Effect of Play Way Method on the Numeracy Skills of Early Basic Education School Pupils in Ekiti State Nigeria

Authors

  • Abiodun A. Popoola

Abstract

This study investigated the effects of play-way method on the numeracy skills of early basic education pupils in Ekiti State, Nigeria. Play-way method has been described as the best method for enhancing pupils learning by many researchers. It was observed by the author that many teachers of early childhood education still use demonstration method to teach the pupils. An interview conducted by the researcher reveals that some teachers find demonstration convenient because they could not provide enough materials that will go round the pupils. The population of the study was all the early basic education schools in Ekiti State where pupils are given pre-primary education specifically, children between ages 4-5years. The sample is made up of 120 children split into two groups of 60. The design of the study was a quasi experimental. The children were interacted with for 6 weeks with the goals of exposing them to numerical literacy. Two groups were involved each exposed to different interactions, namely: guided play and demonstrations. The achievement test which is the instrument was validated and it has a correlation coefficient of 0.76. The hypotheses tested the difference in the scores of the pupils in each group and also gender influence. The result showed that there was significant difference in the performance of students in favour of those in guided play group. Also gender has no influence on the pupils’ achievement in each group. As a result of the findings, it was recommended that early child educators should use guided play with lots of activities to enhance pupils’ achievement in numerical skills.

DOI: 10.5901/mjss.2014.v5n10p318

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Published

2014-06-03

How to Cite

Popoola, A. A. (2014). Effect of Play Way Method on the Numeracy Skills of Early Basic Education School Pupils in Ekiti State Nigeria. Mediterranean Journal of Social Sciences, 5(10), 318. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2894