Play-based Instruction and Intentional (pBINI) Teaching Strategies for Enhancement of Performance and Engagement of SSES Third Grade Learners in Social Studies (Araling Panlipunan)

Abstract

This study aimed to enhance academic performance of SSES Grade 3 learners in AP using play-based learning and intentional teaching (pBINI) strategy and determined the significant difference between the pretest and posttest results of the respondents in AP after utilizing the intervention. The participants of this study were 28 third-grade SSES learners of Trece Martires City Elementary School. The participants were chosen using purposive sampling technique. The results of the pretest and posttest were analyzed. The significant difference between the pretest and posttest results were determined through t-test. Results showed that there was a significant difference between pretest (M = 42.93, SD = 2.15) and posttest scores (M = 82.01, SD = 2.12), which means that there was a positive impact of pBINI strategy on the learners’ academic performance in AP. The researchers recommend the use of pBINI strategy for Grade 3 learners in AP and/or in other learning areas and grade level for teachers and learners.