INCREASING KINDERGARTNERS’ ENGAGEMENT THROUGH PLAY-BASED ACTIVITIES (PBA)

John Frederick R. Barut, Ivory Faith G. Agullana, Jovelyn C. Domingo, Dannika Marie C. Padilla, Erika A. Tomas, May Flor C. Rivera

Abstract


Numerous studies have shown the benefits of play-based activities across various academic areas. Although play-based activities (PBA) have been used in different studies, they have not been extensively applied in kindergarten settings during the blocks of time. Therefore, this study was conducted to increase the engagement of kindergartners using PBA. Due to anticipated factors such as remaining quiet or not engaging in meeting activities, being too shy to interact or communicate with classmates and teachers, and being uninterested and unmotivated in activities, we designed an intervention to enhance kindergartners' engagement. The data were obtained from 36 kindergartners. Pre-observation was conducted to determine the participants' level of engagement, followed by post-observation after implementing play-based activities (PBA). Mean and t-test were used to analyze the gathered data. Prior to the intervention, the participants were not engaged in the blocks of time. The findings revealed that PBA contributed to the improvement of the participants' engagement in the Blocks of Time. Consequently, the more participants were exposed to PBA, the higher the likelihood of their engagement in the blocks of time.

 

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play-based activities (PBA), kindergartners’ engagement, blocks of time

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v10i1.5925

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