Effect of Play on Learning Outcomes Among Lower Primary Schools: Evidence from Kirinyaga East Sub-County, Kenya

This research investigated the effect of play as one of the transformative instructional methods that enhance pupils’ academic achievement in lower primary schools in Kirinyaga East sub-county, Kirinyaga County, Kenya. The research employed a descriptive survey research design. The target population was 845 comprising 35 Headteachers, 210 teachers and 600 lower primary pupils. Slovenes formula was employed to compute a sample size of 271, comprising 8headteachers, 55teachers and 193 pupils. Data collection instruments used were semi-structured questionnaires for Headteachers and teachers, interview guidelines for teachers and a lesson observation checklist. The instruments were piloted to determine their validity using a panel of three academic staff experts from Department of Educational Management and Curriculum Studies. The reliability was determined using test-retest approach. After following appropriate ethical requirement of obtaining research permit from the National Commission for Science Technology and Innovation (NACOSTI) and preliminary visits to the County Commissioner, Kirinyaga County and heads of schools sampled, data was collected. The data collection involved administering of questionnaire and interviews from teachers and Headteacher and also lesson observation. Quantitative data was analyzed with the assistance of Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The findings revealed that use of play was not effectively used due to inadequate play materials. It was conclude that if Kenyan youth are able to be prepared effectively using transformative learning centered pedagogy focusing on play to face life challenges of the 21st century ,the country’s education managers should ensure adequate teachers are trained on modern pedagogy ,infrastructure improved in schools and teachers morale improved .The most important recommendation is that systematic teacher training on use of play and resources in schools should be provided for effective implementation and learner-centered teaching. Keywords: Transformative, learner-centered, play, pedagogy, lower primary schools. DOI: 10.7176/JEP/13-28-06 Publication date:October 31st 202