Abstract

The study aimed to evaluate the effectiveness of the play method as a learning strategy for skill development among primary school pupils in Anambra State, Nigeria. Employing a quasi-experimental design, the research involved intact groups of 90 pupils across three different schools. The investigation was grounded in three hypotheses, assessing the impact of the play-based approach on students' learning outcomes. Data collection methods, which included questionnaires, focused on gauging pre-test competencies and post-test improvements following the intervention. The findings indicated statistically significant enhancements in skill acquisition among pupils exposed to the play method compared to their counterparts. The results underscore the potential of play-oriented learning strategies in promoting engagement and fostering a conducive environment for skill development in young learners. The implications of these findings suggest that integrating play/outdoor learning into the curriculum could enhance educational practices and outcomes, particularly in primary education. The study contributes to the growing body of literature advocating for innovative pedagogical approaches that align with the developmental needs of children, making a compelling case for policymakers and educators to consider play as a fundamental component of learning strategies. Future research should explore the long-term impacts of such interventions on academic performance and overall development in diverse educational settings