Implementation of play-based learning program of kindergarten learners

This study assessed the extent of implementation of the Play-Based Learning (PBL) program in public elementary schools in Kabugao Districts 1 and 2 and identified the challenges encountered by teachers in its implementation. The study utilized a descriptive research design with teachers from 34 public elementary schools as respondents. Data were collected through a survey questionnaire and analyzed using frequency count, percentage, weighted mean, and descriptive interpretation. Results showed that the implementation of play-based learning was Very Highly Implemented, with an overall mean of 4.40, indicating that teachers effectively integrate play-based activities in classroom instruction. Despite this, teachers experienced challenges such as inadequate teacher training, limited classroom space, insufficient instructional materials, overcrowded classrooms, limited parental support, and classroom management concerns. The study concluded that sustained support, adequate resources, and continuous professional development are essential to further improve the implementation of play-based learning in schools