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All Journal Jurnal Spirits INSPIRA: Indonesian Journal of Psychological Research
Sulaimon, Jamiu
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Religion Humanities Education Environmental Science Public Health Social Sciences

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Exploring the impact of play-based learning on teacher satisfaction, stress, and learners’ collaboration Sulaimon, Jamiu; Adebayo, Abdullateef Adeshina; Manditereza, Blandina
INSPIRA: Indonesian Journal of Psychological Research Vol 6 No 1 (2025): Vol. 6 No. 1 June 2025
Publisher : Institut Agama Islam Negeri Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/inspira.v6i1.11074

Abstract

This study investigated the effects of play-based learning on teacher satisfaction, stress levels, and collaborative learning among primary education learners. Employing a descriptive survey design, the study sampled 200 early childhood education practitioners in Ilorin South Local Government Area, Kwara State, Nigeria, selected through simple random sampling. Data were collected using a validated instrument—the "Questionnaire on Play-Based Learning, Teacher Satisfaction, Stress, and Student Collaboration in the Classroom" (QPBLTSSSC), with a reliability coefficient of .81. Descriptive statistics were used to analyze responses related to play-based learning's impact on teachers' job satisfaction, stress reduction, collaborative learning, and child development. The findings revealed that play-based learning significantly enhanced teacher satisfaction and reduced stress by promoting enjoyment, fulfilment, and a relaxed teaching atmosphere. It also fostered collaborative learning by improving teamwork, peer interaction, and inclusive learning environments. Moreover, play-based pedagogy significantly contributed to children's cognitive, language, problem-solving, motor, and socio-emotional development. These outcomes underscore the critical value of integrating play-based methods into early childhood curricula. The study recommends professional development programs that emphasize both guided and free play strategies, as well as public awareness of home-based play practices and stress-reduction training for educators, to support holistic child development and teacher well-being.
A influence of parents attitudes and sosioeconomic status on pupils' academic performance in Mathematics Abdulkareem, Taofeeq Olarewaju; Yakubu, Francis Moodu; Sulaimon, Jamiu
JURNAL SPIRITS Vol 14 No 2 (2024): May 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/spirits.v14i2.16195

Abstract

The study investigated the influence of parents’ attitudes and socioeconomic status on pupils’ academic performance in mathematics. A survey research design was adopted. The population of this study consisted of all parents of middle-basic school pupils in Ilorin, south LGEA. As a population sample, a simple random sampling technique was used to select one hundred (100) pupils whose parents are the target population of the study. Ten (10) government and ten (10) private basic schools in the area were randomly selected. In order to represent an adequate representation of the entire population, five pupils from the basic six classes in each of the twenty schools were randomly selected to make a total of one hundred (100). A self-developed, structured questionnaire was used to elicit responses from parents. The instrument was validated by two research experts and tested for reliability using the test rest at a 0.73 coefficient value through Cronbach’s alpha. The academic performance of pupils was limited to their’ mathematics grade scores in a promotion examination. The study was guided by two research questions and one hypothesis. An analysis of multiple regression was used to test the hypothesis at the 0.05 alpha level of significance. The result of the findings therefore revealed that the attitudes and socioeconomic status of parents do not influence pupils’ academic performance in mathematics. It was then recommended that parents who are not educated or have low educational qualifications feel encouraged to enroll their children in remedial summer coaching provided by private bodies during holidays to supplement the regular school program in an attempt to improve academic performance, especially in mathematics. There should also be periodic workshops, seminars, and symposiums for in-service mathematics teachers to keep them abreast of new teaching strategies in science and mathematics.
Co-Authors Abdulkareem, Taofeeq Olarewaju Adebayo, Abdullateef Adeshina Manditereza, Blandina Yakubu, Francis Moodu