Impact of Play-Based Learning on School Readiness and Physical Activity among Preschool Children in Oyo West Local Government Area, Nigeria
DOI:
https://doi.org/10.69760/portuni.26040018Keywords:
Play-based learning, school readiness, physical activity, preschool children, early childhood education, Nigeria, Oyo StateAbstract
This study investigated the effects of play-based learning on school readiness and physical activity among preschool children in Oyo West Local Government Area, Oyo State, Nigeria. The research examined how developmentally appropriate teaching methods can be effective in preparing children for formal schooling. A convergent parallel mixed-methods design was employed, incorporating a quasi-experimental component alongside qualitative classroom observations and teacher interviews. The sample comprised 200 preschool children aged 4–5 years and 20 teachers drawn from public and private Early Childhood Care, Development, and Education (ECCDE) centres, selected through multistage sampling. Data collection instruments included the Play-Based Learning Observation Checklist (PBLOC), the School Readiness Assessment Scale (SRAS), and a semi-structured interview guide. Quantitative data were analyzed using descriptive statistics, linear regression, Pearson Product Moment Correlation, and independent-sample t-tests; qualitative data were subjected to thematic analysis.
Findings indicated that play-based learning was a significant predictor of school readiness (β = .47, t = 7.39, p < .001), explaining 46.5% of the variance (R² = .465). Although play-based learning and physical activity showed a positive association, the relationship was not statistically significant (r = .131, p = .065). Children exposed to play-based learning demonstrated significantly higher school readiness scores than those taught through traditional methods (t = 3.857, p < .05). The study concludes that play-based learning is an effective instructional approach for preparing preschool children for formal schooling and recommends expanded access to play materials and improved teacher training.
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