conduct study, the researchers make a letter that was given to the principal. To
proceed with the survey, the researchers gave the letter of consent to the school head to ask
permission to conduct a survey that was given to the kindergarten teachers. The researchers
also sent a letter of consent to participate and after making a formal letter and making it
approved, the researchers distributed the survey questionnaire.

49
Statistical Treatment of Data

The data gathered will be treated using various formulas. The researchers used the
following statistical tools to measure the collected data accurately.

Frequency- the rate at which something occurs or is repeated over a particular period or in
each sample. To calculate frequency, divide the number of times the event occurs by the
length of time.

Percentage- a rate, number, or amount in each hundred. A percentage is a number or ratio

that can be expressed as a fraction of 100. If we have to calculate percent of a number, divide
the number by the whole and multiply by 100.

Frequency and Percentage- it is used by calculating the frequency in the category divided
by the total number of participants. The frequency refers to the number of times a research
method is used, while the percentage represents the proportion of research articles that use a
particular method.

frequency
p= ×100
total no . of respondents
Ranking- used to arrange the different indicators of the study as perceived by the
respondents. In statistics, ranking is the data transformation in which numerical or ordinal
values are replaced by their rank when the data are sorted.

Mean- it is used to represent the typical value. A mean in math is the average of a data set,
found by adding all numbers together and then dividing the sum of the numbers by the
number of numbers

×=(∑ x)/n

50
Weighted Mean- involves multiplying each data point in a set by a value which is
determined by some characteristic of whatever contributed to the data point. It is an average
computed by giving different weights to some of the individual values. If all the weights are
equal, then the weighted mean is the same as the arithmetic mean. It represents the average of
a given data. The Weighted mean is similar to the arithmetic mean or sample mean.

WM=(∑ FW )/ N
Analysis of Variance- it is used to determine if there is a significant difference between the
profile of the respondents and the effects of play-based learning in the skill acquisition of
kindergarten. It is used to check if the means of two or more groups are significantly different
from each other. ANOVA checks the impact of one or more factors by comparing the means
of different samples

F=MST / MSE

Ethical Potential Consideration

The respondents volunteered and were not forced by the researchers to be included in
a study. The researchers gave an assent form or consent letter to the principal to give
permission for their Kindergarten teacher to participate in a study that was conducted by the
researchers. There is no forced coercion on kindergarten teachers since the researchers
wanted to know the effects of play-based teaching to skills acquisition in kindergarten. The
researchers communicated to the school through the hardbound of their thesis that was
conducted in 60 public elementary schools.

The information that the researchers got about the respondents was confidential
where no one knew. All the financial expenses that were utilized are own expenses from the
researchers.

51
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered with their corresponding analysis and
interpretation. The data are presented in tabular form and organized in sequential manner
resembling the order of presentation of specific problems proposed at the beginning of the
study.

I. Profile of the respondents

The succeeding tables present the distribution of the respondents according to the profile
variables in terms of sex, age, highest educational attainment, and no. of years in teaching.
1.1 sex;
1.2 age;
1.3 highest educational attainment; and
1.4 number of years in teaching?

Table 3.
Profile of the respondent’s in Terms of Sex

Category Frequency Percentage Rank

Male 3 3% 2

Female 117 97% 1

Total 120 100%

52
 According to table 3, females had the highest frequency count (117) and the highest
percentage (97%), when it comes to sex. In the meantime, the male population has a
frequency count of 3 and a percentage of 3%. As a result, the majority of our responders are
female, and this group received the greatest amount of data.

According to Feldman KA, (2018), Out of 75, 44% (33) of the students preferred
ladies as teachers, whereas preference for male teachers was 27% (20) and 29% (22) of
students were neutral. But still many students preferred ladies as teachers and the reasons
attributed were their sincerity, hard work, efforts taken in preparing lectures, politeness, and
high pitch audible voice quality. Literature points out that students are little biased to female
teachers, which may be related to a variety of factors like empathic listening, better
understanding and view of concern shown by them.

Table 4.
Profile of the respondents in Terms of Age

Category Frequency Percentage

20-30 years old 64 53%
31-40 years old 55 46%
41-50 years old 1 1%

Total 120 100%

As shown in the table, most of the respondents are 20-30 years of age which obtained
the highest frequency count of 64 and a percentage of 53. However, 55 or 46% of the
respondents are 31-40 years of age. Also, there will be 1 respondent who answered at the age
of 41-50 with a percentage of 1%. It was also shown in the table that no one 51 years old and
above answered. Most of the kindergarten teachers are 20-30 years old.

According to Bodhe et al., (2015), influence of gender and age of teachers on teaching
student’s perspective; newer recruits or young teachers tried to imitate senior teachers, they
had an urge for improvement. They could very well make use of audio-visual aids and other
techniques for improving their teaching capabilities. There were a few positive points in
favor of younger teachers. The experience increased as the age advanced. Age is traditionally

53
an asset to an individual Because as the age advances the teacher becomes experienced and
he knows where to tap the potential of the students and how to make him understand his
worth. Some feel that the teacher’s enthusiasm deteriorated as the age advanced which may
be due to the boredom of teaching same content over several years and added responsibilities
on academic, administrative and research aspects is added to a person’s resume.

Table 5.
Profile of the respondents in terms of Highest Educational Attainment

Category Frequency Percentage

Bachelor’s degree 49 41%
With units in M. A 31 25%
Master's degree 38 32%
With units in Ed. D/Ph. D 1 1%
Doctorate degree 1 1%
Total 120 100%

As presented in Table 5, bachelor's degrees got the highest frequency count of 48, or 41%.
Meanwhile, units in M.A. got 31 respondents, a percentage of 25%. However, 38 respondents
got a master’s degree, for a percentage of 32%. Also, with units in Ed. D/Ph.D. and doctorate
degrees got the same number, which is a percentage of 1.

Yee, David and & Ducanes (2022),Graduate degrees are becoming more valuable among
faculty. because of its influence not just on teaching but also on given the trifocal role of
higher education, research and extension. In contrast to basic education, education is more
advanced. Professors with Master's and doctoral degrees involve knowledge acquisition.
creation, are required to stay up to date on advances are driven to give information in their
field of study academic articles, and are expected to Use and spread these through extension
initiatives. This, in turn, improves teaching and, eventually, benefits students. undergraduate
students. The Philippines' difficulty is to enhance the number of instructors who are qualified
and experienced graduate degrees of the highest caliber.

54
Table 6.
Profile of the respondent’s in Terms of no. of years in teaching

Category Frequency Percentage Rank

Below 5 years 54 45% 1
6-10 years 53 44% 2
11-20 years 13 11% 3
21 years and above 0 0% 4
Total 120 100%

Lastly, for the respondents’ number of years in teaching, below 5 years gained the
highest frequency count of 54 or 45% at rank 1 while 21 years and above got zero or 0% at
rank 4. It means that some of the respondents are teaching kindergarten students with the
maximum of 5 years only while in the category of 21 years and above, the researchers did not
get any respondents with this range.

According to Amidon (2020) defined teaching as “an interactive process, primarily

involving classroom talk which takes place between teacher and pupil and occurs during
certain definable activities” So the number of years when it comes in teaching will have a big
impact for every teacher to become them more effective and helps them to improving
themselves when it comes in guiding and teaching every student.

55
56
II. Effects of Play-Based Approach on Skills Acquisition of Kindergarten
Table 7.
Literacy skills

Literacy Skills
In the new normal, I WM Rank VI
1. find that my students are struggling in reading 3.05 7 Strongly Agree
comprehension.

2. guide my students when it comes to reading. 3.55 4 Strongly Agree

3. let my students enjoy having play-based 3.56 3 Strongly Agree

activities.

4. realize that play- based activities are hard to 2.86 9 Agree

create.

5. let my students become more interested in 3.68 2 Strongly Agree

learning in class, when the activities made by the
teacher are mixed with games.

6. make my students become more motivated to 3.68 2 Strongly Agree

learn, pay attention, and participate in class
activities.

7. find play-based is a challenging strategy. 2.3 10 Agree

8. promote learning concepts, problem-solving 3.47 5 Strongly Agree

development, and social-emotional benefits by
allowing students to learn from their mistakes.

9. find play-based learning may sometimes lack 3.04 8 Strongly Agree

the structure and clear learning objectives found
in more traditional instructional approaches.

10. think that the children can demonstrate how 3.28 6 Strongly Agree
to pronounce simple words.

Composite Mean 3.23 Strongly Agree

As stated in Table 7, the item “ let my students become more interested in learning in
class, when the activities made by the teacher are mixed with games” and “make my students
more motivated to learn, pay attention, and participate in class activities” got the highest
weighted mean of 3.68, highest ranking as one with a verbal interpretation of “Strongly
Agree” from the respondents.
57
 Play-based learning is an effective literacy strategy to teach phonemic awareness and
phonics skills when taught with an adult as a facilitator. When students are part of creating
the rules for a game or activity, students are more engaged and participate more. Students
learn cooperating, problem-solving, and early literacy skills through guided play. (Weisberg,
Hirsh- Pasek, & Golinkoff, 2014)

Meanwhile, the item “let my students enjoy having play-based activities” obtained a
weighted mean of 3.56, ranked as 3rd and interpreted as “Strongly Agree”.
Play-based learning involves children learning through play, adult facilitation, and
conversation with friends. It is a way for children to learn through play with adults as a
facilitator but also to enhance learning through conversation with friends (Asahri &
Baharuddin, 2017).

The next item “Guide my students when it comes to reading” obtained a weighted
mean of 3.55, ranking 4th with a verbal interpretation of “Strongly Agree”.
As a teacher, their role is to guide their students when it comes to reading. The
activities, reading stories together enhances children’s reading and writing skills by teaching
children that the words on the page carry meaning. (Williams & Rask, 2016).

58
Table 8.
Social Skills

Social Skills WM Rank VI

In the new normal, I
1. make sure that the child gets more involved in 3.66 1 Strongly
activities. Agree
2. finding collaboration is hard when integrating play- 2.76 7 Agree
based teaching strategy.
3. discover play-based teaching strategy has an 3.13 5 Strongly
exception to those students who have health problems. Agree
4. realize socializing is one of the challenges that the 3.11 6 Strongly
child encounters in play-based learning. Agree
5. creating play-based activities can help students to 3.46 2 Strongly
build strong bonds with their classmates. Agree
6. notice that play-based learning environments can be 2.69 8 Agree
more prone to distractions.
7. discover my students work effectively as a team. 3.32 3 Strongly
Agree
8. observe my students can’t handle conflicts with 2.62 10 Agree
others well.
9. see my students can’t demonstrate teamwork. 2.62 10 Agree
10. discover that students can demonstrate effective 3.21 4 Strongly
communication. Agree
Composite Mean 3.06 Strongly
Agree
Legend: WM= Weighted Mean VI= Verbal Interpretation

As stated in table 8, the item “make sure that the child gets more involved in
activities” got the highest weighted mean of 3.66, highest ranking as one with a verbal
interpretation of “Strongly Agree” from the respondents.
Meanwhile the item, “create a play-based activity can help students to build strong
bonds with their classmates” got 3.46 weighted mean and ranked as 2 nd and interpreted as
“Strongly Agree”.
59
 The next item discovered that my students work effectively as a team and got 3.32
weighted mean and rank as 3rd and interpreted as “Strongly Agree”.

According to Mayol-García (2022) research has shown that participating in such

activities can help develop social skills, boost self-esteem and resiliency and lower levels of
risky behaviors. Additionally, researchers found that more involvement in those activities
give youth a chance to develop social skills and discover their own interests.

Many studies have shown that children’s social skills development was important and
has individual differences during the kindergarten period. Many experts believe that the
preschool years are a crucial time for children to improve their social skills, since most
children begin to learn how to manage themselves to communicate effectively with peers and
teachers. Therefore, it is important to clarify the development of social skills during the
kindergarten period, identify children manifesting social skill deficits, provide interventions
aimed at enhancing their social skills, and be diligent in taking appropriate preventative steps
(Haan, 2021).

Table 9.
Numeracy Skills
In the new normal, I
WM RANKING VI

60
 1. notice my students 2.78 10 Agree
can do subtraction
2. observe my students 2.88 9 Agree
can count from 1-100.
3. see my students 3.06 8 Strongly Agree
can identify the number
of sides.
4. discover my 3.31 3 Strongly Agree
students can name
shapes.
5. think my students 3.32 2 Strongly Agree
can recognize different
shapes.
6. experience some 3.21 5 Strongly Agree
of my students can solve
simple math problems.
7. observe that my 3.33 1 Strongly Agree
students can identify
different sizes.
8. that my students can 3.18 6 Strongly Agree
identify different
patterns
9. discover my 3.07 7 Strongly Agree
students can do addition
using one digit.
10. see my students 3.23 4 Strongly Agree
can do different
patterns.
Composite Mean 3.14 Strongly Agree

As stated in Table 9, the item “Observe my students can identify different sizes” got
the highest weighted mean of 3.33, highest rank as 1 with verbal interpretation of “Strongly
Agree”. The item “think my students can recognize different shapes” gained a weighted
average of 3.32, ranked as 2nd and was interpreted as “Strongly Agree”. The item “discover
my students can name shapes” gained the weighted mean of 3.31, ranked 3 rd and was
interpreted as “Strongly Agree”. The item “See my students can do different patterns” gained
a weighted average of 3.23, ranked 4th and interpreted as “Strongly Agree”.

Meanwhile “some of my students can solve simple math problems” gained a weighted
average of 3.21, ranked 5th and was interpreted as “Strongly Agree”. The next item is “notice
that my students can identify different patterns” gained a weighted mean of 3.18, ranked 6 th
and interpreted as “Strongly Agree”. Meanwhile “discover my students can do addition using

61
one digit”, gained the rank of 7 with a weighted mean of 3.07, and interpreted as “Strongly
Agree”. The item “see my students can identify the number of sides”, gained the weighted
mean of 3.06, ranked 8th and was interpreted as “Strongly Agree”. The item “observe my
students can count from 1-100” gained the weighted mean of 2.88, ranked 9 and interpreted
as “Strongly Agree”. However, the statement “notice my students can do anything” got a
weighted mean of 2.78 ranking 10th and interpreted as “Strongly Agree.”

Research in cognitive development has highlighted that early numeracy skills are
associated with later math achievement, suggesting that these skills should be targeted in
early math education. Here we tested whether tools used by researchers to assess
mathematical thinking could be useful in the classroom (Jennifer et.al 2021).

Table 10:
Analysis of Variance in Terms of Sex

Variable Computed Value p-value Decision Verbal

Interpretation

Sex .022 .883 p>0.05 Not

Literacy Skills Significant

Sex .056 .813 p>0.05 Not

Social Skills Significant

Sex 2.490 .117 p>0.05 Not

Numeracy Skills Significant

This table illustrates the result of the Analysis of Variance in determining the
significance between the different groups. According to the result, there is no significant
difference between the sex of the respondents and the effects of play-based learning on the
kindergarten student's skills in terms of numeracy, social, and literacy with a P-Value of .883,
.813, and .117 which are greater than 0.05.

According to (Flowers, 2017). Social skills encourage positive interactions and avoid
negative interactions with others. A child having good social skills can cope effectively with
the social environment as well as the school environment. Children’s school performance,
behavior, social and family relationships and involvement in co-curricular activities are

62
influenced by the extent to which they possess good social skills. Young children interact
with family members, peers, and teachers throughout life. The children transfer their social
interaction skills from one context to another.

According to (Shanahan, 2015), Literacy skills specialized for content learning are
closely associated with individual higher-order thinking and advanced language skill
development. The development of advanced literacy skills can only be achieved through
students’ active engagement in authentic and purposeful disciplinary learning activities
imbued with meaning, value, and emotions.

Table 11:
Analysis of Variance in Terms of Age
Variable Computed Value p-value Decision Verbal
Interpretation
Age 1.111 .348 p>0.05 Not
Literacy Skills Significant

Age 1.883 .136 p>0.05 Not

Social Skills Significant

Age 1.132 .339 p>0.05 Not

Numeracy Skills Significant

This table illustrates the result of the Analysis of Variance in determining the
significance between the different groups. According to the result, there is no significant
difference between the age of the respondents and the effects of play-based learning on the
kindergarten student skills in terms of numeracy, social, and literacy with a P-Value
of .348, .136, and .339 which are greater than 0.05.

According to (Arguel et.al, 2015) Numeracy is a skill that involves confidence and the
ability to deal with numbers and measurements. It necessitates a working knowledge of the
number system, a set of computational skills, and a desire and capacity to solve number
issues in various situations. Numeracy also requires a practical understanding of how data is
obtained by counting and measuring and then presented or depicted in graphs, diagrams,
charts, and tables.

63
 According to (Magnusson, 2021) early literacy is largely acquired through child-led
learning, yet current ways to support and enhance it may present problems of coercion and
adult control. The "Following in our Footsteps II" intervention sought to circumvent such
problems by teaching parent and educator pairs of 46 preschoolers how to make every day
literacy and numeracy processes (attention control condition) visible to children. Mixed-
design ANOVAs indicated that children's literacy- and numeracy-related play increased
significantly after four weeks of demonstrations. Reading and writing performance
improvements were significantly greater in the Literacy group than in the Numeracy group.

Table 12.
Analysis of Variance in Terms of Educational Attainment

Variable p-value Decision Verbal Interpretation

Literacy Skills 0.142 Accept Null Not Significant

Hypothesis
Reject Null
Social Skills 0.059 Significant
Hypothesis
Reject Null
Numeracy Skills 0.037 Significant
Hypothesis

The results displayed in Table 12 indicate that the calculated p-value for the personal
aspect is not statistically significant at the 0.05 probability level. Consequently, we must
accept the null hypothesis, suggesting that there is no substantial difference between
respondents' educational attainment and how they perceive the assessment of the play-based
approach to skills acquisition in kindergarten.

This implies that educational attainment does not play a significant role in the
assessment of the play-based approach to skills acquisition of kindergarten faced by
kindergarten teachers when it comes to teaching play-based approaches to students.

64
 Coinciding with rising policy attention in attracting talented individuals to join the
teacher workforce, teacher education researchers and teacher policymakers have become
increasingly interested in understanding how observable traits are related to student learning
improvements (Lui et.al, 2021). In theoretical terms, holding a higher level of educational
attainment can apply either to a better state of a teacher’s level of human capital
development, or can act as a positive signal of adept innate ability, academic motivation, and
cognitive skills development compared to those teachers without such credentials. To that
end, a teacher’s better state of their human capital development may reflect more effective
instructional craft, higher efficiency in classroom management, and greater creativity to
bolster learning (Liu, 2021).

Table 13.
Analysis of Variance in Terms of Educational Attainment

Variable p-value Decision Verbal interpretation

Literacy Skills 0.360 Accept Null Not Significant

Hypothesis
Social Skills 0.141 Reject Null Significant
Hypothesis
Numeracy Skills 0.236 Reject Null Significant
Hypothesis

The results displayed in Table 13 indicate that the calculated p-value for the personal
aspect is not statistically significant at the 0.05 probability level. Consequently, we must
accept the null hypothesis, suggesting that there is no substantial difference between
respondents' number of years in teaching and how they perceive the assessment of the play-
based approach to skills acquisition in kindergarten.

This implies that the number of years in teaching does not play a significant role in
the assessment of the play-based approach to skills acquisition of kindergarten faced by
kindergarten teachers when it comes to teaching play-based approaches to students.

65
 Teacher experience refers to the number of years that a teacher worked as a classroom
teacher. Many studies show a positive relationship between teacher experiences and student
achievement (Wayne, 2019). For example, using data from 4000 teachers in North Carolina,
researchers found that teacher experience was positively related to student achievement in
both reading and mathematics. The relationship between teacher experience and student
achievement was most pronounced for students at the secondary level (Rice, 2019).

Project Title: PROJECT LARO

L- earning to
A- chive the
R- readiness of kindergarten in the use of
O- n hand activities

Project Rationale:
Play-Based Learning teaches phonemic awareness and phonics skills when taught
with an adult as a facilitator. When students are part of creating the rules for a game or
activity, students are more engaged and participate more. Students learn cooperating,
problem-solving, and early literacy skills through guided play. Different academic levels
during play provide a variety of skills and strategies students can teach and learn from while
playing. Play-based learning can be used along with current classroom routines and
curriculum. We choose Literacy, Social and Numeracy Skills to help every student that can
be more motivated and become engaged when it comes to their learning. Aside from that they

As used in the study that was made by the researcher for the purpose of assessing the
play-based approach to skill acquisition in kindergarten. In this researcher can identify the
effect of play based on every student when it comes to their learning. It will help them a lot to
be more active and become more engaging in their studies. Since we are future educators, we
can apply this study to our future students when it comes to their learning.

Project Objective

The first day of kindergarten marks the child's first steps into the journey of pursuing
an education, Kindergarten is the first school that children attend. So that they can learn and
gain knowledge, we made an action plan that includes various skills that will help children
enhance or boost their skills.

In kindergarten, your child will learn basic concepts like reading, writing, math,
science, time, shapes, and more. These skills will form a foundation for learning future

66
 concepts in each subject. Additionally, they learn important social skills as well as how to
function in a school environment. All kindergarteners need to play to learn. It may be
challenging academically and support a child's developmental gaps. Students think that
activity-based learning improves comprehension, heightens responsibility, produces a
welcoming learning atmosphere, and boosts achievement. The adage "the sooner, the better"
is ideal for describing early childhood education.

Table 14.
Action Plan

Findings of the Title of the Objectives Person Duratio Cost Success

study activity Involved n Estimate Indicator
1. In terms of Color Preparations Parents Year- 200.00 100% of the
literacy skills, “I Sorting for the and round parents and
find play-based is Letters reading and Guardians guardians are
challenging writing oriented and
strategy” materials to familiar with the
be used. materials to be

67
 used.
2. In terms of Building Develop
social skills, the Games empathy and 200.00
researchers found trust in the
out that the group and
lowest rank is “I yourself,
observe my enhance
students can’t creativity,
handle conflicts and boost
with others well" self-esteem
In terms of social Board Students can 300.00
skills, “I see my Game learn to
students can’t (Snake and follow rules Teachers Year-
demonstrate ladder) and keep the and round
teamwork. game Students
positive
while
competing
with friends
3. in terms of Count on To enhance Teachers Year- 500.00- 100% of the
numeracy skills, Me the problem- and round 1000.00 respondents will
“I notice my solving of students not be having a
(Subtractio
students can do the learners problem in terms
n
subtraction. of numeracy
Flashcards
skills

CHAPTER V
Summary of Findings, Conclusion, and Recommendations
This chapter presents the summary of findings, conclusions, and recommendations.

Summary of Findings
1. On the profile of the respondents

In terms of the profile of the respondents, those who excelled are those between the
ages of 20 to 30 years old, female kindergarten teachers with a bachelor's degree and those
with less than 5 years of teaching experience. All these are most of the respondents.

2. On the effects of play-based learning on the kindergarten student skills

68
 The overall composite mean in terms of literacy is 3.23, which is verbally interpreted
as strongly agree. The question "I let my students become more interested in learning in
class; when the activities made by the teacher are mixed with games, I make my students
more motivated to learn, pay attention, and participate in class activities" received the lowest
rating, with a mean of 3.68, while the question "I find play-based is a challenging strategy."
received the highest rating, with a mean of 2.3. In terms of social, the overall composite mean
is 3.06, which is verbally interpreted as strongly agree. The question "I make sure that the
child gets more involved in activities" received the lowest rating, with a mean of 3.66, while
the question "I observe my students can’t handle conflicts with others well" received the
highest rating, with a mean of 2.62.

Lastly, the overall composite mean in terms of numeracy is 3.14, which is verbally
interpreted as strongly agree. The question "I observe that my students can identify different
sizes. Received the lowest rating with a mean of 3.33, while the question "I notice my
students can do anything" received the highest rating with a mean of 2.78.

3. Relationship between the profile of the respondents and the assessment of play-based
approaches to skill acquisition in kindergarten

In determining the significant relationship, based on the result, there is a significant

difference between the highest educational attainment of the kindergarten teachers in the
assessment of play-based approaches to kindergarten student skills regarding literacy, social,
and numeracy skills since the computed significance values of.142, .058, and.037 are less
than 0.05. As for the number of years in teaching kindergarten teachers, based on the results,
there is also a significant relationship with how long they have been teaching. This affects the
play-based approach to kindergarten students’ skills regarding literacy, social, and numeracy
skills because the computed significance values are 360, .141, and.236, which is less than
0.05.

In line with that, determining the significant relationship between the group means
According to the result, there is no significant difference between the ages of the teachers in
the assessment of play-based approaches to kindergarten student skills regarding literacy,

69
social, and numeracy skills since the computed significance values of.348,.136, and.339,
respectively, are greater than 0.05.

In determining the significant relationship, based on the result, there is a significant

difference between the highest educational attainment of the kinder teachers in the
assessment of play-based approaches to kindergarten student skills regarding literacy, social,
and numeracy skills since the computed significance values of .142, .058, and .037 are
greater than 0.05.

As for the number of years in teaching of the kinder teachers, based on the results
there is also a significant relationship with how long they have been teaching, it has no effect
on the play-based approach to kindergarten student’s skills regarding literacy, social, and
numeracy skills because the computes significance value are .360, .141, and .236 which is
greater than 0.05.

4. Proposed action plan to the school that can enhance the play-based approach of kinder
teachers to kinder students. In this project covered the different manipulative materials that
can help students to engage them in class or discussion.
Conclusions
1. The effects of a play-based approach on kindergarten student skills, particularly literacy
skills, social skills, and numeracy skills, are acceptable to kindergarten students because it
has been shown that children learn better if their learning is mixed with engagement.
However, it is still necessary to boost the children's skills with the guidance of their
kindergarten teachers.

2. In terms of social and numeracy skills, there is significance in the highest educational
attainment and the number of years of teaching of the teachers. Therefore, it influences
whether a play-based approach will be effective for the skill acquisition of the students when
it comes to social and numeracy skills. Moreover, teachers can be confident through their
experience over the years and have enough knowledge to provide for their teaching.

Recommendation

70
Given our findings and conclusions, the following recommendations are presented.

For School Implementation

1. To implement, monitor, strengthen and localize the Action Plan which will motivate the
learners to become more active and enjoy the teaching-learning process.
2. All learners should engage themselves in different activities from the very beginning up to
the end of the discussion.

For Future Researchers

1. Future Researchers may use this research when they are going to conduct research that is
related to this. It can serve as their basis for doing it. Future Researchers can learn the
appropriate way of doing research and widen their minds.

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Lyons, M., Moyle, M., Long, S., Moyle, M., Manjarrés, M., Allen, E., Murdoch, J. D.,
... Volkmar, F. R. (2013). Reading skills. In Springer eBooks (pp. 2517–2518).
https://doi.org/10.1007/978-1-4419-1698-3_1579

Sex and sexuality. (n.d.). https://www.apa.org. https://www.apa.org/topics/sex-sexuality

Shah, S., & Udgaonkar, U. S. (2018). Influence of gender and age of teachers on teaching:
Students Perspective. International Journal of Current Microbiology and Applied
Sciences, 7(1), 2436–2441. https://doi.org/10.20546/ijcmas.2018.701.293

Singh, H. (2023, October 6). Skill acquisition. Science for Sport.

https://www.scienceforsport.com/skill- acquisition/?
fbclid=IwAR3YdB20P_iHBJ_ylXPKv- cJhmPLQqvid2AD7C4g0K2QX2f-
_ZN5oYoTNUg
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Taylor, M. E., & Boyer, W. (2019). Play-Based Learning: Evidence-Based research to
improve children’s learning experiences in the kindergarten classroom. Early
Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-
00989-7

Tindal, G., Irvin, P. S., Nese, J. F. T., & Slater, S. (2015). Skills for children entering
kindergarten. Educational Assessment, 20(4), 297–319.
https://doi.org/10.1080/10627197.2015.1093929

U.S. Census Bureau. (2023, January 3). Girls Take Lessons, Join Clubs More Often Than
Boys but Boys Play More Sports. Census.gov.
https://www.census.gov/library/stories/2022/07/children-continue-to-be-involved-in-
extracurricular-activities.html?fbclid=IwAR1yt9wfZHR50dhXd2Wpt0vv-
xr2XglneHa93FNNlm77SfPX3meM3cfFUVY

Vogel, M. (2023, October 24). Play-Based Learning: Why It’ s Essential for Young
Children. Wonderschool Resources Hub. https://www.wonderschool.com/p/parent-
resources/what-is-play-based-learning/?fbclid=IwAR1XnWfZIZAZM_biETqg-
Z_eNqQNpNRimY9s68U97iVe_AvHsy2N63sjcnw

Walther, L. (n.d.). The impact of play-based learning. NWCommons.

https://nwcommons.nwciowa.edu/education_masters/170/?fbclid=IwAR2aOC1ZZ4hy
nQlezvjmFdQARkYiblWX-6LTAaSKoaFbcDpd9Xly2lwEtMw

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What you need to know about literacy. (2023, June 29). UNESCO.
https://www.unesco.org/en/literacy/need-know

Yin, H. (n.d.). What facilitates kindergarten teachers’ intentions to implement Play-Based

Learning? https://eric.ed.gov/?
q=play+based+learning+to&ff1=dtySince_2014&id=EJ1328168

Zhu, Y., Li, X., Jiao, D., Tanaka, E., Tomisaki, E., Watanabe, T., Sawada, Y., Zhu, Z.,
Ajmal, A., Matsumoto, M., & Anme, T. (2021). Development of Social Skills
in Kindergarten: A Latent class growth modeling approach. Children (Basel),
8(10), 870. https://doi.org/10.3390/children8100870

APPENDIX A

SURVEY QUESTIONNAIRE

Dear Teachers

The researchers appreciate your willingness to participate in our study about “Assessment of
Play-Based Approach on Skill Acquisition of Kindergarten”. Your insights will help us to
understand the right approach in the students' learning. Please take a moment to answer the
following questions honestly. There is no right and wrong answer. We are interested in your
opinions and perspective. Your responses will remain confidential and will be used for
research purposes only. Thank you for your valuable contribution.

Sincerely,

78
Atienza, Mary Angelica M.
Catimbang, Dane Lorraine M.
Caranay, Claire D.
Ferrancullo, Ken Lee V.
Hernandez, Cristyl Joy C.
Sibay, Janine M.
___________________________________________________________________

Part I: Profile of the Respondents

Directions: Put a check (/) that corresponds to your answer.

Name: (Optional) ____________________

Sex: Male Female

Age: 20 30 years old 41-50 years old

31-40 years old 51 years old and above

Highest Educational Attainment:

Bachelor’s degree Master’s degree Doctoral Degree

With units in M.A With units in Ed.D/Ph.D

No. of years in Teaching:

Below 5 Years 11 - 20 Years

6 - 10 Years 21 years and above

Part II. Effects of Play-Based Approach on skill Acquisition of Kindergarten.

Directions: Put a check (/) that corresponds to your answer.

Legend:

4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
Literacy Skills 4 3 2 1

79
In the new normal, I
1. find that my students are struggling in reading
comprehension.
2. guide my students when it comes to reading.
3. let my students enjoy having play-based activities.
4. realize that play- based activities is hard to create.
5. let my students become more interested in learning in
class, when the activities made by the teacher are
mixed with games.
6. make my students become more motivated to learn,
pay attention, and participate in class activities.
7. find play-based is a challenging strategy.
8. promote learning concepts, problem-solving
development, and social-emotional benefits by
allowing students to learn from their mistakes.
9. find play-based learning may sometimes lack the
structure and clear learning objectives found in more
traditional instructional approaches.
10. think that the children can demonstrate on how to
pronounce simple words.

Social Skills 4 3 2 1
In the new normal, I
1. make sure that the child gets more involved in
activities.
2. find collaborative is hard when integrating play-based
teaching strategy.
3. discover play-based teaching strategy has an exception
to those students who have health problems.
4. realize socializing is one of the challenges that the
child encounter in play-based learning.
5. create a play-based activities can help students to build
strong bond with their classmates.
6. notice that play-based learning environment can be
more prone to distractions.
7. discover my students work effectively as a team.
8. observe my students can’t handle conflicts with others
well.
9. see my students can’t demonstrate teamwork.

80
 10. discover that students can demonstrate effective
communication.

Numeracy Skills 4 3 2 1
In the new normal, I
1. notice my students can do subtraction.
2. observe my students can count from 1-100.
3. See my students can identify the number of sides.
4. discover my students can name shapes.
5. think my students can recognize different shapes.
6. experience some of my students can solve simple math
problems.
7. observe my students can identify different size.
8. notice that my students can identify different patterns.
9. discover my students can do addition using one digit.
10. see my students can do different patterns.

81
 APPENDIX B
Letter for the Division Office

September 15, 2023

Felizardo O. Balanos, CESO V

Schools Division Superintendent
Division of Lipa City
Lipa City, Batangas

Greetings of Peace!

Sir,

We hope this letter finds you well. We, the 4th year students of Kolehiyo ng Lungsod ng Lipa
are conducting research entitled “Assessment of Play-Based Approach on Skill Acquisition
of Kindergarten”. The purpose of this letter is to ask your permission to allow us to conduct
research in 60 Public Elementary Schools here in Lipa City. (Attached is the list of 60 Public
Elementary Schools)

82
We would like to assure you that all necessary measures will be taken to ensure that the
research will be conducted in a safe and secure manner, and that the privacy and
confidentiality of all individuals involved will be respected.

Furthermore, we would like to emphasize that the findings of this research will not only
benefit us but also the school and community. We understand that any research conducted
within the school premises requires approval of the protocols and procedures. We are also
open to any feedback or suggestions that you may have regarding our research project.

Thank you for taking the time to read this letter, and we look forward to your favorable
response. Please let us know if you need any additional information or clarifications
regarding our research project.

APPENDIX A

SURVEY QUESTIONNAIRE

Dear Teachers,

The researchers appreciate your willingness to participate in our study about “Assessment of
Play-Based Approach on skill Acquisition of Kindergarten”. Your insights will help us to
understand the right approach in the students learning. Please take a moment to answer the
following questions honestly. There is no right and wrong answer. We are interested in your
opinions and perspective. Your responses will remain confidential and will be used for
research purposes only. Thank you for your valuable contribution.

Sincerely,
Atienza, Mary Angelica M.
Catimbang, Dane Lorraine M.
Caranay, Claire D.
Ferrancullo, Ken Lee V.
Hernandez, Cristyl Joy C.

83
Sibay, Janine M.
___________________________________________________________________

Part I: Profile of the Respondents

Directions: Put a check (/) that corresponds to your answer.

Name: (Optional) ____________________

Sex: Male Female

Age: 20 30 years old 41-50 years old

31-40 years old 51 years old and above

Highest Educational Attainment:

Bachelor’s degree Master’s degree Doctoral Degree

With units in M.A With units in Ed.D/Ph.D

No. of years in Teaching:

Below 5 Years 11 - 20 Years

6 - 10 Years 21 years and above

Part II. Effects of Play-Based Approach on skill Acquisition of Kindergarten.

Directions: Put a check (/) that corresponds to your answer.

Legend:

4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
Literacy Skills 4 3 2 1
In the new normal, I
11. find that my students are struggling in reading

84
 comprehension.
12. guide my students when it comes to reading.
13. let my students enjoy having play-based activities.
14. realize that play- based activities is hard to create.
15. let my students become more interested in learning in
class, when the activities made by the teacher are
mixed with games.
16. make my students become more motivated to learn,
pay attention, and participate in class activities.
17. find play-based is a challenging strategy.
18. promote learning concepts, problem-solving
development, and social-emotional benefits by
allowing students to learn from their mistakes.
19. find play-based learning may sometimes lack the
structure and clear learning objectives found in more
traditional instructional approaches.
20. think that the children can demonstrate on how to
pronounce simple words.

Social Skills 4 3 2 1
In the new normal, I
11. make sure that the child gets more involved in
activities.
12. find collaborative is hard when integrating play-based
teaching strategy.
13. discover play-based teaching strategy has an exception
to those students who have health problems.
14. realize socializing is one of the challenges that the
child encounter in play-based learning.
15. create a play-based activities can help students to build
strong bond with their classmates.
16. notice that play-based learning environment can be
more prone to distractions.
17. discover my students work effectively as a team.
18. observe my students can’t handle conflicts with others
well.
19. see my students can’t demonstrate teamwork.
20. discover that students can demonstrate effective
communication.

85
Numeracy Skills 4 3 2 1
In the new normal, I
11. notice my students can do subtraction.
12. observe my students can count from 1-100.
13. See my students can identify the number of sides.
14. discover my students can name shapes.
15. think my students can recognize different shapes.
16. experience some of my students can solve simple math
problems.
17. observe my students can identify different size.
18. notice that my students can identify different patterns.
19. discover my students can do addition using one digit.
20. see my students can do different patterns.

86
 APPENDIX B

Letter to the Validator

September 7, 2023

Greetings of Peace!

Good day Ma’am/Sir!

We hope this letter finds you well. We are writing to request your valuable assistance as a
validator for our study titled “Assessment of Play-Based Approach on Skill Acquisition of
Kindergarten". We have been working diligently on this research project and believe that
your expertise and insights would greatly contribute to its success. The primary aim of this
research study is to gain a comprehensive understanding of the strategies or different
approaches used in teaching-learning process. By exploring their experiences and identifying
potential support mechanisms, we hope to contribute valuable insights to educational
institutions and policymakers.

Respectfully yours,

ATIENZA, MARY ANGELICA M.

CATIMBANG, DANE LORAINE M.
CARANAY, CLAIRE D.
FERRANCULLO, KEN LEE V.
HERNANDEZ, CRISTYL C.
SIBAY, JANINE M.
Researchers

Approved by: Validated:

MR. REN C. CARE LPT, MAEd MR. JERICO EVANGELISTA

87
 Thesis Adviser Validator

Letter to the Validator

September 7, 2023

Greetings of Peace!

Good day Ma’am/Sir!

We hope this letter finds you well. We are writing to request your valuable assistance as a
validator for our study titled “Assessment of Play-Based Approach on Skill Acquisition of
Kindergarten". We have been working diligently on this research project and believe that
your expertise and insights would greatly contribute to its success. The primary aim of this
research study is to gain a comprehensive understanding of the strategies or different
approaches used in teaching-learning process. By exploring their experiences and identifying
potential support mechanisms, we hope to contribute valuable insights to educational
institutions and policymakers.

Respectfully yours,

ATIENZA, MARY ANGELICA M.

CATIMBANG, DANE LORAINE M.
CARANAY, CLAIRE D.
FERRANCULLO, KEN LEE V.
HERNANDEZ, CRISTYL C.
SIBAY, JANINE M.
Researchers

Approved by: Validated:

MR. REN C. CARE LPT, MAEd CARMELITA BANDELARIA Ed.D/Ph.D

Thesis Adviser Validator

88
 Letter to the Validator
September 7, 2023

Greetings of Peace!

Good day Ma’am/Sir!

We hope this letter finds you well. We are writing to request your valuable assistance as a
validator for our study titled “Assessment of Play-Based Approach on Skill Acquisition of
Kindergarten". We have been working diligently on this research project and believe that
your expertise and insights would greatly contribute to its success. The primary aim of this
research study is to gain a comprehensive understanding of the strategies or different
approaches used in teaching-learning process. By exploring their experiences and identifying
potential support mechanisms, we hope to contribute valuable insights to educational
institutions and policymakers.

Respectfully yours,

ATIENZA, MARY ANGELICA M.

CATIMBANG, DANE LORAINE M.
CARANAY, CLAIRE D.
FERRANCULLO, KEN LEE V.
HERNANDEZ, CRISTYL C.
SIBAY, JANINE M.
Researchers

Approved by: Validated:

MR. REN C. CARE LPT, MAEd DR. JULIO H. CUETO Ph. D., Ed.D.
Thesis Adviser Validator

89
 APPENDIX C
Letter for the Division Office

September 15, 2023

Felizardo O. Balanos, CESO V

Schools Division Superintendent
Division of Lipa City
Lipa City, Batangas

Greetings of Peace!

Sir,

We hope this letter finds you well. We, the 4th year students of Kolehiyo ng Lungsod ng Lipa
are conducting research entitled “Assessment of Play-Based Approach on Skill Acquisition
of Kindergarten”. The purpose of this letter is to ask your permission to allow us to conduct
research in 60 Public Elementary Schools here in Lipa City. (Attached is the list of 60 Public
Elementary Schools)

We would like to assure you that all necessary measures will be taken to ensure that the
research will be conducted in a safe and secure manner, and that the privacy and
confidentiality of all individuals involved will be respected.

Furthermore, we would like to emphasize that the findings of this research will not only
benefit us but also the school and community. We understand that any research conducted
within the school premises requires approval of the protocols and procedures. We are also
open to any feedback or suggestions that you may have regarding our research project.

90
Thank you for taking the time to read this letter, and we look forward to your favorable
response. Please let us know if you need any additional information or clarifications
regarding our research project.

MARY ANGELICA M. ATIENZA DANE LORAINE M. CATIMBANG

CLAIRE D. CARANAY KEN LEE V. FERRANCULLO

CRISTYL JOY C. HERNANDEZ JANINE M. SIBAY

Noted by:

REN C. CARE LPT, MaEd

(Research Adviser)

IMELDA R. LUMBERA
BEED Coordinator

BIBIANA JOCELYN CUASAY Ed.D., Ph.D.

CTE Dean

DR. AQUILINO D. ARELLANO

Dean, College of Teacher Education
Vice President for Academic Affairs

91
 APPENDIX C
Letter for School Heads

September 22, 2023

The principal
Division of Lipa
Lipa City, Batangas

Greetings of Peace!

Ma’am/Sir

We, the KLL students are currently conducting a research entitled “Assessment of Play-
Based Approach on Skills Acquisition of Kindergarten”. We would like to ask your
permission to allow us to administer a survey among the kindergarten teachers in your
school. (Attached here is the survey questionnaire for this study).

The survey would only last for at least 3-5 minutes and would be arrange at the most
convenient time of the teacher (e.g. during break time). Participation in the survey is entirely
voluntary and there is no known or anticipated risk in participation to this study. We would
like to assure you that all necessary measures will be taken to ensure that the research will be
conducted in a safe and secure manner, and that the privacy and confidentiality of all
individuals involved will be respected.

Your approval to conduct this study will be greatly appreciated. Thank you in
advance for your interest and assistance with this research.

92
Sincerely,

MARY ANGELICA M. ATIENZA DANE LORAINE M. CATIMBANG

CLAIRE D. CARANAY KEN LEE V. FERRANCULLO

CRISTYL JOY C. HERNANDEZ JANINE M. SIBAY

NOTED BY:

REN C. CARE LPT, MaEd

(Research Adviser)

IMELDA R. LUMBERA
BEED Coordinator

BIBIANA JOCELYN CUASAY Ed.D., Ph.D.

CTE Dean

DR. AQUILINO D. ARELLANO

Dean, College of Teacher Education
Vice President for Academic Affairs

93
 APPENDIX D
COMPUTATION OF ANOVA TABLE

GET DATA /TYPE=XLSX

/FILE='C:\Users\Teacher\Downloads\STAT-CHAPTER-4.xlsx'
/SHEET=name 'Sheet1'
/CELLRANGE=full
/READNAMES=on
/ASSUMEDSTRWIDTH=32767.
EXECUTE.
DATASET NAME DataSet1 WINDOW=FRONT.
MEANS TABLES=LSAVERAGE SSAVERAGE NSAVERAGE BY Sex Age Educ years
/CELLS MEAN COUNT STDDEV
/STATISTICS ANOVA.

Means

Notes
Output Created 19-OCT-2023 22:05:25
Comments
Active Dataset DataSet1
Filter <none>
Input Weight <none>
Split File <none>
N of Rows in Working Data File 320
For each dependent variable in a
table, user-defined missing
Definition of Missing values for the dependent and all
grouping variables are treated as
missing.
Missing Value Handling
Cases used for each table have
no missing values in any
Cases Used independent variable, and not all
dependent variables have
missing values.
MEANS
TABLES=LSAVERAGE
SSAVERAGE NSAVERAGE
Syntax BY Sex Age Educ years
/CELLS MEAN COUNT
STDDEV
/STATISTICS ANOVA.
Processor Time 00:00:00.05
Resources
Elapsed Time 00:00:00.28

[DataSet1]

Case Processing Summary

94
 Cases
Included Excluded Total
N Percent N Percent N Percent
LSAVERAGE * Sex 120 37.5% 200 62.5% 320 100.0%
SSAVERAGE * Sex 120 37.5% 200 62.5% 320 100.0%
NSAVERAGE * Sex 120 37.5% 200 62.5% 320 100.0%
LSAVERAGE * Age 120 37.5% 200 62.5% 320 100.0%
SSAVERAGE * Age 120 37.5% 200 62.5% 320 100.0%
NSAVERAGE * Age 120 37.5% 200 62.5% 320 100.0%
LSAVERAGE * Educ 120 37.5% 200 62.5% 320 100.0%
SSAVERAGE * Educ 120 37.5% 200 62.5% 320 100.0%
NSAVERAGE * Educ 120 37.5% 200 62.5% 320 100.0%
LSAVERAGE * years 120 37.5% 200 62.5% 320 100.0%
SSAVERAGE * years 120 37.5% 200 62.5% 320 100.0%
NSAVERAGE * years 120 37.5% 200 62.5% 320 100.0%

LSAVERAGE SSAVERAGE NSAVERAGE * Sex

Report
Sex LSAVERAGE SSAVERAGE NSAVERAGE
Mean 3.33 3.00 2.67
male N 3 3 3
Std. Deviation .577 .000 .577
Mean 3.29 3.08 3.17
female N 117 117 117
Std. Deviation .492 .559 .546
Mean 3.29 3.08 3.16
Total N 120 120 120
Std. Deviation .492 .552 .550

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combine
.005 1 .005 .022 .883
LSAVER Groups d)
AGE * Within Groups 28.786 118 .244
Sex
Total 28.792 119
Between (Combine
SSAVER .017 1 .017 .056 .813
Groups d)
AGE * Within Groups 36.308 118 .308
Sex
Total 36.325 119
NSAVER Between (Combine
.744 1 .744 2.490 .117
AGE * Groups d)
Sex Within Groups 35.248 118 .299

95
 Total 35.992 119

Measures of Association
Eta Eta Squared
LSAVERAGE * Sex .014 .000
SSAVERAGE * Sex .022 .000
NSAVERAGE * Sex .144 .021

LSAVERAGE SSAVERAGE NSAVERAGE * Age

Report
Age LSAVERAGE SSAVERAGE NSAVERAGE
Mean 3.24 3.00 3.08
20 30 years old N 62 62 62
Std. Deviation .502 .601 .552
Mean 3.35 3.11 3.22
31-40 years old N 46 46 46
Std. Deviation .482 .482 .554
Mean 3.27 3.27 3.36
41-50 years old N 11 11 11
Std. Deviation .467 .467 .505
Mean 4.00 4.00 3.00
51 years old and above N 1 1 1
Std. Deviation . . .
Mean 3.29 3.08 3.16
Total N 120 120 120
Std. Deviation .492 .552 .550

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combine
.804 3 .268 1.111 .348
Groups d)
LSAVERA
GE * Age Within Groups 27.988 116 .241

Total 28.792 119

Between (Combine
1.687 3 .562 1.883 .136
SSAVERA Groups d)
GE * Age Within Groups 34.638 116 .299
Total 36.325 119
NSAVERA Between (Combine 1.023 3 .341 1.132 .339
GE * Age Groups d)

96
 Within Groups 34.968 116 .301
Total 35.992 119

Measures of Association
Eta Eta Squared
LSAVERAGE * Age .167 .028
SSAVERAGE * Age .215 .046
NSAVERAGE * Age .169 .028

LSAVERAGE SSAVERAGE NSAVERAGE * Educ

Report
Educ LSAVERAGE SSAVERAGE NSAVERAGE
Mean 3.17 2.91 3.07
Bachelor’s degree N 46 46 46
Std. Deviation .486 .590 .533
Mean 3.42 3.16 3.10
Master’s Degree N 31 31 31
Std. Deviation .502 .638 .597
Mean 3.31 3.15 3.26
With units in M.A N 39 39 39
Std. Deviation .468 .366 .498
Mean 3.33 3.33 4.00
Doctorate Degree N 3 3 3
Std. Deviation .577 .577 .000
Mean 4.00 4.00 3.00
With units in Ed.D/Ph.D N 1 1 1
Std. Deviation . . .
Mean 3.29 3.08 3.16
Total N 120 120 120
Std. Deviation .492 .552 .550

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
1.660 4 .415 1.759 .142
Groups ed)
LSAVERAGE *
Educ Within Groups 27.131 115 .236

Total 28.792 119

97
 Between (Combin
2.736 4 .684 2.342 .059
SSAVERAGE * Groups ed)
Educ Within Groups 33.589 115 .292
Total 36.325 119
Between (Combin
3.042 4 .760 2.654 .037
Groups ed)
NSAVERAGE *
Educ Within Groups 32.950 115 .287
Total 35.992 119

Measures of Association
Eta Eta Squared
LSAVERAGE * Educ .240 .058
SSAVERAGE * Educ .274 .075
NSAVERAGE * Educ .291 .085

LSAVERAGE SSAVERAGE NSAVERAGE * years

Report
years LSAVERAGE SSAVERAGE NSAVERAGE
Mean 3.24 2.96 3.06
Below 5 Years N 51 51 51
Std. Deviation .513 .631 .506
Mean 3.37 3.17 3.23
6 - 10 Years N 52 52 52
Std. Deviation .486 .474 .546
Mean 3.24 3.12 3.24
11 - 20 Years N 17 17 17
Std. Deviation .437 .485 .664
Mean 3.29 3.08 3.16
Total N 120 120 120
Std. Deviation .492 .552 .550

ANOVA Table
Sum of df Mean F Sig.
Squares Square
Between (Combin
.499 2 .249 1.031 .360
LSAVERAGE * Groups ed)
years Within Groups 28.293 117 .242
Total 28.792 119
Between (Combin
SSAVERAGE * 1.196 2 .598 1.992 .141
Groups ed)
years
Within Groups 35.129 117 .300

98
 Total 36.325 119
Between (Combin
.879 2 .439 1.464 .236
NSAVERAGE Groups ed)
* years Within Groups 35.113 117 .300
Total 35.992 119

Measures of Association
Eta Eta Squared
LSAVERAGE * years .132 .017
SSAVERAGE * years .181 .033
NSAVERAGE * years .156 .024

99