Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils
DOI:
https://doi.org/10.29114/ajtuv.vol3.iss1.115Keywords:
Teacher mediation in play, Mixed-sex play, Gender-segregation in play, Academic performanceAbstract
This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.
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Author Biographies
Opeyemi Shoaga, Department of Educational Foundations and Counselling, Faculty of Education, Olabisi Onabanjo University, Ago Iwoye, Nigeria
https://orcid.org/0000-0003-4406-3516Folorunso Ajasa, Department of Primary Education, School of Early Childhood Care and Primary Education, Emmanuel Alayande College of Primary Education, Oyo, Nigeria
Sesan Olatunde Mabekoje, Department of Educational Foundations and Counselling, Faculty of Education, Olabisi Onabanjo University, Ago Iwoye, Nigeria
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2019-06-30
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Shoaga, O., Ajasa, F., & Mabekoje, S. O. (2019). Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils. ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA, 3(1), 28–39. https://doi.org/10.29114/ajtuv.vol3.iss1.115
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