Implementation Of Play-Based Learning Approach and The Performance of The Kindergarten Pupils Based On Philippine Early Childhood Care And Development (ECCD)

AUTHOR(S)

MARY JANE T. SATUROS

ABSTRACT

— This study was conducted to determine the extent of the implementation of Play-Based Learning Approach To The Performance Of The Kindergarten Pupils Based On Philippine Early Childhood Care And Development (ECCD) in Tambis Elementary School, in Schools Division of Leyte. The findings of the study will be the bases for the proposed Intervention Plan. This study will utilize Quasi-Experimental research design to determine the Effectiveness Of Play-Based Learning Approach To The Performance Of The Kindergarten Pupils Based On Philippine Early Childhood Care And Development (ECCD). The output of this study is to provide Intervention plan that will help the teachers to deliver the different learning competencies in the aforementioned subject that would help the learners to improve ECCD Skills and performances. The Test of Relationship presents the statistical correlation between two key variables: the extent of the implementation of the play-based learning approach and the ECCD (Early Childhood Care and Development) performance of kindergarten learners. The table shows the correlation coefficient (r), the computed t-value, the critical or table value at 0.05 significance level, the decision on the null hypothesis (Ho), and the interpretation of the relationship. This analysis aims to determine whether a statistically significant relationship exists between the implementation level of playbased learning strategies and learners’ developmental outcomes as measured by ECCD postassessments. The correlation coefficient (r) reported in the table which indicates a positive but weak relationship between the two variables. In statistics, a correlation value closer to 1 suggests a strong relationship, while a value near 0 indicates a weak or negligible relationship. Although the correlation is low, it is still positive, meaning that as the extent of play-based learning implementation increases, there is a tendency for ECCD performance to also increase, albeit slightly. The computed t-value which is higher than the table value at the 0.05 level of significance. This result leads to the rejection of the null hypothesis (Ho), which states that there is no significant relationship between the two variables. The statistical evidence confirms that there is, in fact, a significant relationship—although weak—between the extent of play-based learning implementation and the ECCD performance of learners. Based on the values provided, the decision to reject the null hypothesis indicates that the observed correlation is not due to chance, and that implementation of play-based learning has a measurable impact on ECCD performance. However, the interpretation notes that the relationship is significant but weak, suggesting that while play-based strategies contribute to developmental outcomes, other variables—such as teacher quality, parental involvement, classroom environment, or socioeconomic factors—may also play substantial roles. The interpretation of a weak but significant relationship may also stem from inconsistencies in how play-based learning is implemented across different contexts or schools. For example, while the materials, strategies, and engagement might be present in principle, the depth or quality of execution might vary, thereby weakening the overall impact on learner outcomes. Furthermore, ECCD performance measures are multi-dimensional and can be influenced by more than just instructional strategies, which further explains the modest strength of the relationship.The findings implied that while implementing play-based learning approaches does have a positive and statistically significant effect on children’s developmental outcomes, efforts should be made to enhance the depth, consistency, and quality of implementation. Training for teachers, increased monitoring, and resource provision may strengthen this relationship. Moreover, stakeholders in early childhood education should not rely solely on play-based strategies but also address other influential factors that support holistic child development. Keywords — Implementation, Play-based Learning Approach, Performance, Kindergarten