The Effects of Project Approach Management Supplemented with Educational Games on Scientific Process Skills and Responsibility in Early Childhood

Abstract

The purpose of this research was to compare the scientific process skills of early childhood before and after learning a project approach management with educational games. The sample consisted of 40 level-3 early childhood children at the Daughters of Mary Help Christians’ School group, in the second semester of the academic year 2018. They were selected through the cluster random sampling. One group pretest-posttest design was employed. The research instruments included 3 lesson plans, the educational games, the scientific process skills test, the responsibility observation form, employed before and after receiving the project approach experience. The experiment lasted for 9 weeks; 5 hours a week, or 45 hours altogether. The descriptive statistical methods and the dependent-sample T-Test were used for data analysis. The findings of this research were as follows:

1. The pretest and posttest mean scores in scientific process skills of the children learning through the proposed method were 12.75 and 58.12 percent and 16.59 and 82.87 percent respectively. The  posttest mean scores were significantly higher than the set criterion of 75 percent and the pretest scores (p<.05);


2. The students’ learning the project approach management through educational games had the responsibility scores of 2.59, indicating that they had learnt the project approach management supplemented with educational games. Therefore, the responsible outcome of this project was at a good level.