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Play Activities and Pupils’ Academic Achievement in English Language in Primary Schools

Play Activities and Pupils’ Academic Achievement in English Language in Primary Schools

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CHAPTER ONE

INTRODUCTION

1.1     Background to the Problem

The role of play in supporting children‘s development of metacognitive and self-regulatory abilities has been acknowledged as being critical is an area of recent research development. Metacognitive abilities involve development of awareness of cognitive and emotional processes and expansion of policies to control them.

Play is multifaceted, and its complexity lies in the many different ways in which children play. It is also a natural part of a child‘s life. With many opportunities to engage in play and work together with peers. Children develop an understanding of the world through play and adults could encourage this development by appropriate interventions. Play is a means for socially assisted learning and scaffolding.

In scaffolding, the adult assists the child to perform at a higher level than would be possible without adult support. When the child is able to perform alone, the adult gradually withdraws and lets the child act independently. This kind of adult intervention helps children expand their knowledge and learning during play. Adult scaffolding during play encourages children to learn self-regulation, cooperation, memory, language use, and literacy.

Early childhood educators have long recognized the power of play. Play is important for the child‘s development and learning.

Conscious use of play to promote the development and learning of each individual child should be an omnipresent activity in the pre-school. Play and enjoyment in learning in all its various forms stimulates the imagination, insight, communication, and the ability to co-operate and solve problems. Through creative and imaginary games, the child will get opportunities to express and work through their experiences and feelings.

Numerous studies reported the benefits of learning literacy through play. These studies found that children‘s literacy knowledge and behaviour increase in literacy. Enriched play settings and that adults ‘involvement in play increases the amount of literacy activities.

Adults should assume a variety of roles when interacting with children such as onlooker, co-player, or, sometimes, play leader. When the adults draw children‘s attention to the literacy in the play, children‘s abilities to recognize literacy is enhanced. This kind of guided play is a blend of play and academic learning.

Literacy embedded in playful contexts is learned better and faster. Learning through play is a group activity which involves males and females.

Play offers informal and free atmosphere which gives the kids a chance to learn concepts, Mathematics and Language. This therefore formed the basis for the current research to investigate. Play activities and pupils’ academic achievement in English Language in primary schools in Essein Udim Local Government Area.

 

Play Activities and Pupils’ Academic Achievement in English Language in Primary Schools

1.2     Statement of the Problem

Observation made by the researcher showed that the average marks of children in academic performance have been below the expected standard. Some pupils lack the necessary skills of communication. When they get into secondary schools irrespective of their participation in play activities in which they use English Language in most of their play.

This is a worrying trend which needs an urgent intervention. It is important to note that good academic performance at pre-school and early primary school levels lays a foundation in entire education life of an individual.

Children in primary school do not sit for national examinations as they move to secondary schools rather they sat for placement examination. Children in primary schools do not perform well after joining secondary level of education.

However, this dismal of achievement of pupils coupled by scanty literature on the role of play and children‘s academic achievement. This prompts the researcher. To carry out a study to establish the effects of play activities on children‘s academic achievement. In English Language in primary schools in Essein Udim Local Government Area.

 

Purpose of the Study

Generally, the purpose of this study was to investigate the effect of play activities on children’s academic achievement in English Language in primary schools in Essien Udim Local Government Area. Specifically, the study intends to:

  • Investigate the difference in academic achievement of pupils taught English Language using word puzzle and those taught English Language without word puzzle.
  • Investigate the difference in academic achievement of male and female pupils taught English Language using scrabble.

 

Research Questions

  1. Is there any significant difference between the academic achievement of pupils taught English Language using puzzle and those taught without puzzle?
  2. Is there any significant difference between the academic achievement of male and female pupils taught English Language using scrabble?

 

Research Hypotheses

  • There is no significant difference between the academic achievement of pupils taught English Language using puzzle and those taught without puzzle.
  • There is no significant difference between the academic achievement of male and female pupils taught English Language using scrabble.

 

Significance of the study

The policy makers may identify areas of concern and address them in the best interest of the child. Also the school management and administration may also benefit from the study in that the findings might challenge them to change the methodology of delivering content.

The teacher may also use the achievement of the children to explore and find out what types of play activities, types of play and time might be more effective when used to build up a good academic achievement. These findings of this study may also be significance to future researchers on topic related to this present study.

 

Play Activities and Pupils’ Academic Achievement in English Language in Primary Schools 

1.7     Definition of Operational Terms

 

Play:Play is an activity for enjoyment and recreation rather than a serious or practical purpose allocated in the school timetable for pre-school children.

Play Activities: Play activities are those activities during play which assist the pupils for enjoyment and recreation rather than a serious or practical purpose allocated in the school timetable for pre-school children.

Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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