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 language | English |
|---|---|
| Pages (from-to) | 407-426 |
| Number of pages | 20 |
| Journal | Educational Research for Policy and Practice |
| Volume | 21 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Oct 2022 |
Keywords
- Academic success
- Learning
- Mathematics
- Palestine
- Play
- Teaching
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