Abstract:
This study investigated Junior High School (JHS) teachers‘ perceptions and utilization
of play-based pedagogies in teaching RME in the Shama District. The study was
guided by four research questions, and a quantitative approach was utilized. A survey
involving 62 JHS RME teachers in the District was conducted. These teachers were
selected using census and stratified sampling technique. Data were collected using an
observation checklist and a structured questionnaire. Descriptive data analysis
techniques, including frequency counts, percentages, means, as well as standard
deviations, were employed to analyze the collected responses in answering the
research questions. The study revealed four key findings. First, JHS RME teachers in
the Shama District generally held positive views about play-based pedagogies. They
perceived play-based methods as beneficial in enhancing student understanding,
promoting enjoyment, a positive learning environment, and in addressing complex
RME topics. While consensus exists, standard deviations suggest some variability in
responses. Second, teachers employed a variety of play-based strategies, with
predominant occasional use, and none being ―always‖ used. Strategies, such as play
for participation, were reported as ―often‖ used, while others, like field trips and
educational games, were used ―rarely.‖ Third, teachers‘ decisions to incorporate playbased
pedagogies were influenced by multiple factors, including student engagement,
support, perceived enjoyment, and alignment with the curriculum and learning
objectives. Lastly, challenges faced by RME teachers in incorporating play-based
pedagogies into their lessons included time constraints, resource availability, cultural
sensitivities, and managing large classes, with some challenges not perceived. Based
on these findings, it is recommended for the Shama District Education Directorate to
organize more training seminars and workshops to enhance RME teachers‘
understanding of play-based methods while providing them the opportunities to share
best practices and success stories.
Description:
A thesis in the Department of Basic Education,
School of Education and Life-long Learning,
Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
