Designing Play-Based Learning in High School Curriculum

Abstract

Comparing Play-Based Learning (PBL) to conventional teaching techniques, this study looks at how PBL affects high school students’ overall development, specifically their academic and socio-personal growth. Experiment shows that using PBL method, test scores of intervention group students (Mean = 17.84, SD = 1.609) increased significantly compared to controlled group students (Mean = 7.44, SD = 1.193). Statistical analysis reveals that PBL accounts for 95% of the variance in post-test scores, with a significant effect size (Partial η2 = 0.843), showing 84.3% of the variance is directly linked to the teaching method used. Teachers report positive student responses, with activities like gamification (which includes quizzes, debates, etc.) and hands-on experiments being most effective. Playful activities enhance class participation and peer interaction, which leads to better socio-personal development. This study explores the potential of PBL to enhance academic results and promote holistic development, despite the difficulties often posed by resource limitations and curricular rigidity. To optimize PBL’s effectiveness recommendations center on resource allocation, professional development, and curricular flexibility. Teachers can incorporate PBL method into specific field/subject area by designing well-structured courses & class plan using innovative pedagogy and playful class activities with appropriate materials to use in class. This will be helpful in examining, designing and reforming the curriculum in high school at large.