Title: Play-Based Learning: Its Impact On The Academic Performance Of Kindergarten Students
Authors: Alleona A. Ganancias
Volume: 10
Issue: 7
Pages: 70-77
Publication Date: 2026/07/28
Abstract:
Play-based learning is a child-centered instructional approach that promotes holistic development through structured and purposeful play activities in early childhood education. This quantitative study utilized a descriptive-correlational research design to examine the impact of play-based learning on the academic performance and developmental outcomes of Kindergarten students in the districts of Gandara I, Gandara II, Pagsanghan, and Tarangnan, Schools Division of Samar, for School Year 2025-2026. Findings revealed that most learners demonstrated an average level of overall development based on ECCD assessment results, with a small proportion showing slightly advanced development, and none classified as highly advanced. Results further showed that teachers' conceptual understanding of play-based learning was significantly influenced by attitude toward the approach, age, and participation in in-service training, while parents' educational attainment showed a significant negative correlation. Moreover, significant relationships were found between teachers' conceptual understanding and learners' social skills, classroom behavior, and ECCD performance, with moderate to strong positive correlations in most variables, although the relationship with ECCD performance was very weak. Likewise, learners' social skills were strongly associated with positive classroom behaviors such as social interaction, attention span, and self-regulation. Overall, the findings underscore the important role of teachers' understanding of play-based learning in enhancing kindergarten learners' socio-emotional development and classroom behavior, with a limited but significant influence on academic performance.