Integration of play-based learning into the instructional delivery of tutors and lecturers in Ghana
In this study, we explored the integration of play-based learning into the instructional delivery of tutors/lecturers in Ghana. Sixteen tutors/lecturers (12 males; 4 females) selected through homogenous sampling technique completed this current study. The findings indicated tutors/lecturers general...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2025-06-01
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| Series: | African Journal of Teacher Education |
| Subjects: | |
| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/8252 |
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| Summary: | In this study, we explored the integration of play-based learning into the instructional delivery of tutors/lecturers in Ghana. Sixteen tutors/lecturers (12 males; 4 females) selected through homogenous sampling technique completed this current study. The findings indicated tutors/lecturers generally perceived play-based learning as an engaging and effective medium for teaching and learning. Tutors/lecturers affirmed play was crucial in motivating learners, fostering active participation, and connecting abstract ideas to real-world experiences. Relative to the application of play-based learning, tutors/lecturers had a preference for the guided approach. They primarily assumed a facilitator role during play-based learning and encouraged exploration, collaboration, and active learning. Limited use of play-based usage in assessment, classroom space constraints, time limitations, and large class sizes were some inhibitory factors impeding the application of play-based learning. Despite these challenges, tutors/lecturers recognize the potential of play-based learning to facilitate enjoyable, self-directed, and effective learning experiences and advocated for its broader adoption.
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| ISSN: | 1916-7822 |