Teachers’ perception of the educational values of the yorùbá traditional games in south-western nigerian primary schools

Abstract

This study investigated teachers’ perception of the educational values of the Yorùbá traditional games in South-western Nigerian primary schools. Studies had showed that traditional games had been relegated to digital children’s games. Hence, the study aimed to check the teachers’ views on the educational values and their support for the games. Mixed approach was employed in collecting and analyzing data. The questionnaire, interview, and observation were methods of data collection. Purposive sampling techniques was utilized to sample ninety (90) teachers. Convenience sampling techniques were used to sample thirty (30) pupils for the observation exercise. The percentage was used to describe the demographic data of the participants, likewise, question one was answered through the percentage. The research hypothesis 1 was tested using the T-test while the research hypothesis 2 was tested using Analysis of Variance (ANOVA) all at a 0.05 level of significance. The qualitative data was analysed thematically. The result showed that there was no significant influence of the school type on teachers’ perception of the educational values of the traditional games. However, it was revealed that the class taught has a significant influence on teachers’ perception of the educational values of the traditional games. Therefore, it was recommended that since the traditional games have educational values among pupils, the primary school educational stakeholders should therefore capitalize on these resources to develop educational skills: such as numeracy, communication, leadership, and health therapy in primary school pupils.