Pre-Service Teachers’ Perspectives on Play-Based Learning: Motivations and Opportunities
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 32, Issue 2
Abstract
This study delves into the perspectives of pre-service teachers regarding play-based learning, focusing on motivations, and opportunities. Ten (10) Bachelor of Elementary Education pre-service teachers from Western Mindanao State University were interviewed using qualitative phenomenological research methods. Data collection involved one-on-one interviews, audio recordings, and thematic analysis. The demographic data revealed a diverse group of respondents in terms of teaching experience, grade levels taught, and gender distribution. The interview findings highlighted common themes among pre-service teachers regarding their perspectives on play-based learning such as effective approach, classroom practices, promotes positive experiences. Motivations for incorporating play-based learning included promoting holistic development, student centered learning, and fostering meaningful learning. Opportunities identified through play-based learning included learners’ involvement, behavior management, and learning efficiency. Generally, the study underscores the positive impact of play-based learning on student engagement, motivation, and learning outcomes, as perceived by pre-service teachers. The study recommends incorporating play- based learning strategies in education, providing professional development for educators, and conducting further research on its impact on academic performance and social skills.
Authors and Affiliations
Ruhina Saddaramil , Marjaina Sahak , Alexine Abidin , Gema Abejero , Shandae Rentutar
Keywords
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- EP ID EP766012
- DOI 10.5281/zenodo.14861922
- Views 16
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