Effects of Play-Based Learning on Sustained Attention Among Kindergarten Learners

Abstract

This study aimed to determine the effects of play-based learning on the sustained attention of kindergarten learners, specifically in terms of on-task behavior and duration of attention during learning activities. A quasi-experimental pretest–posttest control group design was employed. Sixty kindergarten learners from two intact classes were designated: an experimental group exposed to play-based learning and a control group taught using traditional instruction. A structured classroom observation checklist measuring on-task behavior and attention duration was administered before and after the intervention. Data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. Both groups demonstrated improvement in sustained attention from a moderate level in the pretest to higher levels in the posttest. The experimental group increased to a very high level (x̄ = 4.32), while the control group remained at a moderate level (x̄ = 3.21). Statistically significant differences were found between the pretest and posttest scores of both groups and between the posttest scores of the experimental and control groups, favoring the play-based learning group. The effect estimate indicates that play-based learning produced a substantially larger gain in sustained attention than traditional instruction, with the experimental group outperforming the control group on both on-task behavior and attention duration. The findings indicate that play-based learning is an effective instructional intervention for enhancing sustained attention among kindergarten learners. The results support the use of developmentally appropriate, play-centered strategies in early childhood education to improve on-task behavior and extend attention span during learning activities. Future research may examine longer intervention periods and larger samples to confirm these effects.