Play-Based Learning: A Strategy to Increase the Reading Skills of Grade 4 Learners

Abstract

Play-Based Learning (PBL) is a teaching-learning strategy that incorporates and integrates play into the educative process to enhance learning practice, environment, and learning outcome. This study sought to determine the effectiveness of using PBL to improve the reading skills of grade 4 learners of Liliongan Elementary School for the school year 2022-2023. Specifically it answered the level of reading skills of the 2 groups of the grade 4 learners and the significant difference in their reading skills. There were 48 participants who were selected through simple random sampling in which 24 were identified for the control group (non-PBL) and 24 for experimental groups (PBL) which was identified through tossed-coin. The study utilized a pretest posttest quasi-experimental research design. A 50-item reading test was used to capture the learners' performance in terms of their reading skills which was interpreted using the Phil-IRI tool which undergone content validation and reliability with a Cronbach’s Alpha of 0.823. The instruments also underwent quality assurance. The intervention floated for 45 minutes daily for five days and lasted eight weeks. Data was treated using frequency, percentage, mean, standard deviation and analysis of covariance. Results showed that the two groups improved in their reading skills with an independent reading level. However, there was a significant difference between the reading skills of the two groups in favor of the PBL group.