Play-based Learning in Teaching Literacy and Numeracy Among Kindergarten Learners in Modular Distance Learning During the Covid-19 Pandemic

Abstract

This study determined the effectiveness of play-based learning in teaching literacy and numeracy among kindergarten learners in modular distance learning during COVID-19 pandemic at the identified schools in Mandaue City Division for school year 2021 – 2022 as the basis for enhancement plans. This study used the descriptive-quantitative research design that tested any significant difference between the effectiveness of play-based learning in teaching literacy and numeracy among kindergarten learners. Using the survey questionnaire, the data were collected from 38 respondents using universal sampling from all kindergarten teachers from the north district of Mandaue City Division. Results showed that the respondents rated "Excellent" to the play-based instructions in terms of its efficiency in teaching kindergarten learners during the COVID-19 pandemic for both literacy and numeracy. Findings revealed that there is no significant difference that existed between the variables. The most pressing issues and concerns encountered by the respondents were the lack of learning materials; teachers' supervision of the learners; parents' difficulty in guiding their child; lack of time allotment for the activities; and lack of space. The study found that play-based instructions effectively developed kindergarten learners' literacy and numeracy skills during the COVID-19 pandemic. It is further recommended that the output from this study be adapted to the schools in the north district of the Mandaue City division.