Stakeholders Support of Play Teaching Strategy in Teaching and Learning Process and Achievement of Learning Outcomes in Nursery Schools of Nyagatare District Rwanda

Purpose: The main purpose of this research was to investigate the influence of stakeholders’ support for the play teaching strategy on the achievement of learning outcomes in nursery schools in Rwanda. Materials and Methods: The study used a descriptive research design based on Henri Poincare’s dynamic systems theory and a mixed-method approach, combining quantitative data from questionnaires and qualitative insights from interviews. A sample of 106 respondents, including 26 teachers, 71 parents, and 9 head teachers, was selected using purposive, stratified, and simple random sampling techniques. Data analysis was performed using IBM SPSS Version 23.0, with descriptive statistics and inferential methods like Pearson correlation and regression analyses. A multiple linear regression model evaluated the impact of stakeholder support on play-based teaching strategies and learning outcomes, with results presented in tables and graphs. Findings and Discussion: The study revealed that stakeholder support significantly boosted the adoption of play-based teaching strategies and improved learning outcomes in Nyagatare’s nursery schools. Parental involvement (coefficient: 0.132, p-value: 0.025), school management support (coefficient: 0.163, p-value: 0.001), and teacher participation (coefficient: 0.102, p-value: 0.014) were key factors. Notably, 60% of head teachers highlighted the importance of management support, while 60%-65% of teachers actively planned activities and utilized materials effectively. The findings emphasized that collaboration among parents, school management, and teachers significantly impacted the successful implementation of play-based learning strategies and improved educational outcomes. Conclusion: The study concluded that the support of parents, school management, and teachers significantly and positively impacted the implementation of play teaching strategies and the achievement of learning outcomes in nursery schools in Nyagatare, Rwanda.