Abstract:
This study examined the play-based approaches used by daycare workers and primary grade
teachers, as well as learners’ class performance in Zone III, Schools Division of Zambales, during
the 2024-2025 school year. A total of 207 daycare workers and primary grade teachers, along with
207 learning facilitators, participated in this quantitative-descriptive, causal-comparative, and
correlational study, using a validated, researcher-designed questionnaire. The study focused on
play-based approaches in concept formulation, material preparation, activity execution, and
learning engagement, while class performance was assessed in terms of cognitive development,
social interaction, emotional engagement, and skills application. Results showed that the majority
of teachers were female, aged 30-39, teaching Grade 3, holding Teacher III positions, and with 10-
19 years of experience, most of whom had earned MA degrees. Teachers and learning facilitators
moderately implemented play-based approaches, reflecting a balanced but not extensive
integration of play in teaching. Teachers frequently observed moderate cognitive, social,
emotional, and skills development among learners, indicating a positive impact of play-based
strategies. However, no significant difference was found between teachers' play-based approaches
and their age, gender, grade level, position, length of service, or educational attainment. A
significant difference was observed between the approaches of teachers and learning facilitators,
with teachers implementing these methods more effectively. The study recommends developing
an enhanced play-based instructional program and exploring complementary strategies to
strengthen learners' cognitive, social, emotional, and skills development. Involving both teachers
and facilitators in the design of this program is essential to ensure its effectiveness. |
