Use of Play Activities in Teaching Science among Grade 4 Pupils

Abstract

INTRODUCTION

The study aims to identify the relationship between demographic variables of Grade IV pupils and their performance in Science tests after receiving Science teaching through play activities.

METHODS

The study utilized a descriptive comparative and descriptive correlational research design where the Science test results of respondent pupils after being immersed in traditional teaching of Science and teaching Science with play was compared. The correlation part of the study determined the relationship between pupils' performance in Science tests and their demographic profiles. This was to determine if any demographic variables (age, gender, gross family income, interest, educational attainment of parents and number of siblings) can serve as an intervening variable to increase the positive effects of play activities in teaching.

RESULTS

Results showed that most of the respondent pupils (N = 134) are age nine (9) years old, the females (54%) outnumbering the males (46%) with a gross combined income of not more than 10,000 pesos per month but not less than 5,000 pesos a month (62%). Their interest is mostly on the internet and other media (e.g. television) (87%), majority of the parents have completed only until high school (76%), and with at least four kids (72%). The respondents' performance in Science tests after traditional teaching is in 84% whereas their performance after utilizing play activities is 89%.

DISCUSSIONS

Results support the theory of cognitive development and learning is achieved through social interaction. The presence of more informal activities such as play has taken respondent pupils' attention towards the subject at hand and provided them more opportunities to express themselves and inquire about issues that they realized and discovered through the games. The 5% increase on averages in Science tests between traditional teaching and teaching with play activities is significant and further strengthen the need for modern teachers to adopt the integration of play activities in their teaching to improve their teaching performance as well as improve student academic performance. The lack of correlation between demographic variables and scores in Science tests after play activities show that teachers need to practice equal treatment regardless of student background when it comes to play activities. Play activities should be first seamlessly integrated in the curriculum and never destructive.