Exploring the potential of play-based learning interventions for academic success: An action research project on improving preschool students' number mastery


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Authors

  • Sara Armon
  • Phu Vu university of Nebraska at Kearney

DOI:

https://doi.org/10.5281/zenodo.10903024

Keywords:

play-based learning, number fluency, number mastery, preschool

Abstract

This action research project aimed to improve preschool students' number fluency through a six-week play-based learning intervention. The study collected data from students' GOLD assessment checkpoints and weekly formative assessments. The results showed a significant increase in students' number mastery (1-10 counting) from 40% to 60%, with even higher progress for those going into kindergarten on counting 1-20. The findings suggest that students of all backgrounds, including Special Education and ELL students, can achieve academic success with the right learning environment. The study highlights the potential of play-based learning interventions for enhancing early childhood education.

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Published

2024-03-05

How to Cite

Armon, S., & Vu, P. (2024). Exploring the potential of play-based learning interventions for academic success: An action research project on improving preschool students’ number mastery. Journal of Action Qualitative & Mixed Methods Research, 3(1), 21–29. https://doi.org/10.5281/zenodo.10903024