Learning through play – pedagogy and learning outcomes in early childhood mathematics

Figures & data

Table 1. Mathematical competencies at pre- and post-test.

	M (SD)^a pretest	M (SD)^b post-test	M (SD) learning gains	ANOVA time × group	Post hoc Bonferroni
Play-based	63.89 (17.14)	75.24 (17.59)	11.35 (9.15)	p = .019;	Play > control, p = .015
Training programme	65.21 (19.78)	74.25 (17.89)	9.05 (8.70)
Control	60.58 (17.89)	68.59 (18.03)	8.02 (7.87)

^aNo difference between the groups at pretest (ANOVA: F[2,323] = 1.988, n.s.).

^bANOVA for repeated measure: F[2;321] = 4.04; p = .019; partial η²= .025.

Table 2. Mathematical competencies of low level, middle level and high level.

Competency level at pretest	N	Mean pretest (SD)	Min pretest	Max pretest	Mean post-test (SD)	Learning gains (SD)
Low	109	43.08 (9.09)	14	54	55.33 (11.78)	12.25 (8.20)
Middle	102	62.81 (4.53)	55	70	71.44 (8.45)	8. 63 (7.85)
High	113	82.55 (10.40)	71	109	89.56 (12.68)	7.01 (8.87)

Table 3. Learning gains of low level, middle level and high level according to treatment groups.

	M (SD) learning gains play	M (SD) learning gains training	M (SD) learning gains control	p time × group	Post hoc Bonferroni
Low	13.16 (8.73) n = 32	14.21 (6.99) n = 34	10.23 (8.34) n = 43	.063	Training > control p = .078
Middle	11.09 (9.11) n = 23	8.88 (8.50) n = 32	7.26 (6.48) n = 47	n.s.
High	9.82 (9.53) n = 34	5.18 (8.13) n = 44	6.57 (8.66) n = 35	.067	Play > training p = .065