The efefct of play way method of teaching and concept formation on the learning of english language in primary schools

Project Abstract

The study aimed to investigate the impact of the play way method of teaching on concept formation and learning outcomes in English language among primary school students. The research utilized a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. A sample of 200 primary school students from various schools was selected for the study. The students were divided into two groups – one group received traditional teacher-centered instruction, while the other group received instruction using the play way method. Quantitative data was collected through pre- and post-tests to assess students' English language proficiency and concept formation. Qualitative data was gathered through observations, interviews, and student feedback to provide a deeper understanding of the students' experiences with the different teaching methods. The results of the study indicated that students who received instruction through the play way method showed significantly higher levels of concept formation and language learning compared to those who received traditional instruction. The findings suggest that the play way method of teaching can be an effective strategy for enhancing concept formation and learning outcomes in English language education. The interactive and engaging nature of play way activities helps students develop a deeper understanding of language concepts and promotes active participation in the learning process. Additionally, the play way method fosters creativity, critical thinking, and problem-solving skills, which are essential for language acquisition and proficiency. Overall, the study highlights the importance of incorporating innovative and student-centered teaching methods, such as the play way approach, to enhance learning outcomes in English language education. By creating a stimulating and interactive learning environment, teachers can motivate students to actively engage with the language and develop a solid foundation for language learning. The findings of this study have implications for primary school teachers and policymakers looking to improve English language instruction and promote effective concept formation among students.

Project Overview

<p> </p><p>The study of the play way method of teaching and concept formation on the learning of English Language in Primary Schools in Uruan Local Government Area of Akwa Ibom State has been carried out in this study. The study shows that play is a way children learn and are avenues for language practice. Through the play way method, the learner is offered the opportunity to understand the concepts of the target language and enables learners to participate actively during lessons. Three hundred copies of questionnaires were constructed based on two research questions and two hypotheses were distributed and collected.</p><p>Questionnaire based on the research questions were constructed, distributed and collected. The results from the questionnaire were analyzed. Discussion of findings based on the analyzed using the simple percentage, mean rating and Chi-square test of independency were made by the researchers. It was therefore concluded that play way method and concepts formation are essential in the learning of English Language.<br><a target="_blank" rel="nofollow" href="https://www.projecttopics.org/a-comparative-study-of-the-academic-performance-of-students-in-public-and-private-secondary-schools-in-english-language.html"><br>There should be more effective teaching of English Language with greater emphasis on acquisition of language skills – listening, speaking, reading and writing. This is because the acquisition of English Language depends of how the pupils are drilled in these skills. There should be language laboratory in each primary school where such essential facilities like television, radio, tape recorders, recorded speeches, etc. can be used under good supervision.</a></p> <br><p></p>