Examining Teachers' use of Play-Based Pedagogy in Mathematics Learning in Basic Schools

Abstract

This study examines the use of play-based pedagogy by basic school mathematics teachers in the Ho West district, addressing a significant gap in the existing literature. Through a comprehensive review of previous studies, the study identifies key insights and informs the investigation. Employing a descriptive survey design with a quantitative approach, the study surveys a stratified random sample of 400 basic school teachers in the Ho West District, collecting data through a reliable questionnaire and analyzing it using various statistical methods. The findings reveal that teachers perceive play-based pedagogy as effective in enhancing students' mathematical understanding, promoting creativity, and fostering collaborative learning. However, the study also identifies challenges faced by teachers, including time constraints, curriculum alignment, resource inadequacy, behavior management, and assessment difficulties, despite the implementation of diverse play-based activities. Based on these findings, the study recommends targeted workshops and seminars for teachers, emphasizing the benefits of play-based pedagogy, introducing a range of activities, and allocating resources to address the identified challenges.