Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children

Elaine M. Murtagh, Jamil Sawalma, Rosemarie Martin

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two consecutive school terms. A total of 859 students (458 females, 401 males) and 832 students (477 females, 355 males) completed maths tests in term 1 and 2, respectively. Results revealed that the intervention group attained higher test scores than the control group in both terms (P < 0.01). Furthermore, in term 2 an interaction effect between group and gender was found (P < 0.05), with girls in the intervention group achieving the highest scores. Our finding suggest that play-based learning approaches may enhance academic achievement.

Original languageEnglish
Pages (from-to)407-426
Number of pages20
JournalEducational Research for Policy and Practice
Volume21
Issue number3
DOIs
Publication statusPublished - Oct 2022

Keywords

  • Academic success
  • Learning
  • Mathematics
  • Palestine
  • Play
  • Teaching

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