Basic school mathematics teachers’ perceptions and use of play-based pedagogy in teaching and learning in Guan district.

Abstract

The study investigated basic school mathematics teachers’ perceptions and use of playbased pedagogy in teaching and learning. The theoretical framework of the study was the social constructivism and the research design was descriptive survey. The study was underpinned by the positivist research paradigm and influenced by the quantitative approach. Employing the cluster sampling technique, the study sampled 210 public basic school teachers for the study. Data was collected using closed-ended questionnaire with reliability coefficient of 0.83. Data was analysed using means, standard deviation, ANOVA, and Pearson’s Moment Product Correlation. The findings revealed that Basic school mathematics teachers in the Guan District highlight the perceived effectiveness of play-based pedagogy in improving students’ understanding of mathematical concepts, providing practical applications, fostering creativity, creating a positive classroom environment, and enhancing collaborative learning. Basic school mathematics teachers in the Guan District employed various play-based activities, including math games, role-playing, and manipulative activities. It was recommended that Basic school headteachers should develop workshops and seminars to facilitate discussions among mathematics teachers, emphasizing the positive aspects of play-based pedagogy. Teachers should also encourage sharing of success stories and practical tips to further build consensus on its effectiveness. Also, Basic school headteachers should promote workshops or training sessions that introduce teachers to a broader range of play-based activities. Teachers should encourage experimentation with various methods to cater to diverse learning preferences and maximize engagement.