PUPILS PARTICIPATION IN PLAY ACTIVITIES AND LEARNING OF SOCIAL STUDIES IN PRIMARY SCHOOLS
PUPILS PARTICIPATION IN PLAY ACTIVITIES AND LEARNING OF SOCIAL STUDIES IN PRIMARY SCHOOLS
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgments
Abstract
Table of Contents
CHAPTER ONE – INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Limitation of the study
1.8 Delimitation of the study
1.9 Definition of Terms
CHAPTER TWO – REVIEW OF RELATED LITERATURE
CHAPTER THREE – RESEARCH METHODS
3.1 Area of the Study
3.2 Research Design
3.3 Population of the study
3.4 Sample and Sampling Technique
3.5 Instrumentation
3.6 Validation of instrument
3.7 Scoring of Instrument
3.8 Administration of the research Instrument
3.9 Method of Data Analysis
CHAPTER FOUR – DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Presentation and Analysis
4.2 Discussion of Findings
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestions for further studies
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Without reservation, incorporating play activities into the teaching of social studies can also enhance pupils’ critical thinking and problem-solving abilities. This active involvement in learning fosters a deeper level of comprehension compared to passive forms of instruction. Play activities are crucial for children’s holistic development (Cosmas Mnyanyi, 2023).
Moreover, according to Piaget’s theory of cognitive development, play is an essential vehicle for children to construct knowledge about the world around them.
In the context of social studies, play activities can help pupils develop a deeper understanding of historical events, cultural diversity, and societal structures. Through imaginative play, children can reenact historical events, assume roles of people from different cultures, and engage in simulated economic transactions, thereby gaining a more profound comprehension of social studies concepts (Ekiugbo Emoefe, 2023).
PUPILS PARTICIPATION IN PLAY ACTIVITIES AND LEARNING OF SOCIAL STUDIES IN PRIMARY SCHOOLS
According to Ekiugbo Emoefe (2023), play activities in the context of social studies education can take various forms such as role-playing historical figures or events, creating maps and models, engaging in simulations of democratic processes, and participating in collaborative problem-solving tasks related to societal issues.
Therefore, through these activities, pupils are able to internalize social studies concepts in a meaningful and experiential manner. Furthermore, play-based learning experiences can facilitate the development of important social skills such as cooperation, negotiation, and conflict resolution, which are integral to effective citizenship.
Moreover, in their play, they carry out a lot of activities much of which border on presence of fantasies and develop secret cultural understanding which allows children to express their thought and feeling, faster flexible and divergent thinking provides opportunities to mere and solve real problems (Copple, 2012).
Among the benefits of play are; opportunity to refine motor skills, positive inter-personal interaction (Gallahue & Ozmun, 2011); self-concept development (Ignico, 2014); and developing children attention span (Benelli and Yongue, 2015). The provision of play in nursery schools is necessary and could promote the general development of the child.
The National Policy on Education (FRN, 2014) emphasized the use of play way method as the method of instruction at the pre-primary level of education. The implication of this policy is that there must be adequate time and space within and outside of the classroom for children to play.
Jeansonne (2014) opined that helping a child succeed in cognitive development tasks requires play opportunities for a child to practice the desired skills.
Gallahua and Ozmun (2011) agreed with the fact the children are ready to begin learning fundamental motor skills by age three or four and that play is an indispensable requirement in nursery school environment in other to enhance a smooth transition of the child from home to school. Play provides the child with the opportunity to carry out activities that enhance motor development. Against this background that the present study focused on pupils participation in play activities and pupils learning of social studies in primary school in Ukanafun Local Government Area.
1.2 Statement of the problem
Naturally, play is essentials to everybody in time past people use to come over by night to play all sorts of play without being fearful, after a whole day work. But now, most parents seem to be very angry when their wards are found engaging in one form of play or the other. Thus, this make some children become smart behind them. The pupils participation in play activities and learning of social studies in primary schools.
In schools, some allow their learners to play for a short time, but spend much time on teaching. It’s pertinent to state clearly the adage “All works and no play make Jack a dull boy” cannot be taken for granted. But also, all play and no work has a negative emphasizes on play participation and pupils learning development, there is need to examine the problem associated with these. The need to observe to know whether our children do interact during play is needful. Therefore, for this study the following problems are identified:
- Parents do not allow or watch their children play.
- Play is regarded as waste of time or has nothing meaningful to offer.
- Children play are not planned to enable some respect of their development.
- Most parents care givers and schools do not understand the usefulness of play in children around development. This therefore motivated the researcher to investigate pupils’ participation in play activities and pupils learning of social studies in primary schools in Ukanafun Local Government Area.
1.3 Purpose of the study
The main purpose of the study is to examine pupil’s participation in play activities and learning of social studies in primary schools in Ukanafun Local Government Area. Specifically, the study intends to:
- investigate pupils’ participation in play activities and pupils academic performance in social studies in primary schools in Ukanafun Local Government Area.
- investigate the academic performance of male and female pupils who participate in play activities in social studies in primary schools in Ukanafun Local Government Area.
1.4 Significance of the study
This research work will be of great benefit to public in the following ways:
- Our learners shall learn good morals as well as develop in any direction through plan or guided play activities.
- Secondly, parent or caregivers will understand the need to allow our children engage in guided play activities that are aimed of promoting one aspect of development.
- Teacher shall be playful, no being so hard so that he learners will not be fearful with them.
- In addition, the general public should understand the nature of play and it benefits on the general development of children. The pupils participation in play activities and learning of social studies in primary schools.
- The findings of this study will also serve as a data bank for future researchers on related topics.
1.5 Research Questions
The following questions are asked to guide the study:
- To what extent does academic performance of pupils who participate in play activities differs from those who do not participate in play activities in social studies?
- To what extent does the academic performance of male and female pupils who participate in play activities differ in social studies?
1.6 Research Hypotheses
The following research hypotheses were formulated to guide the study:
- There is no significant difference in the academic performance of pupils who participate in play activities and those who do not participate in play activities in social studies.
- There is no significant difference in the academic performance of male and female pupils who participate in play activities differ in social studies.
1.7 Limitation of the study
This study suffered some set-back in two directions. The target population (primary school pupils) was too young to understand the concept examine in this study. The second set-back was lack of current materials as the few materials that was seen was inline and most printed were outdated.
Conclusion
The Primary Education programme enables a smooth transfer from home to school; it is a well-planned programme that works effectively when handled by good personnel’s.
Moreover, play at that level of education is properly planned. Thus, based on the outcome of the knowledge gained, play activities has been certified tools to improve acquisition of certain skills by children. Therefore, for them to accomplish these tasks the teachers, parents and siblings should join hands together to engage our pupils in plan play activities. The pupils participation in play activities and learning of social studies in primary schools.
However, based on the findings, it can be concluded that: there is a significant difference in the academic performance of pupils who participate in play activities and those who do not participate in play activities in social studies in Primary school in Ukanafun Local Government Area; and that there is no significant difference in the academic performance of male and female pupils who participate in play activities in social studies in primary schools.
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