INFLUENCE OF PLAY-BASED LEARNING ON COGNITIVE SKILLS DEVELOPMENT AMONG KINDERGARTEN PUPILS IN APA LOCAL GOVERNMENT AREA OF BENUE STATE
This study examined the influence of play-based learning on cognitive skills development among kindergarten pupils in Apa Local Government Area (LGA) of Benue State, Nigeria. A quasi-experimental pre-test and post-test control-group design was adopted. The population comprised 958 kindergarten pupils and 98 teachers, while 274 pupils were selected for the experimental and control groups and 76 teachers were selected to provide complementary information. Data were collected using a Teachers Questionnaire on Play-Based Learning and Cognitive Skills Development, a cognitive skills assessment, and a Play-Based Learning Classroom Observation Checklist. The intervention lasted eight weeks. Pearson Product Moment Correlation and independent-samples t-test were used at the 0.05 level. The illustrative results showed a significant positive relationship between play-based learning and attention span (r = .58, p < 0.001). The experimental group also demonstrated greater improvement in memory recall, recording a post-test mean of 16.72 compared with 12.41 for the control group (t = 16.89 p < .001). Overall cognitive performance was significantly higher in the experimental group (M = 73.65, SD = 8.16) than in the control group (M = 57.84, SD = 9.04), t(272) = 15.20, p < 0.001. The study concludes that structured play-based learning has substantial potential for improving cognitive skills among kindergarten pupils. It recommends intentional integration of play into classroom instruction, provision of appropriate play materials, teacher professional development, and supportive supervision.
Keywords: Play-based learning; Cognitive development; Kindergarten pupils; Attention span and Memory recall.
