Effects and challenges of play-based learning on learner engagement and classroom participation

Abstract

This study used a descriptive research to examine the implementation of play-based learning among public elementary schools in  Sarrat District, Division of Ilocos Norte. The study involved 53 teacher-respondents which are selected via purposive sampling. A survey-questionnaire was used to gather quantitative and qualitative data, which were analyzed using weighted mean and thematic analysis.

Findings showed that the play-based learning strategies were highly implemented with Weighted Mean of 4.26. The elementary teachers of Sarrat District commonly used storytelling, educational games, collaborative activities, role-playing, and manipulative tasks to improve the engagement and classroom participation of their pupils. The study also revealed that the play-based learning improved learners’ motivation, communication skills, confidence, and classroom interaction. However, challenges and limitations such as limited instructional materials, overcrowded classrooms, and limited classroom space affected implementation.

A thematic analysis identified that there are four primary themes generated from the respondents’ answers. First the use of play as an effective learning tool, the promotion of active student participation, the enhancement of teacher creativity and flexibility, and challenges associated with limited resources. The findings indicate that play-based learning remains an effective instructional approach that increases student engagement and supports holistic development in elementary education.

Keywords: Play-based learning, Learner engagement, Classroom participation, Instructional approach, Learning tool, Holistic development