1

TITLE PAGE

EXTENT OF UTILIZATION OF PLAY METHOD OF TEACHING IN PRE-PRIMARY

SCHOOLS IN AWKA EDUCATION ZONE

IN ANAMBRA STATE

A PROJECT PROPOSAL PRESENTED TO THE DEPARTMENT OF EDUCATIONAL

FOUNDATIONS, FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA IN

PARTIAL

FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF MASTER’S OF EDUCATION

(M.ED) IN CHILDHOOD EDUCATION

BY

ONWURAH, CHIMEZIE NNEKA

PG/MED/08/49102

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DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: PROF. J. U. IBIAM

SEPTEMBER, 2012

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APPROVAL PAGE

This Thesis has been approved for the Department of Educational

Foundations, University of Nigeria, Nsukka.

BY

________________________ ___________________________

PROF. JULIE IBIAM SUPERVISOR

INTERNAL EXAMINER

__________________________ ___________________________

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EXTERNAL EXAMINER HEAD OF DEPARTMENT

________________________________

DEAN, FACULTY OF EDUCATION

CERTIFICATION

ONWURAH, CHIMEZIE NNEKA, a postgraduate student in the Department of

Educational Foundations, University of Nigeria, Nsukka with Registration Number

PG/MED/08/49102, has satisfactorily completed the requirements for the award

of the Degree of Master in Education (M.ED) in Childhood Education. The work

embodied in this thesis is original and has not been submitted in part or full for

any Diploma or degree of this or any other university.

---------------------------------------- -------------------------------

ONWURAH, CHIMEZIE NNEKA PROF. JULIE IBIAM

PG/MED/08/49102 SUPERVISOR

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DEDICATION

This work is dedicated to my beloved and God given husband Professor

Ikechukwu Emmanuel Noel Onwurah.

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ACKNOWLEDGEMENT

My gratitude is first to the Almighty God for His Grace that was sufficient

unto me throughout the period of this study, may His name alone be glorified. I

am very grateful to my erudite supervisor Prof. J. U. Ibiam for not only accepting

me as her student, she was always inspiring, guiding, encouraging, patiently and

continuously supervising me; always being there for me. Our good God will

reward you abundantly. My heart-felt gratitude goes to Ass. Prof. Omeje, Prof. IKE

Ifelunni, Prof. S. A. Ezeudu, Prof. Mrs. Umeano, Dr. (Mrs). J. Chukwu, Prof. Nkadi

Onyegegbu, Prof. Sam Onuigbo, Dr. (Mrs). Nnenna Onuigbo, Dr. (Mrs), Ezeudu

and Dr. (Mrs.) Ofokansi for their immeasurable contributions in this work. The

Almighty God who knows how best to reward will bless them beyond their

imaginations.

I recognize the continuous support and contribution of my friends Mrs.

Uche Uzodinma, Mrs. Kasie Ugwu, Mrs. Ebele Idoko, Mrs. Ngene Chidinma and

Mr. Eze. I love you all. I wish to warmly and gratefully appreciate my children

Arinze, Ifeoma and Ebubechukwu (Miracle). You were always there for me. God

will continue to bless you all. I am highly indebted to my beloved husband, friend

and confidant Prof. Ikechukwu Onwurah for his encouragement both financially

and otherwise and for always being ready to assist when ever I need his attention.

Finally my special thanks goes to the people who typed this work at one

time or another Mrs. Esther Ekwelum, Miss Mabel Ngwu and Arinze Onwurah.

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TABLE OF CONTENTS

TITLE - -- - - - - - - - - i

APPROVAL -- - - - - - - - - ii

CERTIFICATION - - - - - - - - iii

DEDICATION - - - -- - - - - - iv

ACKNOWLEDGEMENTS -- - - - - - - v

TABLE OF CONTENTS - - - - - - - vi

LIST OF TABLES - - - - - - - - viii

ABSTRACTS - - - - - - - - - ix

CHAPTER ONE: INTRODUCTION - - - - - 1

Background of the Study - - - - - - - 1

Statement of the Problem - - - - - - -

7

Purpose of the Study - - - - - - - 8

Significance of the Study - - - - - - 8

Scope of the Study - - - - - - - 9

Research Questions - - - - - - - 10

Hypotheses - - - - -- - - - - 10

CHAPTER TWO: REVIEW OF LITERATURE- - - - 12

Conceptual Framework - - - - - - - 13

Concept of Pre-primary School - - - - - - 13

Concept of Play - - - - - - - - 15

Concept of Play Method - - - - - - - 17

Instructional Materials Used in Play Method of Teaching - - 21

Utilization of Play Method of Teaching - - - - 22

9

Theoretical Framework - - - - - - - 23

Idealist Theory on Early Childhood Education - - - 23

Progressive Theory of Early Childhood Learning - - - 24

Experimentalist Theory on Early Childhood Education - - 27

10

Empirical Studies - - - - - - - - 29

Parents Perception of Play - - - - - - 29

Conventional Method versus Play Method - - - - 30

Policy Implementation - - - - - - - 32

Summary of Reviewed Literature - - - - - 33

CHAPTER THREE: RESEARCH METHOD - - - - 35

Research Design - - - - - - - - 35

Area of the Study - - - - - - - - 35

Population of the Study - - - - - - - 36

Sample and Sampling Technique - - - - - 36

Instruments for Data Collection - - - - - - 37

Validation of the Instruments - - - - - - 37

Reliability of the Instruments - - - - - - 38

Method of Data Collection - - - - - - 38

Method of Data Analysis - - - - - - 38

CHAPTER FOUR: RESULTS - - - - - - 39

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,

RECOMMENDATIONS AND SUMMARY - 48

Discussion of the Findings - - - - -- - 48

Conclusion of Study- - - - - - - - 52

Educational Implications - - - - - - - 52

Recommendations- - - - - - - - 53

Limitations of the Study - - - - - - - 54

Suggestions for Further Research - - - - - 54

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Summary of the Study - - - - - - - - 55

REFERENCES - - - - - - - - - 57

APPENDICES- - - - - - - - - - 62

Appendix A: Questionnaire - - - - - - 62

Appendix B: Reliability of the Instrument - - - - 68

Appendix C: Validation of Instrument - - - - 69

LIST OF TABLES

Table Pages

1. Mean Responses of Head Teachers and Teachers on the Availability of Instructional Materials Needed in Play Method of Teaching - - - 39

2. Mean Rating of Head Teachers and Teachers on the Extent of Utilization of Instructional Materials Needed in Pre-School - - - - 41

3. Mean Rating of Head Teachers on the Extent of Teachers Expertise on the Use of Play Method of Teaching - - - - 42

4. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Availability of Instructional Materials Needed in Play

Method of Teaching - - - - - - - - 43

5. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Extent of Utilization of Instructional Materials Needed

in Play Method of Teaching - - - - - - - 44

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6. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Extent of Teachers’ Expertise on the use of Play Method

of Teaching - - - - - - - - - - 45

7. Mean Rating of Head Teachers and Teachers on the Extent to Which Location of Schools Influences Utilization of Play Method

of Teaching - - - - - - - - - - 46

8. Z-test Analysis of the Mean Score of Head Teachers on Influence of Location on Utilization of Play Method of Teaching and Learning

in Pre-Schools - - - - - - - - - 46

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ABSTRACT

This study focused on the Extent of Utilization of Play Method of Teaching in Pre-

Primary Schools in Awka Educational Zone of Anambra State. The work

particularly stressed on the availability and utilization of material resources; that

is, instructional materials otherwise called teaching aids and the use of play

method of teaching. To address the problem of the study, four research questions

and four null hypotheses were formulated. Descriptive survey design was

employed. Twenty one item researcher developed questionnaire was used for

data collection. The targeted population for the study consisted of thirty two (32)

head teachers and one hundred and sixty (160) teachers in Awka Education Zone,

and this number (total of 192) were selected through stratified random sampling.

The data obtained were statistically analyzed using percentage and

mean/standard deviation. Z-test was employed in testing the formulated null

hypotheses. The results indicate that instructional materials needed in carrying

out play method of teaching in Pre-Schools are not readily available. Due to

paucity of instructional materials, both utilization and effectiveness were

hindered. Hence teachers who have the necessary skills and expertise on the use

of play method of teaching were limited in their performance. This goes to show

that inadequate provision of instructional materials needed in Pre-Primary

Schools in Awka Education Zone seriously hamper the use of play method of

teaching and learning and all the attendant pedagogical approach required for

such pupils between three to five years. Some educational implication of the

findings were discussed and also some recommendations were proposed for the

Government, such as providing enough and requisite instructional materials for

the teachers.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The need for educating children became inevitable since education in a

contemporary world is seen as the corner stone for the individual social and

economic development. Education forms the basis for literacy, skill acquisition and

technical advancement. That is why Osakwe (2006) described education as an

indispensable tool for nation building and this involves a systematic training and

instruction designed to transmit knowledge, skill, potentials and abilities, which

enable an individual to contribute efficiently to his or her growth and development.

Based on this, modern societies show serious concern in the education of their

young ones. They make provisions for their under-age children through a program

referred to as “early childhood education”.

Early childhood/pre-primary education is education given to children 3-5

years in order to get them ready for primary education. According to Omozeghian

(1995), early childhood/pre-primary education is education meant for children

between the ages three and six years. Early childhood is a period of readiness and

that is why government showed concern in recognizing its importance. Since this

level of education must start early in life. The Federal Government defined in the

National Policy on Education (2004) early childhood/pre-primary education as:

1

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..education given in educational institutions to children

prior to their entering the primary school. It includes the

crèche, the nursery and the kindergarten. With the

following objectives, providing a smooth transition from

the home to school, preparing the child for the primary

level of education, providing adequate care and

supervision for the children while their parents are at

work, inculcating in the child the spirit of enquiry and

creativity, through the exploration of nature, local

environment and playing with toys, teaching the

rudiments of number, letters, colours, shapes and forms

through plays and inculcating social norms (P. 147)

This work is concerned with pre-primary nursery education. The document

contains a number of measures to be taken by the government to ensure the

achievement of the objectives of the pre-primary education and they include:

- Ensuring private efforts in the provision of pre-primary education

- Making provision in teachers‟ training institution for production of specialist

teachers in the pre-primary education.

- Encouraging that the medium of instruction will be principally the mother

tongue or language of the local community.

- Regulating and controlling the operation of the pre-primary education.

- Ensuring adequate training of staff and provision of essential equipment, and

ensuring that the main method of teaching in pre-primary institutions will be

through play National Policy on Education (p. 143)

Maduewesi (1999) observed that one of the most basic principles of modern

teaching is that teachers should find and use the most attractive approaches to help

16

the learner to learn. Thus, the teacher has to device methods that are sufficiently

motivating to persuade the learner to learn what is necessary. As has been shown,

play method of teaching enables the pupils to be actively involved in the learning

process whereby they act as stakeholders in an imagined or real scenario.

This technique compliments the traditional teaching. In play method, the

teacher selects a particular event or situation that illuminates key theories or may

be of importance to the topic of the study. Pupils are given detailed background

readings and assigned stakeholder rules as preparation. The format of interaction

between stakeholders varies and may depend on time or resources available. As

earlier observed by the 20th

Century Philosopher, Miriam Montessori “early

childhood training is quite critical at the beginning of school age”. Thus the child

should be allowed to express him/her self, especially through play, while the

teacher, on the other hand recognises the expressive freedom of the child. That is

why Maria Montessori advocated for a prepared environment; a classroom that is

sufficiently equipped with learning materials (toys) such as cars, buses, aeroplane,

building blocks, balls, counting materials, dressing materials, painted pictures,

chats, pen, pencil, etc. Under this environment, the teacher‟s responsibility is to

guide and direct the children as they work with these materials.

In his book, Sweeney (1997) said that play is the language of children, and

toys their words. It therefore becomes apparent that selection of instructional

materials for the children is very important. In other words, play method of

teaching primarily involves allowing the pupils to learn and explore at their own

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pace. The teacher is therefore to guide the pupils in their activities as abilities of

the pupils vary. However at a tender age, play method of teaching helps the

teachers to identify different abilities of each pupil and thus pay particular attention

to their peculiar needs with respect to their mental and psychomotor development.

For example, some can jump or run with ease (that is, sports-inclined), some can

organise figures, arrange objects (geometrically or mathematically endowed),

while some can draw and paint (art/architecturally inclined) etc. The teacher

therefore encourages each child to develop along their peculiar „gifted‟ path.

For young children, play is known to be their most natural activity which not

only contributes to their development but also gives them satisfaction, enjoyment

as well as helps in developing their potential in full (Ibiam, 1997).

Machmanorvitch, (1990), also pointed out that play is the root and foundation of

creativity in arts and science as well as in the daily life. Morffitt, (2003) describes

play as a straight exploration or learning activity which provide for information

seeking behaviour. It is a powerful inner force through which a child reaches out to

interact with his environment and it involves movement and different sensory

modes (Aleke, 2011). The child seems to learn more when he/she can move

around, handle, and manipulate objects. Through such sensory motor activities,

he/she learns much about the properties of matter and finds way(s) to adapt to a

complex environment through play experiences related to cause and effects.

Children who are prevented from having a wide range of sensory motor (play)

experiences in these early years, due to illness, over protection, or other reasons are

18

not likely to develop certain kinds of cognitive information in the same way later.

Play also refers to a range of voluntary intrinsic activities that are normally

associated with pleasure and enjoyment. It also involves some manipulation of

objects in the environment by a person with others. Curry and Arnoaud (1995)

observed that:

Play is a lawful predictable phenomenon that shows clear developmental

regularities, although the degree to which these regularities are expressed is greatly

influenced by the child‟s environment. Play serves to integrate complex cognitive

emotional and social element in the child‟s thinking and behaviour.

Disturbances in play often reflect disturbances in the child‟s personality and

social functionality while Hirsch (2005) argues that play method consists of key

elements of experimental learning. Kolb (2003) observed that play method allows

pupils to apply concepts and problems that reflect reality introduced through

lessons and readings. Play method can, therefore, be viewed as a beneficial

teaching tool because it has been found to help in the development of practical

professional skills, as well as academic knowledge.

The above may be seen as the reason why the National Policy on Education

is regarded as the document with the most suitable method in teaching tender age

children.

Play method of teaching which was advocated by the National Policy on

Education was expanded to involve manipulation of objects in the environment

which are pleasant to children (Okon 2007). This means that when the activity

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pleases the children (learners), the tendencies of learning taking place is high. The

main purpose of the study is to specifically find out the extent of instructional

material available because the availability will help in the study, also the extent of

utilization of the available materials. This is because it is possible to have

materials that are not well utilized and this is dependent on the teachers‟ expertise

as it concerns training, workshop and seminar for proper information on how to

handle rescue children using play method of teaching. However, this method which

is advocated by the National Policy on education for teaching early childhood

learners seems not to be implemented in most Nigeria schools, as Ejieh (2006)

observed:

The play method of teaching that is advocated in the

National Policy on pre-primary education is not

effectively used in most of the schools as most of the

teachers are not trained on the use of it. Proprietors and

teachers provide the children with toys to play with

mainly for recreational purposes and not for instruction.

Very few, if any, nursery school teachers in the country

have received formal training in the use of play method

or any other type of learning activity to inculcate social

norms in pre-primary school children as advocated in the

policy document (p. 61).

Owing to the above claim by Ejieh (2006), perhaps the ineffective

utilization of this method of teaching pre-scholars may be as a result of the nature

of the school environment (location) in which these school were situated or as a

result of inadequate instructional materials needed in play method and even the

teachers expertise in handling play method of teaching.

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Children begin learning from the time they born, to learn is to gain

knowledge or skill by studying from experience. A learner is a person who is

finding out about a subject and how to go about it. According to Onyemerenkeya

(2001) learning has been defined as a process by which man acquires and retains

attitude, knowledge, understanding, skill and capabilities that can not be attributed

to inherent behaviour pattern of physical growth. Naturally, children like to play

and it is their characteristics to play, enquire and explore, that is why

Mariamentosori advocated for a prepared environment which gives children

opportunity to explore and learn. These arouse the interest of the researcher to find

out the extent of utilization of play method of teaching pre-primary school pupil in

Awka Education Zone.

Statement of the Problem

The goal of teaching and learning is to effect desirable behaviours on the

learner. Methods used by teachers in teaching are critical to the achievement of the

envisaged goals as stipulated in the National Policy on Education. The play method

of teaching that is advocated in the national policy on pre-primary education seems

not effectively used in most schools, perhaps because teachers are not well trained

or may be because the materials used in play method of teaching are inadequate.

This situation is worrisome and has motivated the researcher to carry out this

study.

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Purpose of the Study

The main purpose of this study was to find out the extent of utilization of

play method of teaching in pre-primary schools in Awka Education Zone.

Specifically the study sought to:

1. Find out the availability of instructional materials needed in play method of

teaching.

2. Find out the extent of utilization of these instructional materials in teaching

and learning situation.

3. Find out the extent of teachers‟ skills in the use of play method of teaching.

4. Find out the influence of location of schools on the effective utilization of

play method of teaching in teaching and learning process.

Significance of the Study

The findings that will be generated from this study will be beneficial to the

teachers, pupils, curriculum planners, school administrators, ministries of

education and the society.

The teacher is in a key position to study and adjust to the effects of new

materials and methodology upon the learning process with the aim of using such

adjustment to improve teaching and learning. Through this research, the academic

standards teachers set for their pupils are met by the teaching techniques they have

adopted.

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This study will be beneficial to the pupils in developing individual learning

skills and problem-solving skills which will promote pupils‟ creativity. The study

will help curriculum planners to appreciate and assess the impact of this method

(play method) in delivering instruction and thus help in modifying or redesigning

curricular for pre-primary schools.

Adequate knowledge about the use of an effective play method could also

help the school authority or inspectorate unit to supervise teachers and assess if

they are meeting the required objectives.

The study will help educational authorities through the required specific

agencies and ministries to wake up to the challenge of developing measures or

steps in using the play method to teach in pre-primary schools and also in

organizing seminars and workshops for teachers in order to upgrade their

knowledge in Nigerian schools.

The society at large will benefit from this study because the end product of

what goes on in the schools is for the benefit of the entire society. Other

researchers who are working on similar topic may draw some inspiration from the

findings of this study.

Scope of the Study

This study was delimited to Awka Education Zone of Anambra State,

involving teachers and head teachers in nursery schools. The study examined the

availability of instructional materials needed in play method of teaching, utilization

23

of these materials, teachers‟ proficiency in the use of play method and influence of

location of schools in effective implementation of play method of teaching in pre-

primary schools in the area of study.

Research Questions

The following research questions guided this study:

1. To what extent are instructional materials needed in play method available in

schools?

2. What is the extent of utilization of these instructional materials in teaching

and learning situations?

3. To what extent do teachers possess skills in the use of play method in

teaching and learning process?

4. To what extent does location of schools influence effective utilization of

play method in teaching and learning?

Hypotheses

The following null hypothesis that was tested at 0.05 level of significance

guided this study.

Ho1 There is no significant difference in the mean responses of head teachers

and teachers on the availability of instructional materials needed in play

method of teaching.

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Ho2 There is no significant difference in the mean responses of head teachers

and teachers on the extent of utilization of instructional materials needed

in play method of teaching.

Ho3 There is no significant difference in the mean responses of head teachers

and teachers on the extent of teachers‟ expertise on the use of play method

of teaching.

Ho4 Location of schools will not have significant influence on the effective

utilization of play method of teaching in the pre primary schools under

study.

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CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed the relevant literature in the area of study and was

organized under the following sub-headings:

A. Conceptual Framework

- Concept of Pre-primary School

- Concept of Play

- Concept of Play Method of Teaching

- Instructional Materials Used in Play Method of Teaching

- Utilization of Play Method of Teaching

B. Theoretical Framework

- Idealist Theory on Early Childhood Education

- Progressive Theory of Early Childhood Learning

- Experimentalist Theory on Early Childhood Education

C. Empirical Studies

- Parents Perception of Play

- Conventional Method versus Play Method

- Policy Implementation

D. Summary of Reviewed Literature

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26

Conceptual Framework

Concept of Pre-Primary Education

Early childhood/pre-primary education is defined as the education given in

an educational institution for children prior to their entering the primary school

(FRN, 2004) it includes the crèche, the nursery and the kindergarten. The work is

concerned with pre-primary, nursery education 3-5 years. Early childhood/pre-

primary education according to Omozeghian (1995) is education meant for

children between the ages and three and six years. Early childhood/pre-primary

education is education given to children 3-5 of age in order to get them ready for

primary education.

This kind of education should be child-centred, actively oriented and

systematic. A child being a young, delicate or sensitive being should be handled

with care and love. Consequently, care should be given to and education started

early for the child since research shows that the children who received good care

during early childhood are more likely to benefit from later education and other

social services (Maduewezi, 2005).

According to Chukwu (2009) for children to be alive and well, aware and

learning, empowered to participation, attention to early development is essential.

The importance of early childhood education cannot be over emphasized.

Early childhood education in the form of nursery school or pre-primary

education as it is known today in Nigeria is largely a post-colonial development.

As Nigerian educational administrators, policy makers and the then military

27

government of Nigeria realized the need for it in the country; they gave it official

recognition in the National Policy on Education in 1977 revised.

In the current National Policy on Education (Federal Republic of Nigeria,

2004) early childhood/pre-primary education is labeled as pre-primary education

and defined as the education given in an educational institution to children prior to

their entering the primary school as it includes the crèche, nursery and

kindergarten. As stated in the policy document, the purpose of pre-primary

education includes, among others:

Providing a smooth transition from the home to the school

Preparing the child for the primary level of education

Providing adequate care and supervision for the children while their parents

are at work

Inculcating in the child the spirit of enquiry and creativity through the

exploration of nature, and the local environment, playing with toys, artistic

and musical activities;

Teaching the rudiments of numbers, letters, colours, shape etc through play

and

Inculcating social norms.

In the same way, Osakwe (2009) sees preschool education as the education

meant for children between the ages of 3 to 6 years. It is also a formalized

28

educational process to which children between the ages of 21/2 through five plus

are subjected to in designated pre-school institutions‟ (Mezieobi, 2006).

Early childhood or pre-primary education is seem as first phase in a life time

of continuous learning and experiencing from birth to old age. It is the foundation

for a llife long learning (Dike 2010). Above is the reason why such early

education should be taken with utmost care and seriousness. It is a period children

undergo mental and physical development and materials to guide this early

learning should be available. Early childhood education is the act of developing the

child with necessary knowledge; skill and attitude that will enable him function as

an effective citizen in his environment. This kind of education should be child

centered, activity oriented and systematic bearing in mind that the child is very

delicate to handle and very tender and as such should be handled with caution.

Having recognized the importance of early childhood education in child

development, the National Policy on Education (2004) listed a number of measures

to be taken by government to ensure the achievement of the objectives of pre-

primary education one of which is ensuring that the method of instruction in pre-

primary will be through play.

Concept of Play

Play refers to a range of voluntary intrinsically motivated and personally

directed activities that are normally associated with pleasures and enjoyment

(Aleke, 2011). In the same vein David (2003) proffered that play is a quality that is

29

quite different from an activity. Mark (2001) commented that play and work are

words used to describe the same activity under different circumstances. According

to Chukwu (2009) it is characteristic of children to play, a play to them is work.

They acquire a lot of knowledge as they play, for children play is as natural and

spontaneous as any other daily activity. A child needs to play as much as he or she

needs to sleep and eat.

Concerted efforts have been made to identify the qualities of play, but this

task is not without its ambiguities. For example, play is commonly described as a

frivolous and non serous activity (Aleke, 2011), yet when watching children at

play, one is impressed at transfixed seriousness and absorption with which they

engage in it. In the case of young children, play is known to be their most natural

activity, such that instinctively they play without being motivated. It thus follows

that this natural activity may be the best and most sensible way to teach children

since they can learn in the process.

In furtherance to the connotation attached to the concept of play, Ibiam

(1997) described play as a natural activity which not only contributes to children‟s

development but also gives satisfaction and enjoyment. It develops children‟s

potentials. It is also capable of creating mental intelligence that is capable of

changing various multiple intelligence (Findlay, 2000). It is a straight exploration

or learning by others which involves a range of voluntary, intrinsically motivated

activities that are normally associated with pleasure and enjoyment. Various

authors have shown that play is a phenomenon which cannot be separated from

30

children and it involves activities which please children most. It is a powerful inner

force involving movement of different sensory muscles through which a child

reaches out to interact with the environment. The child seems to learn more when

he/she can move around, handle and manipulate objects. Through such sensory

motor activities, the child learns much about the environment (Ezenwa, 2010). It

was therefore not surprising when it was suggested that the main method of

teaching in pre-primary institutions will be through play (FRN, 2004)

Concept of Play Method

Play method requires the ability to transform objects and actions

symbolically and is carried out a step further by interactive social dialogue,

negotiation and improvisation. Many cognitive strategies are exhibited during play,

such as joint planning, negotiation, problem-solving and goal seeking. Play

(method) plays a vital role in young children‟s lives and its duration may project

through the primary school period as well (Bergen, 1998). Play method involves

dramatization of learning experiences through the use of objects and symbols so as

to attain effective teaching and learning. It engages many areas of the brain

because it involves emotion, cognition, language and sensori-motor actions and

thus promotes the development of dense synaptic connection (Bergan and Coscia,

2001).

31

In the same vein Aguokagbue (1994) put it succinctly that:

Play is an important activity and can be used to teach

most subjects. This is because children often play parts

whereby they practicalize a non-existing situation.

Hence, through play learners are helped to concretise

situation which otherwise will be very abstract. It

enhances creative abilities of learners. Also in play

children become creative as they think out how best to

drive home the imaginary situation, it is a shared activity

which is very useful in achieving socially desirable ends

(p. 75).

The above citation has categorically stressed the need for play method of

teaching when handling situation that are abstract in nature and its role in

concretizing such situation thereby enabling easy comprehension. In the same vein,

Onwuka (1981) stressed that play method of teaching helps in fostering in the

learners such values as tolerance and cooperation. This is because it incorporates

activities such as role-playings, simulation and dramatization. These activities do

not only help to make lesson lively but also make pupils feel part of the lesson.

Play method of teaching according to Aleke (2011) employs some

techniques which are presented below:

Role playing is a technique that can be applied by the

classroom teacher. It involves pupils acting out real

situation in a society, in the classroom situation. The

teacher can employ this technique to help the pupils

develop interpersonal values in the society.

32

In the same vein, Maduewesi (1990) noted that role playing is a technique

that can be used to reach some cognitive skills. This means that any topic chosen

for the exercise must be practical in nature. She further stressed that:

“Role play, I believe is a technique a teacher can employ

to help her pupils develop their affective domains. Role

play can be of great importance in helping pupils to work

together, speak in public, acquire vocabulary, and have a

better understanding of life situations; it involves the

participation of all pupils both gifted and dull”. (p. 84)

In designing role play, Kanokwam and Zoe (2006) described the following

processes to be pre-eminent:-

Determination of the learning objectives of role play: the learning

objectives can be theoretical as well as practical and can determine the key

concepts that are taught in the course, the key event or situation that is the

focus of the course;

Choose a scenario or situation form realities that highlight the key concepts

of the topic. By re-enacting events from reality, pupils are able to deepen

their understanding of real life situation.

Consider the various stakeholders and their perspective and adapt the

situation to the classroom.

The above processes as identified by the authors suggest some effective

ways of implementing role play in teaching and learning processes.

33

Simulation Technique

This is another technique employed when using play method of teaching in

teaching and learning process. Agbo (1997) described simulation as a fictitious but

realistic method of representation of the real world in which learners can deal with

significant social and historical situations. In the same way, Maduewesi (1990)

sees simulation as either making pretence of or reproducing a situation or events.

This is because children can easily pretend to be drivers, parents, policemen,

teachers and so on. Then the teacher can ask pupils to participate in plays

representing real life situation when teaching a particular concept.

In initiating simulation, the teacher presents an artificial problem, situation

or events that represent some aspect of reality (Ezenwa, 2008). This is because in

simulation, any serious risk or complication that may be associated with the real

life phenomenon is removed. In addition, the level of abstraction or complexity is

purposefully reduced so that pupils may become directly involved with the concept

(Aleke, 2011). It also allows for types of experimentation that cannot take place in

the real life situation. The simulation technique may involve the use of models,

game formats, structure role play, or an interactive computer or video programme.

In most instances, pupils are easily motivated to participate. Hence they become

active participants in the learning process (Nwosu, 2003).

The above review has shown that simulation, which is one of the techniques

used in play method of teaching, entails use of models, abstraction from reality,

that is using learners to praticalize what is obtainable in the real life situation. By

34

doing this, the learners become part and parcel of what goes on in the teaching and

learning process thereby making learning lively to the learner.

Instructional Materials used in Play Method of Teaching

Instructional materials as the name implies are those materials which aid

teaching and learning processes in school. Its level of availability affects the

achievement of learning objectives. Ezenwa (2009) stressed that the instructional

materials used in teaching and learning depends on the method employed by the

teacher and the level for which the learning programme is meant.

In teaching children under school age, the author stressed that the suitable

method for teaching is play method and the following instructional materials would

be suitable: models, computer games, pictures, article, etc. In the same vein,

Nwagu (1997) identified the following instructional material to be suitable in play

method of teaching real objects like masks, costumes, counting sticks, pictures of

churches, mosque, shrine, temples, stones, masquerades, use of resource persons,

relevant books, journals, chalkboard, magazines, newspapers etc.

In stressing the effective utilization of instructional materials Nwagu (2003)

puts it succinctly:

A good and qualified teacher should consider the

following in the selection of instructional materials. The

materials selected should have a purpose to accomplish

in the lesson; it should suit the age and ability of the

learners; it should help to make simple the understanding

of the concepts being taught; it must be experienced by

all the pupils in the class (p. 27).

35

The above citation has shown that these instructional materials help in

making teaching and learning effective because when learners are active they

become less passive, bored or frustrated. That was why Nwosu (2003) asserted that

the most effective method of teaching young children is play method, because in

play children actively participate in the class. They are presented with materials

which they can see, feel, and touch, and when this is done properly what is learnt

becomes permanent in the learner and hence, effective teaching and learning is

inevitable.

Utilization of Play Method of Teaching

In describing the extent of utilization of play method of teaching in pre-

primary schools in Nigeria, Ejiel (2007) noted that no effort is made to ensure that

play method of teaching is used in teaching pre-school children in Nigeria, as

stipulated in the policy document (National Policy on Education, 2004). In the

same vein, Okoro (2004), noted that majority of schools lack trained teachers on

the use of play method of teaching that is advocated in the National Policy on pre-

primary education in Nigeria. Very few, if any, nursery school teachers in the

country have received formal training in the use of play method or any other type

of learning and teaching activity to inculcate social norms in pre-school children,

as advocated in the policy document. In same vein, Onyedineke (2011) observed

that some of the people employed to teach the children are neither trained to teach

nor do they know how to handle or relate with children.

36

The reviewed work revealed the extent of utilization of play method of

teaching in the Nigerian schools, but for the purpose of clarification, the present

study becomes inevitable.

Theoretical Framework

The theoretical frame work of this study will examine the early childhood

education theories like idealistic theory to early childhood education, progressive

early childhood theory, and the experimentalist theory to early childhood learning.

Idealistic Theory of Early Childhood Education

This theory was developed by Plato in the 14th

century. The ideal in the

understanding of the idealist comes with man‟s ability to reason. The idealist

theory is that the mind is very important as the facilitator of reasoning and

knowledge. More importantly, if man must reason effectively, there has to be a

sound interaction between the body and mind. This is actually the basis of the

idealist education. Consequently, the idealist philosophy of early childhood

education helps the child develop knowledge early enough in life. A typical idealist

early childhood educational programme suggests that early child care should begin

from birth to about 5 years of age. This is important so as to develop in the child

health habits, right morals and physical exercises. All of these are done through

games, plays and songs. This will enhance the development of right interests,

talents, abilities of the child to unfold naturally after a period of time.

37

The theory also noted that children of early childhood school age are

innocent and have the purest expression of nature; therefore, need special care in

helping them learn. In this case, whatever is passed on to them by way of

knowledge must be genuine and of truth. This helps to build in the children, right

from an early age, self-discipline and good moral habits. The theory went further to

stress that imparting appropriate morals at this stage of learning is not solely

achieved through school. Most learning at this stage comes through action and the

young learner can equally develop his personality in a good home environment.

The theory believes that all that goes on by way of educational concept and

practice should firstly be seen as a symbolic activity. The implication of this theory

to the present study is that symbols are the medium through which the mind

acquires knowledge. This is because the theorist argues that symbols are a medium

of learning and expressions which are quick and important in helping the young

learner acquire knowledge. Hence, the use of symbols in childhood education

creates a suitable teaching and learning environment. These learning materials like

colourful pictures, toys and other play objects help to stimulate the thought and

feelings of the young learner. Like most early childhood theorist, the idealist

theory also prescribes the play method as the best known way of exciting the

learner to attain the goals of early childhood education programme.

38

Progressive Theory of Early Childhood Learning

This theory was developed by Forebel, Pestalozi and Comenius in the early

19th

century. These pragmatic philosophers see education as being centered on the

philosophy of pragmatism and practicality. Thus for early childhood education, the

pragmatists have suggested that learning can begin early, at birth or infancy. They

recommended this as the first stage of education and noted that education given in

the first five or six years of the child‟s life is crucial to all other stages of learning.

However, Forebel (1933) maintained that a truly progressive education should take

cognizance of the child‟s own special needs, as a being that exists in his own

rights. He holds the view that nature wants children to be children before being

men. The emphasis is that childhood has its own way of seeing, thinking and

feeling, so the child should not be treated as a miniature adult. It is also against this

background that most pragmatists advocate child-centered education.

In exploring the theory, Pestalozi (1945) is of the opinion that if the child is

allowed to be himself and grow naturally, he is likely to be less problematic in

preparing himself for maturity. Thus, a child can safely pass on to his next stage of

development if he has fully mastered the experiences and characteristic of the

preceding stage. The focus here is that when the child has the opportunity to be at

the centre of education, there is no rigidity in the way he leans and acquires

knowledge. Rousseau emphasizes a degree of freedom for the child to romp and

play to his heart content, to work or play when he feels, and not to be perpetually

imposed upon and frustrated by adults.

39

Concerning the best methods of teaching, the pragmatist stresses that the

child should be presented with appropriate objects. In teaching the young learner

with such learning objects, the teacher should take him in progression from the

level of the known to the level of the unknown. The teacher should be able to

create scenes and experiences that would excite the child to want to learn. Early

childhood curriculum and teaching method should be governed to a large extent by

the nature of the child rather than what the syllabus dictates. Pestalozzi, (1954) has

recommended what he termed “object lesson”. This was derived from his

philosophy which says every teaching process ought to involve the presentation of

physical objects to the learners. The use of such concrete objects used for

illustration enhances learning. That was why in kindergarten school, toys, abacus,

and coloured building blocks are used.

The implications of this theory to the present study are as follows:

It has given a concrete foundational information on what early childhood education

schools should look like and presented as a suitable method that is appropriate at

this level of education which is the main trust of the present study. For instance

Forebel (1945) puts it succinctly that the teachers‟ duty is not to bend, shape or

mould the child to suit a purpose, but to excite him to grow through play. He noted

that by virtue of the child‟s age, play is the best method that can entice him to

learn. Forebel does not see play as mere distractions, but the most spontaneous

activity that helps in the total development of the child. Play allows the child

exercise harmoniously all his physical emotional and intellectual qualities. He is

40

also of the opinion that in play, the young child combines attention with

relaxations, purpose with independence and rule with freedom. Thus play and play

materials in this study have basis for the theory presented.

Experimentalist Theory of Early Childhood Learning

This theory was developed by experimental psychologist like John Dewy

and Maria Montessori in the first decade of 20th

century. This group came with a

more refined understanding of the psychological needs and problems of the child.

They contributed immensely to matters concerning early childhood education.

Essentially, the theme of the theory was democracy in teaching and learning. They

noted that early childhood learning is quite critical as the beginning of school age.

Thus, the child or learner should be allowed to express him/her-self especially

through play. The teacher on the other hand must recognize the need for this

expressive freedom on the part of the child. It is this experimentalist commitment

to democratic principles in early childhood teaching and learning process that

makes them quite unique.

According to John Dewey, a well known experimentalist has his philosophic

ideal for early childhood education expressed in democratic principles, with

scientific method of instruction. His idea of a kindergarten curriculum is one based

on the experiences in the lives of the child and not totally in academic disciplines.

In other words, Dewey believes that early childhood learning can be more

pragmatic if the child‟s zeal to experience his world is recognized. He also holds

41

the view that there should be a relationship between the Child‟s experiences at

home and that in school. Dewey stresses most on child centered education.

Also Maria Montessori is another early childhood educationist who is also

described as an experimentalist. Montessori, like Dewey, has also left an indelible

mark on the theory and practice of early childhood education. She recognized early

childhood educational development of the individuals. Early childhood stage of

learning for her is the foundation on which other educational stages are built. She

also advocated for child-centered education, but beyond this, she was quite

convinced that freedom for the child in learning makes more worthwhile any

educational process. Her emphasis is on what she termed “auto-education”, which

lays special stress on sense and muscle training for the preschool learner. She

experimented with mentally retarded children and was quite convinced that

education, rather than physical or mental treatment was more appropriate for their

ailment.

This theory has great implications for the present study on the area of

teaching method advocated for instance, Montessori prescribed the teaching

method that provides the young learner with adequate facts designed to help him

explore materials and learn at his own pace. Her strategies of teaching encourage

muscle training. This is also aimed at encouraging the young learner whom she

described as a self-activated learner, to work in an already prepared environment of

programmed materials. The Montessorian pedagogy of motor education

emphasizes sensory exercise which comes with the child‟s ability to firstly master

42

practical life exercises. Once the child is able to master practical exercise, like

walking, gymnastics, rhythmic games, good posture and proper speech, sensory

education can be imbibed. The theory has great implication to the present study as

it support the idea of teaching children through play method.

Empirical Studies

Parents Perception of Play

Under this section, various related empirical studies were reviewed.

A study by Ibiam, (1988) on parents and teachers attitude towards young

children‟s play was reviewed. Two hypothesis and twelve research questions were

used to investigate the relationship that exist between gender, location, occupation,

level of education, and the attitude of parents and teachers towards young

children‟s play. The study design was correlation while a multistage sampling

method was used to select 744 parents and 144 teachers in 6 primary schools and 4

nursery schools in two local government areas of Abia state. A questionnaire was

used for data collection. The study revealed that parents as well as teachers have no

value for young children‟s play. There is no significant difference between parents,

gender and their attitude towards young children‟s play. Training workshops and

seminars were recommended to sensitize teachers and parents towards young

children‟s play.

In the same vein Agbo (1997) carried out a study to determine the effect of

play method of instruction on pupils‟ achievement in Christian Religious

43

knowledge. To do this, three research questions and null hypotheses guided the

study. It was an experimental design study. Eighty (80) pupils were randomly

selected from 5 primary schools in Izzi Local Government of Ebonyi State. There

were two group of pupils numbering 40 in each group. The first group was taught

with the conventional method while the second group was taught with play

method. Analysis of covariance (ANCOVA and t- test) was used to analyse the

study.

The study revealed that the achievement of pupils taught with play method

was significantly higher than those taught with the conventional (expository)

method. The researcher therefore recommends the use of play method when

teaching young children which is the bases for this study.

Conventional Method versus Play Method

On the above subheading Ekanem, Essiem and Ekanem (2011) reported a

study on investigation of play facilities and socio-motor skills development of pre-

primary school and primary school pupils in Akwaibom State. The research design

was survey design while the population consisted of teachers of nursery two and

primary one in 324 public and 185 private primary schools. A sample of six

hundred and sixty (four hundred public and 250 private) primary school teachers

were selected using stratified random sampling method. The researchers prepared a

thirty item questionnaire for use in data collection using four-point liket scale

response formula. The instrument yielded a reliability of coefficient of 0.82 using

44

Kudar-Richard design on 21 formula. Person product moment correlation statistics

was adopted in analyzing the data on relationship between play facilities and

pupil‟s development of social motor skills in both public and private primary

school in Akwaibom state. The paper revealed that no public schools employ play

facilities in teaching and learning while the private primary schools that utilize

play facilities lack play space. The paper recommended that primary schools

(private and public) should as a matter of policy employ play facilities an provide

play space in teaching and learning process and this is in line with this study which

tries to find out the extent of utilization of play method of teaching and pre-

primary in Awka education zone.

On a similar case, Aleke (2011) conducted a study on the effect of play

method on the achievement of primary school pupils in social studies. The study

employed a non-equivalent control group quasi-experimental design. The

population of the study was primary two school pupils in Nsukka Local

Government Education Authority. Random sampling technique was used to sample

230 primary two pupils. Analysis of covariance was used to answer research

question while t-test was used to test the null hypothesis. The study revealed that

pupils who were taught with play method of teaching performed significantly

better than those taught social studies with lecture method. The study therefore

recommends the use of play method of teaching in teaching pupils at the lower

primary level. In the view of the study, the empirical studies support the work

45

which tends to find out the extent of use of play method by teachers in the area of

study.

Policy Implementation

According to Osakwe (2010) a study on the extent of implementation of

National Policy on Early Childhood Education in pre-primary schools was

conducted in Delta State. Five research questions and five null hypotheses guided

the study. Mean and standard deviation were used to answer research questions and

t-test statistics was used to test the null hypotheses. The study revealed that the

play method of teaching that is advocated in the National Policy on pre-primary

education is not effectively used in most of the schools, as most of the teachers are

not trained on its use. Rather teachers provide the children with toys to play with

mainly for recreational purposes and not for instruction. The study, therefore,

recommends special training workshops for teachers on the use of play method for

instruction and not for recreational activities alone.

According to Ezema (2002) on the Influence of Play Method on the

Achievement of Preprimary School Children in Mathematics. The study was

guided by one research question and one hypothesis. Experimental design was

adopted and the subjects were 50 in number. The study was two group, the

experimental and control. The subjects were randomly selected; the experimental

group was taught using play method while the traditional method was adopted in

the control group. The result revealed that the experimental group participated

46

more actively in the class than the control group. The play-method was discovered

to have a significant influence on the achievement of the children. The study

however, recommended among other things that, the play method should be the

dominant method in the pre-school level.

Summary of the Reviewed Literature

The review focused attention on the conceptual framework, theoretical

framework and empirical studies. Under the conceptual frame work, concept of

pre-primary education was extensively discussed, concept of play method of

teaching, instructional materials suitable in play method and extent of utilization of

play method of teaching were equally examined. The review showed that play

method of teaching seems to be the most suitable method through which children

can be carried along in any teaching and learning situation.

The theoretical frame work, examined various theories of early childhood

learning such as the idealist theory, experimentalist theory, the progressive theory.

Their relevance and implications to the present study were equally presented.

Various empirical studies which relate to the present study were reviewed. All

stressed the importance of using play method of teaching in the pre-primary

schools instead of just for recreational purposes, thus enabling the researcher to

establish the need for the present study. This is because among the previous studies

reviewed, none actually established the extent of utilization of play method of

47

teaching in pre-primary (nursery) schools in Anambra State in particular. (This is

therefore, the gap which the present study intends to fill.)

48

CHAPTER THREE

RESEARCH METHOD

This chapter presented the research method and various steps adopted in

carrying out the study. It was organized under the following sub-headings; research

design, area of the study, population of the study, sample and sampling technique,

instrument for data collection, validation of the instrument, reliability of the

instrument, method of data collection and method of data analysis.

Design of the Study

The design of the study was a descriptive survey design which aimed at

assessing the use of play method of teaching in pre-primary schools. Descriptive

survey design according to Ali (1996) is a study in which a group of individuals or

items are studied by collecting and analyzing data from few items considered to be

representative of the entire group. The design was considered suitable for this

study because the study aimed at assessing the extent of implementation of a

particular method of teaching in pre-primary schools.

Area of the Study

This study was carried out in Awka Education Zone of Anambra State. The

zone is made up of nine (9) Local Government Areas and it is located at the

Anambra Central Senatorial Zone. In this area, there are many pre-primary schools

with different ownership ranging from private, to government. But emphasis was

placed on government pre-primary schools. The choice of Awka Education Zone

35

49

was based on many factors such as the fact that there are many pre-primary schools

here where most parents who are enlightened register their children for pre-primary

school education and it will be disappointing if those parents eventually find out

that policy measures which are capable of enhancing effective early childhood

education are not properly implemented. Secondly, Awka Zone was chosen

because there seems to be no study on the assessment of play method of teaching

in preprimary schools in the area of study. Hence, the researcher found it worthy to

appraise the utilization of play method of teaching, which is one of the policy

measures to sustain effective early childhood education in Nigeria.

Population of the Study

The population of this study consisted of all head teachers and teachers in

government approved pre-primary schools in Awka Education Zone of Anambra

State. Available statistics showed that there are about 162 pre-primary schools

owned by the government in the area, with about 968 teachers and head teachers,

comprising of 162 head teachers and 806 teachers (Anambra State Universal Basic

Education Board, ANSUBEB, 2011).

Sample and Sampling Techniques

The sample of this study was 192 respondents which were made up of 32

head teachers and 160 teachers. Stratified random sampling technique was used

across the nine Local Government Areas that make up the zone. 192 respondents

were chosen as the sample because it is the 20 percent of the whole population. 20

50

percent of the entire population was sampled because the researcher felt that it was

a good representation of the entire population.

Instrument for Data Collection

The instrument for data collection was a twenty one (21) item researcher

developed questionnaire. It was of two sections; the section A contained the

demographic information of the respondents while the section B contains 21 items

developed in three clusters with each cluster covering each research questions

posed in the study. The instrument was built on a rating scale of Very Highly

Available (4), Highly Available (3), Available (2), Not Available (1), Very Great

Extent (4), Great Extent (3), Little Extent (2), Very Little Extent (1), And Strongly

Agree (4), Agree (3), Disagree (2), Strongly Disagree (1).

Validity of the Instrument

The instrument was face validated by three experts, one from Educational

Psychology, Childhood Education and Measurement and Evaluation all from

Faculty of Education, University of Nigeria, Nsukka. These experts were requested

to critically examine the instrument in terms of relevance of the content and clarity

of the statements. They were also requested to advise the researcher on the

suitability of the rating scale. The comments from these experts were taken into

considerations while developing the final draft of the instrument (see appendix)

51

Reliability of the Instrument

To ascertain the reliability of the instrument, twenty (21) copies of the

instrument were trial tested with pre-primary school teachers and head teachers

outside the study area, specifically in Nsukka Education Zone. The reliability was

done to generate data used in determining the reliability of the instrument.

Cronbach Alpha statistics was used to determine the internal consistency of the

instrument and reliability coefficients of 0.72, 0.71 and 0.62 were obtained

respectively for the three clusters of the instrument. The overall reliability

coefficient of the instrument remains at 0.68.

Method of Data Collection

The researcher used direct delivery method to administer the instrument to

the respondents. The researcher secured the services of three trained research

assistants for distribution and retrieval of the instrument.

Method of Data Analysis

The data was analyzed using mean scores and standard deviation. Z-test

statistics used to test the null hypotheses formulated for the study at 0.05 level of

significance. To guide the decisions, 2.50 was posed as the bench mark for the

mean scores.

52

CHAPTER FOUR

RESULTS

In this chapter the results of the study are presented in line with the research

questions and hypothesis that guided the study. The summary of the findings is

also highlighted.

Research Question One

Research question one seeks to find out the extent to which instructional

materials needed in play method were made available in the pre-schools sampled.

The responses by the Head Teachers and some teachers in the pre-schools sampled

are presented in Table 1.

Table 1: Mean Responses of Head Teachers and Teachers on the Availability

of Instructional Materials Needed in Play Method of Teaching

Head Teachers Teachers

S/N Items SD Decision

SD Decision

1 Extent of availability of toys 3.00 0.64 High

Extent

3.00 0.64 High Extent

2 Extent of availability of

computer games

2.22 0.74 Low

Extent

1.00 0.77 Very Low

Extent

3 Extent of availability of charts 3.40 0.47 High

Extent

4.00 0.77 High Extent

4 Extent to which materials that

encourage role playing are made

available

2.40 0.94 Low

Extent

2.40 0.67 Low Extent

5 Tape record materials 1.00 0.76 Very Low

Extent

1.00 0.84 Very Low

Extent

6 Availability of colourful pictures 3.00 0.46 High

Extent

3.00 0.64 High Extent

7 Costumes 1.00 0.46 Very Low

Extent

2.00 0.00 Low Extent

8 Resource persons 1.00 0.49 Very Low

Extent

2.00 0.64 Low Extent

9 Availability of magazines 2.00 0.57 Low

Extent

2.40 0.57 Low Extent

Average of ∑X 2.22 0.64 2.44 0.64

53

Table 1 shows the mean responses of head teachers and teachers on the

availability of instructional materials needed in presenting play method of

teaching. The average of the mean response of 2.22 for head teachers and 2.44 for

teachers for all the 9 items in the tables revealed that such instructional materials

like computer games, resource persons, tape recording materials, costumes and

magazines were in short supply while charts, toys and colorful pictures were

readily available in pre-primary schools. Since the mean scores of both groups

(head teachers and teachers) were below our bench mark of 2.50, one can infer that

a good number of instructional materials needed for effective play method of

teaching in pre-schools are not sufficient to impact positively in the pre-primary

schools under investigation.

Research Question Two

Research question two was posed in order to elicit information on the extent

of utilization of the available instructional materials on the teaching and learning

situations in the pre-schools. This research question is relevant when one considers

that one thing is to provide the instructional materials and the other things as their

being used effectively or otherwise. The seven (7) point items raised to address this

research questions were answered by the head teachers and some teachers in the

schools sampled. Their responses are tabulated as shown in Table 2.

54

Table 2: Mean Rating of Head Teachers and Teachers on the Extent of

Utilization of Instructional Materials Needed in Pre-School

Table 2 shows the mean rating of head teachers and teachers on the extent of

utilization of instructional materials needed in carrying out play method of

teaching, with the cumulative mean of 2.07 for head teachers and 2.50 for teachers

respectively. The study revealed that instructional materials most utilized include

toys, charts, pictures and role playing, while such materials like computer games,

tape recorded materials, resource persons, magazine etc are rarely utilized. Perhaps

this may be due to unavailability or its inaccessibility by the teachers. It may even

Head Teachers Teachers

S/N Items

SD Decision

SD Decision

1 Utilization of toys in

teaching and

learning situations

3.00 0.64 High Extent 4.00 0.64 Very High

Extent

2 Utilization of

computer games in

teaching and

learning

2.00 0.96 Low Extent 1.00 0.79 Very Low

Extent

3 Extent of utilization

of charts in teaching

and learning

3.50 0.76 Very High

Extent

2.50 0.85 High Extent

4 Utilization of role

playing in teaching

and leaning

2.40 0.58 Low Extent 3.50 0.37 Very High

Extent

5 Utilization of tape

recorded materials

in teaching and

learning

1.00 0.39 Low Extent 2.00 0.48 Low Extent

6 Utilization of

pictures, magazines

and costumes

2.50 0.64 High Extent 3.50 0.47 Very High

Extent

7 Utilization of

resource persons in

teaching and

learning

1.00 0.47 Very Low

Extent

1.00 0.39 Very Low

Extent

Average of ∑X 2.07 0.48 2.50 0.47

55

mean that the teachers are not knowledgeable on how to operate them. e.g.

Computer games

Research Question Three

For research question three, which was raised in order to find out the extent

to which teachers possess the expertise in the use of play method in teaching and

learning, five (5) contextual remarks were drafted. The responses given by the

head teachers and some of the teachers on the contextual remarks are presented in

Table 3.

Table 3: Mean Rating of Head Teachers on the Extent of Teachers Expertise

on the Use of Play Method of Teaching

Head Teachers Teachers

S/N Items

SD Decision X SD Decision

1 Most pre-school teachers

are secondary school

leavers

3.00 0.50 Agree 3.40 0.49 Agree

2 Most Pre-school teachers

do not attend seminars,

workshops on innovation

in teaching methodologies

3.60 0.81 Agree 3.80 0.40 Agree

3 Most Pre-schools do not

engage university

graduates in their schools

4.00 0.00 Agree 3.40 0.81 Agree

4 Play method of teaching

has not been in teachers‟

education curriculum

2.40 0.50 Disagree 2.00 0.50 Disagree

5 Most pre-school teachers

have no teachers‟ training

certificate

3.00 0.91 Agree 3.00 0.64 Agree

Average of ∑X 3.20 0.59 3.33 0.53

56

Table 3 provides the answer to research question three which dealt on the

extent to which teachers possess the necessary expertise on the use of play method

of teaching with an overall mean score of 3.20 for head teachers and 3.33 for

teachers. In this case, both the head teachers and the teachers agreed that

- Most pre-school teachers are secondary school leavers

- Most teachers do not attend seminars on teaching methodologies

- Most schools do not engage the services of university graduates in their

schools

- Most of these teachers do not have teachers‟ training certificate.

Both groups (teachers and head teachers) did not agree with the item that

said that play method has not been in teachers‟ education curriculum.

Research Question Four

Finally, the t-test and the Z-test analysis for the results presented on Tables 1

– 3 were carried out for the head teachers and teachers. These are presented in

Table 4, Table 5 and Table 6 accordingly.

Table 4: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers

on the Availability of Instructional Materials Needed in Play Method

of Teaching

Variable µ SD Df Calculate

d t-value

Critical

t-value

Significant

level

Results

Head

Teachers

32 2.22 0.64

190

0.262

1.960

0.05

Accepted

Teachers 160 2.44 0.67

57

The Z-test analysis results presented in Table 4 above showed that there was

no significant difference in the mean responses of head teachers and teachers on

the availability of instructional materials needed in play method of teaching. Z-test

analysis of the mean scores of head teachers and teachers on the availability of

instructional materials needed in play method of teaching gave calculated t-value

of 0.262 and critical t-value of 1.960 at 0.05 level of significance. It then showed

that there is no significant difference in mean opinion of head teachers and teachers

in the availability of instructional materials needed in play method. Thus, the

analysis showed no significant difference which leads to acceptance of earlier

stated null hypothesis. Hence both the head teachers and the teachers agreed that

there was paucity of instructional materials needed in play method of teaching in

Awka Education Zone of Anambra State.

Table 5: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers

on the Extent of Utilization of Instructional Materials Needed in Play

Method of Teaching

Variable µ SD Df Calculate

d t-value

Critical

t-value

Significant

level

Results

Head

Teachers

32 2.07 0.48

190

1.741

1.960

0.05

Accepted

Teachers 160 2.20 0.47

The Z-test analysis results presented in Table 5 showed that there was no

significant difference in the mean responses of head teachers and teachers on the

extent of utilization of instructional materials needed in play method of teaching.

The Z-test analysis of the mean scores of head teachers and teachers on the extent

58

of utilization of instructional materials needed in play method of teaching gave

calculated t-value of 1.741 and critical t-value of 1.960 at 0.05 level of

significance. It then showed that both the head teachers and the teachers share the

opinion that the extent of utilization of instructional materials needed in play

method of teaching was poor. Thus the analysis leads to acceptance of earlier

stated null hypothesis.

Table 6: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers

on the Extent of Teachers’ Expertise on the use of Play Method of

Teaching

Variable µ SD Df Calculate

d t-value

Critical

t-value

Significant

level

Results

Head

Teachers

32 3.20 0.59

190

1.571

1.960

0.05

Accepted

Teachers 160 3.33 0.53

Table 6 showed a Z-test analysis of the mean scores of head teachers and

teachers on the extent of teachers‟ expertise on the use of play method of teaching.

The calculated t-value of 1.571 and critical t-value of 1.960 at 0.05 level of

significance showed that there is no significant difference in mean opinion of head

teachers and teachers on this issue. Both the head teachers and the teachers agreed

that most teachers lack the expertise in using even the available instructional

materials. Thus, the analysis showed no significant difference which leads to

acceptance of earlier stated null hypothesis.

59

Table 7: Mean Rating of Head Teachers and Teachers on the Extent to Which

Location of Schools Influences Utilization of Play Method of

Teaching

Location Head

Teachers

N = 32 SD Teachers N=160

SD

Urban 21 3.58 0.67 105 4.00 0.64

Rural 11 2.41 0.32 55 2.33 0.44

Gross

Mean

3.00 3.11

Table 7 showed the mean rating of head teachers and teachers on the

influence of location of schools on the effective utilization of play method of

teaching in pre-schools with the cumulative mean of 3.00 for head teachers and

3.11 for teachers in urban and rural schools, respectively. The study revealed that

head teachers and teachers in urban and rural schools respectively responded

similarly in terms of the extent of utilization of play method of teaching in teaching

and learning activities in preschools.

Table 8: Z-test Analysis of the Mean Score of Head Teachers on Influence of

Location on Utilization of Play Method of Teaching and Learning in

Pre-Schools

Variable µ SD Df Calculated

t-value

Critical

t-value

Significant

level

Results

Urban 127 3.65 0.64

190

2.000

1.960

0.05

Rejected Rural 66 2.40 0.44

The Z-test analysis in Table 8 showed a significant difference in the mean

responses of teachers and head teachers on the influence of location of preschools

on effective utilization of play method of teaching. This implies that pre-schools in

60

urban areas are better than those of their counterparts in rural areas in terms of

utilization of play method of teaching.

Summary

Based on the results of the analysis of data, the following summary can be

drawn

1. Instructional materials needed in carrying out play method of teaching in

pre-primary schools are not readily available/ or adequate

2. Due to paucity of infrastructural materials, both utilization and effectiveness

were hindered

3. Teachers possess the necessary skills and expertise on the use of play

method of teaching but due to lack of sufficient instructional materials in

schools, it became very difficult for them to perfect their skills and expertise.

4. Location of the schools has no significant influence on the extent of

utilization of play method in the pre-schools

61

CHAPTER FIVE

DISCUSSION, CONCLUSION AND SUMMARY

The research findings based on the data presented in chapter four are

interpreted and discussed in this chapter. The outline of the chapter is as follows:

- Discussion of findings

- Conclusion of the study

- Educational implications

- Recommendations

- Suggestions for further research

- Summary of the study

Discussion of Findings

This section presents discussion based on the findings of the work as elicited

from the four (4) research questions presented in chapter four.

Research question one seeks to find out the extent to which instructional

materials needed in play method were made available in the pre-schools

sampled

The analysis of data arising from research question one which seeks to find

out the extent to which instructional materials needed in play method were made

available in the pre-schools, revealed a great degree of inadequate supply in all the

schools sampled. The study deduced that inadequate provision of instructional

materials in pre-primary schools was one of the most significant classroom

environmental problems faced by the Awka Education Zone of Anambra State.

Because of the dearth of pedagogical-related data, especially in the use of

62

instructional materials in play method of teaching in the 21st century, Childhood

Education Scientists are looking into the possibility of developing indicator based

assessment tools that will allow for proper assessment in the use of instructional

materials in play method of teaching in pre- primary schools. The case of Awka

Education Zone thus illustrates the importance of adequate provision and use of

instructional materials in play method of teaching based on the Montessori

experimental approach for adequate or proper training of pre-school child.

However, the materials easily found in schools are toys and pictures while

other major instructional materials and resource persons are rarely found. The

results further showed no significant difference in the mean responses of teachers

and head teachers on the availability of instructional materials needed in using play

method of teaching in pre-schools. An observed Z-value of 1.960 which was

significant at 0.05 level of confidence further confirmed that there was no

significant difference between the two groups of respondents (head teachers and

teachers). This thus tends to confirm inadequate provision of requisite instructional

materials in all the schools sampled.

(Alonye, 2007 and Ezenwa, 2010) agrees with the researcher that some

factors which militate against effective application of play method of teaching in

pre-schools, among other things, include lack of sufficient instructional materials

in schools and that these were responsible for poor pedagogical utilization of play

method of teaching in pre-primary schools.

63

Extent of utilization of instructional material in teaching and learning

situation

In addition to the inadequate provisions of instructional materials, results

from research question two suggest lack of requisite knowledge on the use of such

available instructional materials, like computers exacerbate pedagogical classroom

climate that favours the use of instructional materials in pre-primary schools in

Awka Education Zone. However, the materials easily found in schools are toys and

pictures while other major instructional materials and resource persons are rarely

found. The results further showed no significant difference in the mean responses

of teachers and head teachers on the availability of instructional materials needed

in using play method of teaching in pre-schools. An observed Z-value of 1.960

which was significant at 0.05 level of confidence further confirmed that there was

no significant difference between the two groups of respondents (head teachers and

teachers). This thus tends the confirm inadequate provision of requisite

instructional materials as well as poor utilization of the available ones in all the

schools sampled. The responses to research question 2 also indicate that even the

very little available instructional materials were not properly utilized to promote

teaching and learning in these schools. Finding was corroborated by the non

significant difference in the mean responses of teachers and head teachers on the

availability of instructional materials. This is in accordance with the findings made

by earlier researchers (Aleke 2011 and Ezenwa 2010), who stated that play method

of teaching may be unfruitful if not properly utilized by teachers.

64

Extent teachers possess skills in the use of play method in teaching and

learning process?

The finding of this study also revealed that majority of the teachers sampled

possess the necessary expertise on the use of play method of teaching in schools

based of the fact that it is part of the teachers‟ training curricular. However, the

materials needed in carrying out this method of teaching in pre-schools are not

readily available, and hence the negative impacts observed. For example the use of

computer games, Interactive White Board (IWB) and other multimedia that

provide interactive teaching-learning environment are nowhere to be found. Such

IWM offers some functions such as colour, shading and highlighting emphasis

similarities and differences, and this in turn enhances explanations, and allowing

reinforcement through greater emphasis. The result of this study shows that there is

no significant difference between the mean responses of head teachers and teachers

on the teachers‟ expertise on the use of play method, showing that the teachers

have the requisite knowledge of what to do but were handicapped by the paucity of

requisite teaching materials as highlighted above.

Finally, location of school has no significant influence on the extent of

utilization of play method of teaching in pre-school. This is what this study has

been able to elicit from the results which have so far shown that relatively

inadequate provision and management/utilisation of instructional materials paved

way for poor pupils‟ performance as they graduate into the kindergarten schools.

65

Conclusion of the Study

From the findings and discussion of the study, the following conclusions are

made:

- Instructional materials needed in executing play method of teaching in early

childhood schools are not enough to meet up with the demand of the method

- Due to paucity of instructional materials needed in play method of teaching,

its utilization becomes unrealizable.

- Teachers possess the necessary expertise and skills to carry out play method

of teaching in pre-schools, but are hampered by the paucity of requisite

materials

Educational Implications

The major implications of the findings are discussed in this section. It was

found from this study that instructional materials needed in play method of

teaching are not sufficient to promote the application of play method of teaching in

pre-schools. This finding has implications for pre-school proprietors to endeavor to

improvise some of these materials so as to enable their teachers to apply this

method when teaching little children. Teachers should also inform their sectional

heads on the need for these instructional materials.

This finding also has implications for the government who should ensure

that private school proprietors provide conducive environment for teaching and

learning process in the pre-schools. It was also found from this study that teachers

66

already had necessary expertise to carryout play method of teaching in pre-schools,

but that they should endeavor to make themselves available for further training on

the use of modern instructional techniques.

Recommendations

On the basis of the findings of the study, the following recommendations are

made:

- Teachers in the pre-school should endeavor to make use of their initiative

(improvisation) in making available some instructional materials needed in

play method of teaching which is the best method of teaching young

children.

- There should be availability of instructional material needed in play method

of teaching in pre-school.

- Government should send teachers on workshops, seminars and refresher

courses on the use of instructional materials in pre-primary schools.

- Government and proprietors should as much as possible provide such

materials like computers, toys and resource persons in their schools so as to

ensure effective teaching and learning in pre-schools

- There should be closer cooperation among teachers on the use of innovative

methods like play method

67

Limitations of the Study

The limitations of the study include:

(1) 192 teachers and head teachers which were made up of 32 head teachers and

160 teachers were selected from only eighty pre-primary schools. Few

schools chosen may have limited the conclusion of the study.

(2) The method of data collection could have limited the study, for example

learning the questionnaire with the teachers and head teachers for days may

have affected the filling.

(3) The use of research assistant may have introduced little errors into the study

as their method and that of the researcher could be different.

Inspite of these limitations the work still came out successful.

Suggestions for Further Research

1. This study can be replicated by other researchers using the same subjects in

a different location or different subjects in the same or different locations.

2. Influence of play method of teaching on the retention and transfer of

learning among pre-school pupils.

3. Effect of play method on pupils achievement in drawing

68

Summary of the Study

This study investigated the extent to which play method of teaching was

implemented in the pre-primary schools in Awka Education zone. The purpose of

the study was to determine the extent to which instructional materials needed in

play method of teaching are available in schools, to examine the extent of

utilization and finally find out the level of expertise by teachers in the use of play

method of teaching.

To guide the study, the following research questions were posed.

- To what extent are instructional materials needed in play method available in

schools?

- What is the extent of utilization of these instructional materials in teaching

and learning situations?

- To what extent do teachers possess skills in the use of play method in

teaching and learning process?

- To what extent does location of schools influence utilization of play method

in teaching and learning?

To further help in answering these research questions, the following null

hypotheses were formulated and tested at 0.05 level of significance.

- There is no significant difference in the mean responses of head teachers and

teachers on the availability of instructional materials needed in play method

of teaching.

69

- There is no significant difference in the mean responses of head teachers and

teachers on the extent of utilization of instructional materials needed in play

method of teaching.

- There is no significance difference in the mean response of head teachers

and teachers on the extent of teachers expertise on the use of play method of

teaching.

- Location of school will not have significance influence on the effective

utilization of play method of teaching in pre-primary schools under study.

Relevant literature was reviewed and the literature search indicates that play

method is the best method for teaching in pre-primary schools and instructional

materials needed for effective teaching and learning should be made available.

Various empirical studies which relate to the work were reviewed. All

stressed the importance of using play method of teaching in the pre-primary

schools instead of just for recreational purposes, thus enabling the researcher to

establish the need for the present study. The research design adopted by the study

was a descriptive survey design which aimed at assessing the extent of utilization

of play method of teaching in pre-primary schools in Awka Education Zone. The

sample size was one hundred and ninety two (192) respondents which was selected

through stratified random sampling techniques. The findings of the study was

extensively discussed, their educational implication and recommendation were

highlighted. Finally suggestions for further research were given.

70

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75

APPENDIX A

Department of Educational Foundations

University of Nigeria

Nsukka

Enugu State

7 November, 201

Dear Headmaster

REQUEST FOR PERMISSION TO ADMINISTER QUESTIONAIRE IN

YOUR SCHOOL

I am a Post Graduate student of Childhood Unit in Educational Foundation

University of Nigeria, Nsukka. I am conducting a research work on the level to

which play method is used in the teaching of pupils in pre-primary schools.

I humbly request your permission to administer questionnaires to your

teachers and be assured that all responses will be treated with every sense of

confidentiality and will be used strictly within the premises of this research work.

Thanking you in advance

Yours faithfully

Chimezie N. Onwurah

76

QUESTIONAIRE

Dear Respondent

This questionnaire is to find out the extent to which Play method of teaching

is implemented or used in teaching pupils in pre-primary schools.

Thanks for your cooperation.

Onwurah, Chimezie N.

(Research Student)

77

QUESTIONNAIRE ON ASSESSMENT OF USE OF PLAY METHOD IN OF

TEACHING IN PRE-PRIMARY SCHOOLS IN AWKA EDUCATION

ZONE

Personal data of respondents

Please tick good () as appropriate

Head Teacher: Male ( ) Female ( )

Head Teacher: Urban ( ) Rural ( )

Teacher: Male ( ) Female ( )

Teacher: Urban ( ) Rural ( )

Read through the following items and indicate the option that best

corresponds to your experience by ticking () in the appropriate column. Use the

key stated below to respond to the questions

VHA = Very Highly Available

HA = Highly Available

A = Available

NA = Not Available

VGE = Very Great Extent

GE = Great Extent

LE = Little Extent

VLE = Very Little Extent

SA = Strongly Agree

A = Agree

78

SD = Strongly Disagree

D = Disagree

Cluster 1

Availability of Instructional Materials Needed in Play Method of Teaching

S/N ITEMS VHA HA A NA

1 To what extent are toys available in schools?

2 To what extent are computer games available for

teaching and learning?

3 To what extent are charts available for teaching and

learning?

4 To what extent are materials that encourage role

playing made available?

5 Tape record materials

6 Availability of colourful pictures

7 Costumes

8 Resource persons

9 Availability of magazines

79

Cluster 2

Extent of Utilization of Instructional Materials in Play Method of Teaching

and Learning

S/N VGE GE LE VLE

10 Extent of teachers‟ utilization of toys in teaching

and learning

11 Extent of teachers‟ utilization of computer games

in teaching and learning

12 Extent of teachers‟ utilization of charts in teaching

and learning

13 Extent of teachers‟ utilization of role playing in

teaching and learning

14 Extent of teachers‟ utilization of tape recorded

materials in teaching and learning

15 Extent of teachers‟ utilization of pictures,

magazines and costumes

16 Extent of utilization of resource persons in

teaching and learning

80

Cluster 3

Extent of Teachers’ Skill in the Use of Play Method of Teaching

S/N SA A SD D

17 Most pre-primary school teachers are secondary school

leavers

18 Most pre-primary school teachers do not attend

seminars, workshops on innovations in teaching

methodology

19 Most pre-schools do not engage University graduates

in their school

20 Play method of teaching has not been in teachers‟

education curriculum

21 Most pre-school teacher have no teachers‟ training

certificate

81

APPENDIX B

RELIABILITY OF THE INSTRUMENT

Scale: All Variable

Case Processing Summary

N %

Cases Valid 20 100

Cases excluded 0 0

Total 20 100

a. Listwise deletion based on all variables in the procedure

Reliability Statistics

Cronbach‟s Alpha N of items

0.755 21

Cluster 1

Reliability Statistics

Cronbach‟s Alpha N of items

0.722 9

Cluster 2

Reliability Statistics

Cronbach‟s Alpha N of items

0.719 7

Cluster 3

Reliability Statistics

Cronbach‟s Alpha N of items

0.624 5

82

APPENDIX C

VALIDATION OF INSTRUMENT

Department of Educational Foundations

University of Nigeria

Nsukka

Enugu State

7 November, 2011

Sir,

REQUEST FOR VALIDATION OF INSTRUMENT

I, Onwurah, Chimezie Nneka, a Postgraduate Student of Early Childhood

Education in the Department of Educational Foundations, carrying out a research

work titled: Assessment of Play Method of Teaching in Pre-Primary Schools in

Awka Education Zone of Anambra State, Nigeria, humbly request you to examine

in-depth, the instrument used in this research work, in terms of relevance of

content and clarity of statements.

I wish to also request you to advice the researcher on the suitability of the

rating scale and other areas you may deem necessary.

Thank you for your usual cooperation

Yours faithfully,

Chimezie N Onwurah