Play-Based Kindergarten Classroom and the Effect on Pupils’ Academic Achievement
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 28, Issue 1
Abstract
The study sought to ascertain the significant relationship between pupils’ academic achievements and pupils’ academic achievements. The study employed statistical methods such as mean, standard deviation, frequency, and percentage distribution to evaluate the students' level of play-based learning and academic achievement. This research utilized descriptive-correlational methods to discover a significant link between children's academic progress and the degree of play-oriented education (Pearson r). Results showed that 10% of the students studied, totaling 5 individuals, achieved a level of academic success classified as "very satisfactory." As a result, the null hypothesis was upheld. The study recommended that educators thoroughly explore how play-based learning impacts students' cognitive development to improve their academic performance.
Authors and Affiliations
Luz Macabodbod, Emmauel Alex Bercero
Keywords
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- EP ID EP763966
- DOI 10.5281/zenodo.14186788
- Views 12
- Downloads 0
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