Utilization of Play-Based Learning and Its Impact on Pupil Performance: Insights from the Division of Camiguin, Northern Mindanao, Philippines

Abstract

This study investigated the extent of utilization of play-based learning strategies and their relationship with academic performance among Grade 1 to 3 pupils in select public elementary schools in the Division of Camiguin. Anchored on Vygotsky’s Sociocultural Theory of Cognitive Development, the research employed a descriptive-correlational design using both quantitative and qualitative approaches. A modified survey questionnaire and casual interviews were utilized to collect data from 42 teachers, while academic performance data of 785 pupils during the second quarter of SY 2024–2025 were gathered. Descriptive statistics, Pearson correlation, Kruskal-Wallis H test, were used to analyze the data. Results showed a high extent of play-based learning implementation (Mean = 3.58, SD = 0.41), especially in child-centered planning and integration with curriculum goals. Academic performance was rated as Very Satisfactory (M = 86.37, SD = 2.60), with over 65% of pupils performing at Very Satisfactory to Outstanding levels. A positive significant but low correlation (r = 0.056, p < 0.05) was found between the extent of play-based learning and academic performance. Multiple linear regression analysis revealed that teacher demographics such as age, teaching experience, and educational attainment did not significantly predict the extent of play-based learning utilization. The study concludes that play-based learning contributes to pupils’ academic performance and recommends continuous training and support for its effective implementation. It further advocates institutional support to address resource and classroom environment challenges.