Assessing the Effectiveness of Play-Way and Structural Approaches in the Teaching of English Grammar among Selected Creche Schools in Ijebu-Ode Township

Abstract

This study compares the effectiveness of the Play-Way and Structural Approaches in teaching English grammar to children in selected creche schools in Ijebu-Ode Township. Grounded in Constructivist Learning Theory, the research focuses on how these methods influence grammar proficiency in young learners. Using a quasi-experimental design, two groups of 15 students each were selected through purposive sampling. One group employed the Play-Way Approach, which emphasizes interactive and playful activities, while the other used the Structural Approach, focusing on systematic grammar instruction. Pre-tests and post-tests were conducted to measure improvements in grammar proficiency. The results showed significant improvement in both groups, with the Play-Way Approach slightly outperforming the Structural Approach in learner engagement and retention. However, the Structural Approach provided a stronger foundation for grammatical understanding. Based on these findings, the study recommends a blended instructional method, combining the interactive and engaging elements of the Play-Way Approach with the systematic focus of the Structural Approach for optimal learning outcomes. Teacher training and resources are also emphasized as critical for effective implementation.