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All Journal INSPIRA: Indonesian Journal of Psychological Research Indonesian Journal of Early Childhood Education Studies
Adebayo, Abdullateef Adeshina
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Religion Humanities Education 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.
Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners Odutayo, Adesegun Olayide; Adebayo, Abdullateef Adeshina; Adewuyi, Habeeb Omoponle
Indonesian Journal of Early Childhood Education Studies Vol. 13 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v13i2.283

Abstract

Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study's population comprised instructors in public inclusive primary schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive primary school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. A mean rating was used to address the questions posed. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. The government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments for effective ELS instruction.
Co-Authors Adewuyi, Habeeb Omoponle Manditereza, Blandina Odutayo, Adesegun Olayide Sulaimon, Jamiu