MONTESSORI EDUCATION A PLAYFUL LEARNING ENVIRONMENT

FOR STUDENTS OPTIMAL EXPERIENCE

An Undergraduate Thesis

Presented to the Faculty of

College of Teacher Education

LAGUNA STATE POLYTECHNIC UNIVERSITY

San Pablo City, Campus

Province of Laguna

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

Major in General Education

MA. CONCEPCION L. ESEO

JAN KYLA A. MESINAS

June 2022
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

APPROVAL SHEET

The thesis entitled “MONTESSORI EDUCATION A PLAYFUL LEARNING

ENVIRONMENT FOR STUDENTS OPTIMAL EDUCATION” prepared and
submitted by MA. CONCEPCION L. ESEO & JAN KYLA A. MESINAS, in partial
fulfillment of the requirements for the degree of BACHELOR OF ELEMENTARY
EDUCATION, is hereby recommended for approval and acceptance.

RONA CHRISTINA M. ALMAZAN, MAEd

Thesis Adviser

Approved by the Committee on Oral Examination with a grade of ___.

VANESSA G. BELEN, LPT LUCILYN F. LUIS, MAEd

Member Member

JOHN VINCENT C. ALIAZAS, MA JOCELYN V. MADRIDEO, MAEd

Member Member
ROSE R. ANDRADE, MAEd
Research Coordinator

Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR OF ELEMENTARY EDUCATION at the Laguna State Polytechnic
University, San Pablo City Campus.

EDILBERTO Z. ANDAL, EdD

Dean, CTE-GSAR
DELON A. CHING, EdD
Director, Research & Development ______________
Date Signed

RESEARCH CONTRIBUTION NO.

 DEDICATION

This work is dedicated to our parents, Edlyn G. Alcantara and Felicisima L. Eseo

who has never stopped supporting us financially and emotionally, for meeting all

our requirements while we worked on our thesis, and for teaching us even the

most difficult tasks can be completed if they are carried out properly.

We dedicate this project to everyone who has worked hard to help us complete

this project.

This work is the product of many difficult sacrifices, this is proudly and

wholeheartedly devoted to those who have inspired the researchers through their

work.

Second, to ourselves, for never giving up and continuing to carry out our study

even during hard times. We are a step away from achieving our goal.

Lastly, for anyone reading this right now, we went through this phase of thorough

reading to find something essential to the field of our discipline.

We wish you the best of luck.

MCLE
JKAM
 ACKNOWLEDGEMENT

Researchers would like to extend their sincere gratitude to the people on the

following list, to whom they owe a debt of gratitude and without whom they

could not have completed the research that is the subject of their unique

research article.

We dedicate this first and foremost to our Almighty God for His guidance and for

benefiting us in our daily lives, especially for the clarity and mental fortitude we

possessed while composing.

We appreciate all the assistance you have provided us while we finish this

requirement before we receive our college degree from our family, whose love is

everlasting.

To our technical editor, Mr. John Vincent C. Aliazas, to our language critic, Ms.

Vanessa G. Belen, to our statistician, Mrs. Lucilyn F. Luis, to our subject

specialist, Ms. Jocelyn V. Madrideo, and our research adviser, Mrs. Rona

Christina M. Almazan, thank you for your prudent advice and insightful criticism

during the times you made yourselves always available for all of us

consultations.

We salute your expertise and dedication to help every student-researcher

accomplish their goals.

We would also like to express our heartfelt appreciation to our external validators

for committing their valuable time and knowledge, as well as providing important
 information for the purpose of this research.

Scuola Dei Bambini Di Sta. Teresita Montessori Inc. and Niño Jesus Science-

Oriented Montessori School, thank you for trusting us and helping us through

this research by giving us the data and information we needed for our thesis.

The results would have not been successful without your wholehearted

participation.

Finally, thank you very much, Laguna State Polytechnic University, our dearest

alma mater, for all the opportunities you have provided to student-researchers on

this campus, allowing them to accomplish this great success.

MCLE
JKAM

ABSTRACT
 Montessori education revolves around the idea that children best learn by

absorbing and interacting with different aspects of their environment, as opposed

to being directly taught specific knowledge and skills. Because Montessori

pedagogy aims to promote self-directed learning, children are allowed to freely

choose their activities. However, because most Montessori preschools are tuition-

based, they are largely enrolled by children from high- income families. Even public

Montessori preschools tend to attract families with a higher income than other

preschools. As a result, most prior studies have examined the effect of Montessori

education on upper class children, which again makes the findings difficult to

generalize to lower income children. The respondents were 72 primary students at

Scuola Dei Bambini Di Sta. Teresita Montessori Inc. Ranging to the age nine to

eleven years old, and 90 grade 4-6 students from Niño Jesus Science Oriented

Montessori School. The data were gathered using a survey questionnaire created

by the researchers. The findings demonstrated that the respondents Social and

Personality Outcomes came higher than the average students S&PO. It also

revealed that the respondents' level of Well-being is developed orderly when

individually or independently learning. There is no significant relationship between

Playful Learning Environment and Cognitive Outcome, Social and Personality

Outcome, and Student Well-being. Furthermore, the researchers recommend the

monitoring and guidance of Montessori teachers to students enough to enjoy and

seek the feelings of pleasure and pride that come with learning something new

and completing a task.

 Keywords: Montessori, Cognitive Outcomes, Social and Personality,

Student Well-Being

TABLE OF CONTENTS

TITLE PAGE.........................................................................................................i

APPROVAL SHEET.............................................................................................ii
DEDICATION.......................................................................................................iii

ACKNOWLEDGEMENT......................................................................................iv

ABSTRACT..........................................................................................................vi

TABLE OF CONTENTS.....................................................................................viii

LIST OF TABLES.................................................................................................x

LIST OF FIGURES...............................................................................................xi

LIST OF APPENDICES................................................................................

Chapter 1

INTRODUCTION.................................................................................................1

Background of the Study...........................................................................2

Theoretical Framework..............................................................................3

Conceptual Framework..............................................................................4

Statement of the Problem..........................................................................5

Hypothesis.................................................................................................6

Significance of the Study............................................................................7

Scope and Limitation..................................................................................9

Operational Definition of Terms...............................................................11

REVIEW OF RELATED LITERATURE

Related Literature...............................................................................................16

RESEARCH METHODOLOGY..........................................................................24

Research Design................................................................................................24

Sampling Technique...........................................................................................25

Research Instrument...........................................................................................28
Data Collection and Analysis..............................................................................28

RESULTS AND DISCUSSION

Results and Discussion.......................................................................................30

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS............................46

Summary of Findings..........................................................................................46

Conclusions........................................................................................................48

Recommendations..............................................................................................49

LITERATURE CITED.........................................................................................51

APPENDICES.....................................................................................................53

CURRICULUM VITAE........................................................................................68

LIST OF FIGURES

Figure 1 Research Paradigm................................................................................4

LIST OF TABLES
Table 1 The influence of playful learning environment in student learning

outcomes.............................................................................................................24

Table 2 Cognitive Outcomes...............................................................................28

Table 3 Social and Personality Outcomes..........................................................31

Table 4 Student well-being.................................................................................34

LIST OF APPENDICES
Appendix A..........................................................................................................54

Appendix B..........................................................................................................63

CHAPTER 1
 INTRODUCTION

This chapter represents the background of the study theoretical/conceptual

framework, the objectives of the study, the significance, scope and limitation, and

the operational terms used.

Background of the Study

Montessori education revolves around the ideas that children “best learn by

absorbing and interacting with different aspects of their environment”, as opposed

to being directly taught specific knowledge and skills. (Ackerman, 2019). As

claimed by Lillard & McHugh (2019). The role of Montessori teachers is more to

guide and support each learner's trajectory than to directly teach content. As a

result, learners are allowed to freely choose activities.

According to Lillard (2012). Montessori preschool education methods often

differ from those found in most conventional classrooms. They tend to have same-

aged students who are placed in small or whole groups, and who make use of a

more diverse set of play materials. Debs & Brown (2017) identified most

Montessori preschools are tuition-based, they are largely enrolled by students from

high-income families. Even in public Montessori preschools tend to attract families

with a higher income than other preschools. As a result, most prior studies have

examined the effect of Montessori education on upper class students, making the

findings difficult to generalize to lower income students (Lillard et al., 2017).

One of Montessori school teachers' role is to guide the learners through

what Montessori termed the “prepared environment” classroom, a way of learning

that supports learners intellectual, physical, emotional, and social development

through active exploration, choice and independent learning (Marshal, 2017).

Created a collection of manipulable objects to aid learners in academic topics such

as dimensions, color, form, and texture. Regarding involvement, learners engage

by actively interacting with the materials most frequently alone, though they can

also work in pairs or small groups, over the course of a 3-hour “work cycle” in which

they are guided by the teacher in selecting their own tasks. Previous research

studies state the classroom environment is important in the learning process of the

learners. According to Philips- Silver & Daza (2018) effective Montessori

classroom provides opportunities for students to engage in a multi age learning

environment. Teachers should set up the learning environment by putting materials

and opportunities in a structured and independent manner. According to the

findings of the study by Kayili & Ari (2011), specific toys which learners can interact

with to obtain knowledge are frequently used in guided play. Thus, there is a need

for teachers to closely monitor the learners' needs. This study sought to examine

the learners' outcomes in terms of Cognitive, Social and Personality Outcomes,

and Well-being through Montessori method. This study aimed to determine if the

playful learning environment does influence or not and how these improve the

students in terms of cognitive, social and personality outcomes, well-being.

This study also provided appreciation of Montessori Education in a playful

learning environment.

Theoretical Framework
 The literature on Montessori education and instruction informed this study’s

theoretical framework. Given our understanding of Montessori practices, we

recognize the curriculum, through its hands-on materials and opportunities for self-

direction, enables unique learning opportunities for students. However, the

limitation of its course can only be provided for students who can pay for monthly

tuition fees. Therefore, we expected to see and learn the methods and their way

of teaching that can also be given to students in public schools. These

expectations guided the coding for our qualitative data analysis, which focused on

describing the teachers' perceptions as they negotiated the new learning

environment. Social cognitive theory (SCT) represents a causal model in which

self- efficacy is set to influence human behavior directly and indirectly via other

mediating processes that include outcome expectations, social support, and self-

regulation (Bandura et al.,1997).

Social cognitive theory (SCT) can be useful in Montessori schools in several ways.

Montessori education emphasizes hands-on learning and encourages children to

explore their interests and abilities. Gebhard et al., (2015) found that children in

Montessori classrooms had higher levels of self-efficacy and were more likely to

be engaged in learning activities than children in traditional classrooms.

Additionally, Lillard & Else-Quest (2006), found that Montessori

students had higher levels of academic self-efficacy than students in traditional

schools by providing opportunities for children to succeed and give them positive

feedback. Modeling positive behaviors are also discussed (Lillard, 2005).

Montessori education is based on positive behaviors and how this approach can
lead to greater learning and development for children. Any framework aiming to be

objective in its assistance for students should support all three focus areas, based

on a review of the literature that explored student learning outcomes and concerns

to their well-being.

Conceptual Framework

The conceptual framework of the study is shown in the paradigm. The

independent and dependent variables are presented in the figure.

Research Paradigm

Independent Variable Dependent Variable

● Cognitive Outcomes
● Playful Learning ● Social and Personality
Environment Outcomes
● Student Well-Being

Figure 1: Research Paradigm

This study’s focus is to describe the student outcomes in terms of: Cognitive,

Social & Personality Outcomes, and Students’ Well-Being through the Montessori

Method ―Playful Learning Environment.

Figure 1 depicts the research paradigm created by the study's research

utilizing dependent and independent variables. The independent variable of the

study is the characteristics of the Playful Learning Environment. The dependent

variable of the study is (1) Cognitive, (2) Social and Personality Outcomes, and (3)

Student Well being.

Statement of the Problem

This study aimed to evaluate the Montessori method and to describe the student

outcomes in terms of Cognitive, Social & Personality Outcomes, and Students’

Well-Being through the Montessori Method.

Specifically, this sought to answer the following questions:

1. What is the perception of the respondents in the Playful Learning

Environment?

2. What is the perceived level of the respondents in the Playful Learning

Environment in terms of:

1.1 cognitive

2.1 social to personality, and

3.1 students’ well-being?

3. Is there a significant relationship between the Playful Learning Environment

and Cognitive Outcome, Social and Personality Outcome, and Student

Well-being?
Hypothesis

1. There is no significant relationship between Playful Learning Environment and

Cognitive Outcome, Social and Personality Outcome, and Students’ Well-being?

Significance of the Study

The researchers believe this study will be helpful in accessing the Montessori

method and how it can be used in the public school system. This study will not only

yield data that will be helpful to the study of effectiveness of Montessori School to

students, more so to the following:

The Learners. Grade 4-6 will be equipped on how Montessori methods are

also interactive and how they can be used in the public school system: students'

own interests drive the agenda. Hence, students may aspire to promote

independent learning and self-discovery. On the other hand, the study would

benefit those being tutored by improving themself, developing greater self-

sufficiency and personal independence.

The Teachers. The result of this study will offer teachers, particularly

Montessori teachers, empirical information on the advantages of Montessori

Education for students in Elementary. It will lead them to employ Montessori

Education as an effective teaching method and how it can be used in the public

school system and make it part of the regular curriculum.

 School Reading Coordinators. They may include Montessori education

as a component of peer tutoring and make sure to meet student ‘s needs, but also

keep them motivated and engaged in the learning process.

Build on existing knowledge. Future researchers can use existing

research as a basis for their own investigations.

Identify research gaps. Research can help future researchers identify

areas where more research is needed by reviewing existing research, they can

identify gaps in knowledge and focus their efforts on filling those gaps.

Develop research methods. This study can also be used to develop new

research methods or refine existing ones. By studying how previous researchers

approached their investigations, future researchers can develop more effective

and efficient methods in conducting research.

Scope and Limitation

The study focused on the effectiveness of the Montessori method when it is

applied in the public school system. The primary subjects of this research study

consisted of Grade 4-6 students enrolled in the academic year 2022-2023 of

Scuola Dei Bambini and Nino Jesus Science-Oriented Montessori School.

Moreover, the participants were purposely selected according to their:

Academic Achievement: Montessori education aims to provide students with a

strong foundation in academic subjects. Students are encouraged to work at their

own pace and are given the freedom to choose activities that interest them. The
Montessori approach to learning has been shown to have positive effects on

students' academic achievement.

Social Skills: Montessori education places a strong emphasis on developing

social skills, such as cooperation, communication, and conflict resolution. Students

are encouraged to work together and help one another, promoting a sense of

community and collaboration.

Emotional Development: Montessori education aims to develop students'

emotional intelligence, helping them understand and manage their emotions. This

can lead to improved self-esteem, self-confidence, and resilience.

Creativity: Montessori education encourages students to be creative and think

outside the box. Students are given the freedom to explore their interests and

pursue their passions, fostering a love of learning and creativity.

Limited Accessibility: Montessori education is not widely available, and many

families may not have access to Montessori schools.

Limited Assessment: The Montessori approach to learning focuses on individual

progress rather than standardized testing, which can make it difficult to assess

students' academic achievements and compare them to traditional schools.

Limited Assessment: The Montessori approach to learning focuses on individual

progress rather than standardized testing, which can make it difficult to assess

students' academic achievements and compare them to traditional schools.

High Cost: Montessori education can be expensive, making it inaccessible to

some families.
Limited Curriculum: Montessori education may not cover all traditional academic

subjects, and students may need additional support if they transition to a traditional

school setting.

In conclusion, while Montessori education has several positive effects for students

in elementary school, there are also limitations to its accessibility, assessment,

cost, and curriculum. Therefore, it is essential to carefully consider these factors

when deciding whether Montessori education is the right approach for a child.

Operational Definition of Terms

The terminology supplied below assisted the researchers for better understanding

of the study.

Montessori method of education that is based on self-directed activity, hands-on

learning and collaborative play.

Standardized Teaching is to enforce a level of consistency or uniformity to

certain practices or operations within the selected environment.

Student-Centered Learning gives students the opportunity to decide two

things: what material they learn and how they learn it.

Early Childhood is a period when children start to learn basic skills, social

and emotional skills, develop their interests, and form a relationship between their

parents, peers, and teachers.

Playful Learning Environment refers to a classroom and educational

approach that incorporates the principles of play, exploration, and hands-on

learning to promote a child's natural curiosity, creativity, and love of learning. This
approach aligns with the broader Montessori philosophy, which emphasizes the

importance of self-directed learning and respect for the child's individual

development.

Cognitive Outcomes specific intellectual and cognitive achievements and

developments that students are expected to attain through their educational

experiences following the Montessori method. These outcomes are aligned with

the Montessori philosophy, which places a strong emphasis on fostering

independence, critical thinking, problem-solving, and deep understanding.

Social to Personality Outcomes refer to the development and growth of a

child's social and emotional skills, as well as the shaping of their individual

personality traits and characteristics through the unique educational approach of

Montessori.

Student Well-being is the holistic and comprehensive state of a student's

physical, emotional, social, and academic health within the context of a Montessori

educational environment. It encompasses various aspects of a child's

development and overall welfare, emphasizing a student's happiness, safety, and

ability to thrive as an individual.

Constructivist approach learners construct knowledge rather than just

passively take in information. As people experience the world and reflect upon

those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge (schemas).

 Conventional direct instruction prepares students for an activity in which

the students work collaboratively on a group project with guidance and coaching

from the teacher as needed.

Student Centered Learning gives students the opportunity to decide two

things: what material they learn and how they learn it.

Early Childhood is a period when children start to learn basic skills, social

and emotional skills, develop their interests, and form a relationship between their

parents, peers, and teachers.

Didactic instruction method of instruction in which teachers deliver and

students receive lessons, best suited to brief delivery of information.

Cognitive development of the ability to think and reason. Children ages 6

to 12, usually think in concrete ways (concrete operations). This can include things

like how to combine, separate, order, and transform objects and actions.

Free Play Children can express themselves in the way that they choose

depending on the day, time and situation they are in. Children have full freedom to

play in whatever way they want.

Socioeconomic status is the social standing or class of an individual or

group. It is often measured as a combination of education, income, and occupation.

Playful Learning Environment safe space that fosters choice, wonder and

delight, enabling learners. to engage in deeper, more meaningful learning through

play.
 Playful Competition is a proactive cognitive-behavioral orientation that

makes student incorporate fun and self-oriented challenges into training session

Practical Tasks Any science teaching and learning activity which at some

point involves the students, working individually or in small groups, in observing or

manipulating objects to build up understanding.

Storytelling Technique methods and literary devices a writer uses to craft

the elements of a story. They involve different narrative elements, including plot,

perspective, style, character, theme and genre.

Critical Thinking intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating information

gathered from, or generated by, observation, experience, reflection, reasoning, or

communication, as a guide to belief and action.

Social Skills we use every day to interact and communicate with others.

They include verbal and non-verbal communication, such as speech, gesture,

facial expression and body language.

Teamwork are the qualities and abilities that allow you to work well with

others during conversations, projects, meetings or other collaborations.

Communication Skills are the ability to convey or share ideas and feelings

effectively.

Cognitive Outcomes include three sub domains of verbal knowledge,

knowledge organization, and cognitive strategies

 Flexible Learning a set of educational philosophies and systems,

concerned with providing learners with increased choice, convenience, and

personalization to suit the learner.

Adaptation a change in the teaching process, materials, assignments or

pupil products to assist a pupil to achieve the expected learning outcomes.

Wide vocabulary a list or collection of words or of words and phrases

usually alphabetically arranged and explained or defined.

Social and Personality Outcomes the continuous interaction between

these social, biological, and representational aspects of psychological

development.

Social settings A location, defined in terms of both space and time, which

provides the contexts in which social interactions can occur.

Perspectives the art of drawing solid objects on a two-dimensional surface

so as to give the right impression of their height, width, depth, and position in

relation to each other when viewed from a particular point.

Constructive feedback is the type of feedback aimed at achieving a

positive outcome by providing someone with comments, advice, or suggestions

that are useful for their work or their future.

Sense of Belonging the feeling, belief, and expectation that one fits in the

group and has a place there, a feeling of acceptance by the group, and a

willingness to sacrifice for the group.

Diversity of Cultures the quality of diverse or different cultures, as

opposed to monoculture.
 Support System: a network of people that can provide you with practical

or emotional support.

Collaboratively a way that is produced by or involves two or more parties

working together.

CHAPTER 2

REVIEW OF THE RELATED LITERATURE

This chapter presents the underlying theory used in the study concerning

the effectiveness and advantages of Montessori Education for elementary

students. To be more specific, this review discusses the Impact of this method on

Children ‘s Academic Achievement, Educational Freedom and its Effect on

Students Achievement, Answer to the education crisis. Effect on social skills and

creativity, and systematic review.

The Impact of Montessori Teaching on Academic Achievement of

Elementary School Students

Providing a meaningful and experiential learning environment for all students

has long created a concern for alternate ways to teach students who are reportedly

demonstrating non-mastery on state standardized assessments. As the

benchmark for showing successful academic achievement increases, so does the

need for discovering effective ways for students to learn. The Montessori Method

is designed to promote independent learning and support normal development in

children. A Montessori lesson is defined as any interaction between an adult and

a child; it incorporates techniques that are defined to serve as guidance for the

adult personality in working with the child.

The study investigated the impact of Montessori Method on the academic

achievement of 3rd, 4th, and 5th grade students. instrumental in becoming

successful learners. Additionally, Montessori advocates experiences that are real

world and allow students to build intrinsic motivational opportunities: therefore,

creating independent thinkers that will be competitive problem-solvers in the global

economy of the 21st century. The limited studies on the Montessori Method of

teaching offer opportunities for further investigation at all grade levels.

It must be pointed out that the Montessori Method of teaching facilitates

self-paced learning that promotes a child ‘s independence and encourages

decision-making, which are instrumental in becoming successful learners.

Additionally, Montessori advocates experiences that are ―real-world‖ and allow

children to build intrinsic motivational opportunities; therefore, creating

independent thinkers that will be competitive problem-solvers in the global

economy of the 21st century. The limited studies on the Montessori Method of

teaching offer opportunities for further investigation at all grade levels. (Salazar,

2013)

Education Crisis in Public Schools.

As stated in the Education Crisis in Public Schools by Chen (2022), the

current education system has plenty of room for improvement. It is not easy to

create a plan to move schools in the proper course, finding the fundamental issues

preventing students from learning today is already a challenge. This problem

occurs because the issues might result in different outcomes depending on who is

naming them whether it is the students, parents, educators, or lawmakers—and

how serious they are. Namely, Classroom Size, Technology, Parent Involvement,

and Funding are some of the issues that interfere with the child's education

process. First, Classroom size.

This challenge, in part, since the problems may change considerably

depending on who is labeling them, whether it is students, parents, educators or

lawmakers. Consider this list of 10 major challenges currently facing public schools,

based on the perspective of many involved in the world of education today. (Chen,

2022)
The Effect of Montessori Method Supported by Social Skills Training
Program

The expansion in the social environment of children occurring especially

with starting a school allows them to learn how to arrange their relationships and

how to resolve interpersonal problems and it also helps them put into practice what

they have already learned. The skills of problem solving and understanding

feelings arise as an important determinant for adjustment during this

developmental stage (Biggam and Power, 1999; Shure and Spivack, 1982; Yaban

and Yükselen, 2007).

As children ‘s social skills improve, their problem- solving skills also develop and

they learn to work out new strategies (Rubin and Krasnor, 1986). Solving social

problems requires developing the skills children need to communicate with their

environment and the ability to accurately understand feelings of their own and

others (Yaban and Yükselen, 2007).

Previous research showed that children incapable of understanding feelings

and solving social problems are more open to experiences such as rejection by

their peers, adjustment and communication problems, low academic scores, lack

of cooperation with others, problem behaviors and social isolation (Arı and Yaban,

2012; Coie and Dodge, 1998; Parker and Asher, 1993; Werner and Crick, 2004).
Montessori Education in Childhood and Adult Well-being

Wellbeing, or the felt experience of health, happiness, and flourishing,

predicts several desirable outcomes including better health and work performance,

longevity, and more positive social behavior and relations (Ryff, 2014). Low levels

of wellbeing predict suicidal behavior even more strongly than does mental illness

(Keyes et al., 2012). Montessori education might predict higher adult wellbeing.

We know of no research examining an association between Montessori specifically

and later well-being, but one study found that people who had attended various

alternative schools including Montessori as children adjusted better to university,

controlling for high school baseline (Shankland et al., 2010). A logic model for

Montessori education (Culclasure et al., 2019) predicts that Montessori features

like choosing one ‘s activities, using real, hands-on materials, and collaborating

with peers would result in a range of positive personal and social outcomes.

Summaries of child development research and their implications for educational

environments also suggest that attending schools with Montessori features (like

collaboration and learning based on interests) should enhance wellbeing (National

Academies of Sciences Engineering and Medicine, 2018; Darling-Hammond et al.,

2019). Actual studies in conventional schools also show that features consistent

with Montessori (like low test anxiety: Montessori has no tests) predict higher

wellbeing in school (Baker, 2004; Cohen, 2006; Felner et al., 2007; Seligman et

al., 2009; Steinmayr et al., 2016, 2018). Furthermore, random lottery studies of

Montessori students (discussed later) show differences from waitlisted controls

suggesting Montessori lays groundwork that would be expected to lead to higher

wellbeing (Lillard et al., 2017).

Academic Freedom within Limits in Montessori Education

Freedom within limits is an empowering concept. It embraces the notion of

the child as an explorer who is capable of learning and doing for themselves.

Montessori

encourages freedom within limits through the design of the prepared environment.

Especially relevant is the low open shelves, logically ordered activities, and child-

friendly workspaces of the Montessori classroom. It embraces the notion of the

child as an explorer who is capable of learning and doing for themselves.

There are six types of freedom in the Montessori environment: freedom to move,

freedom of choice, freedom of time, freedom to repeat, freedom to communicate

and freedom to make mistakes. Freedom to move within the Montessori classroom,

children are free to move around the room, and move from one activity to the next.

Children who move around the room are more likely to choose purposeful work

when they have fulfilled their need for activity. In consequence, by allowing

freedom of movement, children learn to explore their environment; and therefore,

discover their interests. While having the Freedom of choice is fundamental to the

Montessori approach. This is because choice allows children to discover their

needs, interests and abilities. Furthermore, freedom of choice encourages children

to be engaged in their learning, and thus discover the outcome of the activity.

Freedom of time allows children to work with the same material for as long as they
like. In effect, this encourages children to learn at their own pace, develop the skills

of concentration, and learn patience to wait their turn.

Freedom to repeat or the three-hour work cycle gives students the

opportunity to work with materials and achieve success through practice.

Furthermore, through repetition, children learn to self-correct, and problem solve.

Freedom to communicate Montessori encourages communication in the

classroom. Children learn to discuss activities, problem solve, and develop their

social skills. Freedom to make mistakes.

Furthermore, the design of the Montessori materials encourages children to

discover the outcome of the activity by themselves. Each material is designed with

a visual control of error. This guides the child to understand the outcome of the

activity through hands-on learning experiences.

Academic Achievement Outcomes: A Comparison of Montessori and Non-

Montessori Public Elementary School Students

Scholarly literature presents some evidence for both the academic and

affective efficacy of the Montessori Method as compared to non-Montessori

practices. Positive effects on academic achievement of early Montessori

experiences would demonstrate its efficacy. Peng (2009) conducted an empirical

study of children in Montessori and traditional elementary schools in China to

compare their academic achievement. The researcher examined achievement

data in the form of nationally- normed achievement test scores of nearly 200
students, half of whom had attended Montessori preschool and half of whom had

attended traditional preschool in Taiwan.

Peng examined the test scores of children enrolled in traditional first,

second, and third grade classes in the subjects of math, language arts, and social

studies. First grade students with Montessori preschool experience had

statistically better Chinese language and math scores than those with other

preschool experience.

Second grade students with Montessori preschool experience had

statistically better Chinese language scores than those with other preschool

experience. Third grade students with and without Montessori preschool

experience had no significant differences in math and social studies achievement

scores but slightly better Chinese language scores.

At the time of testing, the students were all in traditional elementary schools. The

results show a lessening effect as the participants' Montessori preschool

experiences were further from the measurement of achievement. Academic

achievement results are not the sole measure of educational efficacy; social skills

have also been studied. Lillard and Else-Quest (2006) considered 53 traditional

and 59 Montessori students on both academic and social skills measures; the

groups were evenly divided among five-year-olds and eight-year- olds. Their

measures were a combination of Woodcock Johnston III and researcher- authored

measures of social skills.

The social skills measures were vignettes presented to the students with choices

as to how they would respond. The five-year- old Montessori students scored

better than their non- Montessori peers on several of the reading subtests and in

some social situations as measured by the researcher-created vignettes. The

twelve-year-old Montessori students had stronger creative writing skills than their

non-Montessori peers, but the reading skills of the two groups were similar.

Montessori students who were twelve years old had higher scores on the social

skills measures than non- Montessori students. (Mallett, et al., 2018).

CHAPTER 3
RESEARCH METHODOLOGY

This chapter provides extensive information about research design and

methodological x. The research's methodology and theoretical stance have been

mostly used. This chapter goes through the research design, sampling technique,

research tools, and data analysis in detail.

Research Design
The study focused on education that is based on self-directed activity,

hands-on learning and collaborative play. Thus, the study used a quantitative

method of research to gather the necessary information to determine necessary

factors while studying the said concept. It is said that the researchers will collect

necessary data as evidence for the study. Thus, the researchers would be using a

Descriptive-Correlational research design under qualitative study aimed to

accurately and systematically describe a gender, age, situation or phenomenon.

This study is primarily concerned with what happened than why it happened. As a

result, survey questionnaires were utilized to collect data. Pre-Made

Questionnaires to be distributed to the respondents namely selected Grade 4,5,6

students enrolled in academic year 2022-2023 in Scuola Dei Bambini Di Sta.

Teresita Montessori Inc and Niño Jesus Science-Oriented Montessori School.

which would be the researcher ‘s main source of relevant information. The

proponents will enhance the developed system according to the additional idea,

feedback. Defined by Cherry (2022), Correlational research is a type of research

design that looks at the relationships between two or more variables.

A descriptive-correlational research design is suited for this study to discover the

relationship between the Playful Learning Environment for Students Optimal

Education and its Cognitive, Social and Personality, and Well-Being Outcomes.
Sampling Technique

The study looked at the relationship between playful environment and

cognitive, social and personality, and well-being outcomes. The researchers chose

(152) Grade 4-6 students at Scuola Dei Bambini, and Jesus Science Oriented

Montessori School, Inc. as their respondents. Moreover, the population

represented the entire population of the participants.

Demographic profile of the respondents in terms of:

Figure 2.

AGE OF THE RESPONDENTS

Figure 2 provides a visual representation of the age distribution among

respondents. Notably, a significant majority, approximately 42.7 percent, falls

within the age category of 10 years old. Subsequently, those who are 9 years old

constitute a substantial portion, comprising around 37.3 percent of the surveyed

population. Furthermore, individuals aged 11 years represent 18.0 percent of

respondents, while those at the age of 12 constitute a modest 2.0 percent. This
graphical depiction serves as a clear means to see the generality of distinct age

groups, explaining the relative proportions and emphasizing the predominance of

10 and 9-year-olds within the respondents.

Figure 3.

SEX OF THE RESPONDENTS.

Figure 3 visually represents the gender distribution among respondents in

our study, indicating that 51.3 percent are female, and 48.7 percent are male. This

information holds significance as it provides insight into the gender composition

within our group surveyed. While the difference is relatively small, it is essential for

comprehending potential variations in responses, viewpoints, or preferences that

may be associated with gender-specific factors. For the second part of the survey

which contains the independent variable, The researchers began by designing a

questionnaire specifically tailored to assess various aspects of the playful learning

environment. With 15 questions, the questionnaire likely covered a range of topics

such as student engagement, teacher facilitation, classroom activities, and overall

perceptions of the learning environment.

For the third and last part, the study's dependent variables, which included

cognitive outcomes, social and personal outcomes, and student well-being are

designed with the purpose of gathering an accurate representation of the

experiences that students had in the playful learning environment. Questions were

designed to assess self-perceived academic accomplishment, problem-solving

abilities, and enthusiasm in learning subjects in a playful environment to measure

cognitive outcomes. The questionnaire covered topics in social and personal

outcomes including self-expression, teamwork, and communication abilities to

assess the influence of playful activities on the growth of individuals and

interpersonal relationships. Regarding student well-being, the questionnaire was

designed to explore the emotional states, sense of belonging, and motivation,

seeking to uncover the psychological and emotional dimensions of the students'

experiences.

Research Instrument

The researchers sought numerous materials published international studies

on the internet to build the research instrument. The questionnaire was verified

and evaluated for reliability. All errors, suggestions, and comments were taken into

consideration.
 The research instrument that was utilized in this study is a researcher- made

questionnaire. The first part is the profile of the respondents. It includes the name

(optional), sex, and age. The second part was 15 questions that determined the

influence of a playful learning environment on the respondents based on their

experience. The researchers aim to discover the effectiveness of this method to

the intermediate level of Elementary School Students. The third part determined

the perceived level of the respondents on the three dependent variables which are

(1) Cognitive Outcomes with 10 (2) Social & Personality Outcomes and (3) Student

Well- being that contains 10 questions each. The second and third part of the

questionnaire used a Likert Scale with a four-point scale with verbal interpretations

ranging from (1) Strongly Disagree to, (2) Disagree, (3) Agree, (4) Strongly Agree.

Data Collection and Analysis

The data collection for this study involved a comprehensive analysis of

students in grades four, five, and six from Montessori schools, specifically Scuola

Dei Bambini Di Sta. Rita, and Niño Jesus Science Oriented Montessori School, Inc.

To gather results on their playful learning, cognitive, social and personality

outcomes, as well as student well-being, survey questionnaires made by the

researchers were distributed.

Informed consent was obtained from participants and their parents, to

maintain the confidentiality and anonymity of the students, the researchers are not

present during the survey as for the wishes of the school to retain the students’
privacy. Before administering the questionnaire to the target participants, a pilot

test was conducted with 50 participants to identify any potential issues with clarity,

wording, or response options. This step allowed the researchers to refine the

questionnaire and improve its effectiveness.

In the first part of the questionnaire, the age and gender of the respondents

were asked to be included in the survey as they can provide valuable insights into

potential variations in responses and help in understanding the diverse

perspectives of the participants.

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the statistical analysis of data and corresponding

interpretation of findings based on the order of the state of the problem.

PART II. Playful Learning Environment for Students Optimal Experience

Table 1
THE INFLUENCE OF PLAYFUL LEARNING ENVIRONMENT IN THE
STUDENTS LEARNING OUTCOMES

Indicators Mean SD Interpretation

1. Students can explore and learn through 3.53 0.51 Highly

practical experiences through active, practical Observed
tasks and experiments.

2. Students like to engage in playful competition 3.54 0.50 Highly

when participating in educational games and Observed
interactive activities that enhance learning the
lessons.

3. The lessons become more interesting to 3.48 0.51 Highly

students and easily remembered when using Observed
storytelling techniques.

4. The critical thinking abilities of students will 3.51 0.52 Highly

improve by using puzzles, riddles, and brain Observed
teasers.

5. Students' understanding grow when class 3.45 0.49 Highly

activities let them use basic senses like touch, Observed
see, hear, smell, taste, and sound.

6. Using of toys, blocks, and other manipulative 3.51. 0.52 Highly

materials can be of great help in understanding Observed
the lessons.
7. Making up stories in teachings make students 3.47 0.51 Highly
more involved in class. Observed

8. Students become responsible in their search 3.44 0.49 Highly

for new knowledge when they can ask questions Observed
and explore things on their own.

9. Students become more independent by setting 3.45 0.49 Highly

up different stations or learning centers where Observed
they could freely explore subjects or skills.

10. Students become interested in and motivated 3.47 0.51 Highly

to actively participate in lessons with playful Observed
learning.

11. Students are open to new knowledge when 3.37 0.48 Highly
the learning experiences in the classroom are Observed
enjoyable and fun.

12. Group projects and collaboration help to 3.47 0.51 Highly

improve students‘ social and communication Observed
skills.

13. Students personal learning opportunities 3.39 0.49 Highly

become possible by the flexibility of playful Observed
learning environments.

14. Students are encouraged to respond with 3.444 0.49 Highly

natural curiosity and desire to explore and learn. Observed
 15. The creativity of students increases when they 3.46 0.50 Highly
are allowed to develop themselves and explore Observed
new concepts in an open environment, playful
learning.

Overall 3.46 0.19 Highly

Observed
Legend:1.00-1.75 Strongly Disagree/Not Observed ;1.76-2.50 Disagree/Less
Observed; 2.51-3.25 Agree/Moderately Observed; 3.26-4.00 Strongly Agree/
Highly Observed

Table 1 shows the mean of the respondents on the influence of playful learning

environment. It shows that in indicator 1 that –Students can explore and learn

through practical experiences through active, practical tasks and experiments”.

With a mean value of 3.54 and a standard deviation of 0.50 it is interpreted as

Highly Observed. It also shows that in indicator 11 that –Students are open to new

knowledge when the learning experiences in the classroom are enjoyable and fun”.

With a mean value of 3.37 and a standard deviation of 0.48 is interpreted as Highly

Observed. The overall computed mean is 3.46 with a standard deviation of 0.19 is

interpreted as Highly Observed.

The results of the findings imply that the students feel positive by the

influence of playful learning environment. These include the additional information,

suggestions, and constructive criticisms in Montessori and traditional elementary

school. Similar to this, Peng (2009) revealed in his study that students can learn

through experiments and practical experiences. Students feel satisfied when they

use a more diverse set of play materials. They also feel excited to do the next
activity once they receive a reward from their teacher. This means that students

value their teacher's intention in giving manipulable objects and experiments

hence they are emotionally affected by it. These validate what Philips & Silver

Daza (2018) stated in their study that affectively, students feel positive and

appreciate the learning environment by putting materials and opportunities in a

structured and independent manner. Furthermore, it is evident in the present study

that the influence of playful learning environment in the student learning outcomes,

obtain positive emotions from students which are reflected in the overall mean with

a remark as Highly Observed.

Part III. Student outcomes in terms of:

Table 2
COGNITIVE OUTCOMES
Indicators Mean SD Interpretation

1.The ability to choose activities and 3.46 0.50 Highly Observed

work at my own pace allows me to
develop flexibility and adaptation to
challenges.
2. I, who attended classes at 3.42 0.49 Highly Observed
Montessori School, developed a great
love of reading and a solid foundation
in reading skills.

3. I become really excited about 3.45 0.49 Highly Observed

learning new things and becoming
skilled in it.

4. With the ability to explore choices, 3.43 0.49 Highly Observed

I am able to handle challenges with
interest.

5. I can use language effectively and 3.34 0.47 Highly Observed

have a wide vocabulary to
communicate and state my opinions
and perspectives.

6. I can complete mathematical 3.53 0.51 Highly Observed

operations like addition, subtraction,
multiplication, and division correctly.

7. I can maximize my learning‘s by 3.39 0.48 Highly Observed

using my senses in class.

8. My interest in learning increases 3.41 0.49 Highly Observed

every time I take on another lesson.
 9. My motivation to explore and learn 3.42 0.49 Highly Observed
without help increases.

10. I can express my ideas and 3.41 0.49 Highly Observed

thoughts in a creative way.

Overall 3.39 0.48 Highly Observed

Legend:1.00-1.75 Strongly Disagree/Not Observed ;1.76-2.50 Disagree/Less

Observed; 2.51-3.25 Agree/Moderately Observed; 3.26-4.00 Strongly Agree/
Highly Observed

Table 2 shows the mean perception of cognitive outcomes in the playful

environment. It shows that in indicator 6 –I can complete mathematical operations

like addition, subtraction, multiplication, and division correctly”. With a mean value

of 3.53 and a standard deviation of 0.51 in interpreted as Highly Observed. It also

shows that in indicator 5 –I can use language effectively and have a wide

vocabulary to communicate, state opinion, and perspective”. With a mean value of

3.34 and a standard deviation of 0.47 is interpreted as Highly Observed. The

overall computed mean is 3.39 with a standard deviation of 0.48 is interpreted as

Highly Observed.

The result of the findings implies that Montessori education influence foster

flexibility, love for reading, express ideas and thoughts in a creative way,

mathematical proficiency in their skills. This characteristic of figuring things out

makes the students feel satisfied with their learning. Similar to this, Bacanli (2001)

found in his study that the child’s development follows a path of successive stages
of independence, and the knowledge of this must guide us in our behavior towards

them. The results also validate the findings of Rainer (1992) where he stated in the

study that during early childhood, the children build the strategies of these aspects

in individual ways and their performance capacities are measured with their

thinking ability and not their skills. To develop cognitive ability, it is essential and

advantageous that classroom curriculum should follow the pattern that fosters this

development in a peaceful way. Furthermore, it is evident in the present study that

the student outcomes in terms of cognitive bring out positive response from student

which are reflected in the overall mean with a remark of Highly Observed.

Student outcomes in terms of:

Table 3
SOCIAL AND PERSONALITY OUTCOMES
Indicators Mean SD Interpretation

1. I enjoy spending time with a diverse 3.48 0.50 Highly

group of friends. Observed

Highly
2. I feel comfortable expressing my 3.50 0.50
Observed
opinions and ideas in social settings.
 Highly
3. I feel supported by my teachers and 3.52 0.50
Observed
classmates.

Highly
4. I find it easy to empathize with others 3.49 0.50
Observed
and understand their perspectives.

Highly
5. I am confident in my ability to 3.49 0.50
Observed
communicate effectively with different
people.

Highly
6. I enjoy taking on leadership roles in 3.49 0.50
Observed
group projects or activities.

Highly
7. I have positive and healthy 3.55 0.49
Observed
relationships with my peers.

Highly
8. I am comfortable with accepting 3.55 0.49
Observed
constructive feedback from others.

Highly
9. I enjoy participating in social events 3.53 0.50
Observed
and group activities.

10. I find it easy to adapt to new 3.49 0.50 Highly

environments and make new friends. Observed

11. I have a sense of belonging in my 3.42 0.49 Highly

school community. Observed

12. I value and appreciate the diversity of 3.51 0.50 Highly

cultures and backgrounds. Observed
13. I am patient and understanding when 3.49 0.50 Highly
others make mistakes. Observed

14. I have a good support system outside 3.46 0.50 Highly

of school (friends, family, peers). Observed

15. I prefer working collaboratively with 3.44 0.49 Highly

others rather than working alone. Observed

Overall 3.49 0.20 Highly

Observed
Legend:1.00-1.75 Strongly Disagree/Not Observed ;1.76-2.50 Disagree/Less
Observed; 2.51-3.25 Agree/Moderately Observed; 3.26-4.00 Strongly Agree/
Highly Observed

Table 3 shows the mean perception of the respondents on social and personality

outcomes. It shows that in indicator 7 that –I have positive and healthy relationship

with my peers”. With a mean value of 3.55 and a standard deviation of 0.49

interpreted as Highly Observed. It also shows that in indicator 8 that –I am

comfortable with accepting constructive feedback from others”. With a mean value

of 3.55 and a standard deviation of 0.49 is interpreted as Highly Observed. It also

shows that in indicator 11 –I have a sense of belonging in my school community”.

With a mean value of 3.42 and a standard deviation of 0.49 is interpreted as Highly

Observed. The overall computed mean is 3.49 with a standard deviation of 0.20 in

interpreted as Highly Observed.

The result of the findings implies that the respondents on social and personality

outcomes evoke an effective attitude within them. Students feel delighted when
they have positive relationships with peers. They admire their teachers,

classmates and people around them. Lillard (2017) witness in his study that

Montessori students' social knowledge and skills are more advanced, and the

overall school climate is better. As described by Vaughn (2002), the Montessori

environment provides a way for children to work through the conflict of upholding

one’s own freedom while ensuring that their peers could do as well. Students in

Montessori classrooms must ensure they treat others with the respect that they

expect of themselves so that the class can continue functioning in a balanced way.

Students have also been observed to spend a good amount of time either helping

other students learn and engage in academic topics or getting help from other

students. The results validate the findings of Baines & Snortum (2005) in their

study where they found that the students show well-built relationship with peers in

correlation with the time spent in the program and their perceived ability to make

friends and teacher may aid to enable stronger relationship between students, also

allow instructors, further individualize their own abilities to take charge of each

student. Evidently, all of the indicators are interpreted as Highly Observed. With a

mean value of 3.39 which means social, and personality gives a useful outcome

to students.

Student outcomes in terms of:

Table 4

STUDENT WELL-BEING
 Indicators Mean SD Interpretation

1.I feel happy and contented with my 3.53 0.50 Highly

life. Observed

2.I have a positive outlook on the 3.52 0.50 Highly

future. Observed

3.I am open to trying new activities 3.47 0.50 Highly

and experiences. Observed

Highly
4.I am able to manage my stress 3.51 0.50
Observed
effectively.

Highly
5. I have a good life balance (time for 3.48 0.50
school, hobbies, and relaxation). Observed

Highly
6.I am motivated and engaged in 3.47 0.50
their schoolwork. Observed

Highly
7.I have the ability of understanding and 3.50 0.50
Observed
showing my emotions in a healthy
way.

8. I am confident in my abilities to 3.53 0.50 Highly

succeed academically. Observed

9. In the school environment, I feel 3.47 0.50 Highly

safe and protected. Observed

10. I am self-motivated and active in 3.41 0.49 Highly

achieving my goals. Observed
 11. I feel confident in my ability to handle 3.43 0.49 Highly
problems and resolve them
Observed
peacefully.

12. I have the freedom to freely share 3.51 0.50 Highly

what I think.
Observed

13. I have a chance to participate in 3.49 0.50 Highly

activities I enjoy. Observed

14. I feel confident in my ability to handle Highly

3.49 0.50
challenges and problems.
Observed

15. I feel important and have a positive 3.49 0.50 Highly

view of myself.
Observed

Overall 3.48 0.19 Highly

Observed
Legend:1.00-1.75 Strongly Disagree/Not Observed ;1.76-2.50 Disagree/Less

Observed; 2.51-3.25 Agree/Moderately Observed; 3.26-4.00 Strongly Agree/

Highly Observed

Table 4 shows the mean result of the respondents on students' well-being

outcomes. It shows that in indicator 1 –I am confident with my life”. With a mean

value of 3.53 and a standard deviation of 0.50 interpreted as Highly Observed. It

also shows that in indicator 8 that –I am confident in my abilities to succeed

academically”. With a mean value of 3.41 and a standard deviation of 0.40

interpreted as Highly Observed. The overall computed mean is 3.48 with a

standard deviation of 0.19 interpreted as Highly Observed.

The result of the findings implies that students' well-being is important that

benefits them. They engage themselves in a playful learning environment, they

also develop mindfulness, self-confidence, social skills, and a lifelong love to

themselves. The researchers found that the longer a child stayed in Montessori

education, the higher their well-being as an adult. If students are confident in their

abilities, they have better focus during classes and complete coursework. As Lillard

(2012) noted in their study they analyses controlled for age, race and ethnicity,

gender, childhood socio-economic status (SES) and private schooling, they can

say that none of the factors is causing the results. Thus, parents and teachers are

important factors in increasing student well-being. Evidently, all of the indicators

are interpreted as Highly Observed which means that student outcomes in terms

of student well-being give a positive feeling to students.

PART IV. Correlation Between Variables
TABLE 5
SIGNIFICANT RELATIONSHIP BETWEEN THE PLAYFUL LEARNING
ENVIRONMENT AND COGNITIVE OUTCOME, SOCIAL AND PERSONALITY
OUTCOME, AND STUDENT WELL-BEING.

SOCIAL AND
COGNITIV PERSONALIT STUDENT
E Y WELL-
OUTCOME OUTCOMES BEING
S
Spearman's PLAYFUL Correlati .225** .269** .303**
on
rho LEARNING
Coefficie
ENVIRONME nt
Sig. (2- .006 .001 .000
NT
tailed)

**. Correlation is significant at the 0.05 level (2-tailed).

Table 5 shows the correlation between playful learning environment and

cognitive outcomes, social and personality and student well-being.

The result of the findings shows that the computer r value of .225 of playful

learning environment is significant with cognitive outcomes with a moderate

relationship. The result of the findings implies that the playful environment

influences the perception of student outcomes in terms of cognitive. The results

show that the way playful learning environment is taken and the teachers' intention

in giving it has an impact to the student's affective aspect. Cognitive describes

what students should know. Such cognitive abilities include intelligence,

perseverance, creative thinking ability and even pattern recognition. Incorporating

these kinds of cognitive abilities in a playful learning environment positively affects

students. As Lillard (2012) students can express ideas and thoughts in creative

way. Thus, they feel satisfied if their teacher puts materials and opportunities in a

structured and independent manner. Moreover, the students can learn through

experiments and practical experiences, which can be positive or negative. Philips

& Silver Daza (2018) identified students feeling positive and valuing their teacher

by setting down materials and letting them come up with new schemes in their

activities.

The results show that computed r value of .269 of personality and social

outcomes is significant with playful learning environment. The result of the findings

implies that the personality and social outcomes in the playful environment

influence the perception of students. These personality and social outcomes

constitute attaching praise to constructive feedback from others. Vaughn (2022)

commented that Montessori environment provides a way for students to work

through the conflict of upholding one’s own freedom while ensuring that their peers

could do as well. Students in Montessori classrooms must ensure they treat others

with the respect they expect of themselves so that the class can continue

functioning in a balanced way. Baines and Snortum (2005) noted that teachers

may aid to enable stronger relationship between students, also allow instructors,

individualize their own abilities to take control of each student towards their

personality.
 The result of the finding shows that the computed r value .303 of student

well-being is significant in playful learning environment with a moderate

relationship.

The result of the findings shows that the students' well-being is important

and benefits them. They engage themselves in a playful learning environment. If

students are confident in their abilities, they have better focus during classes and

complete coursework. As Lillard (2012) noted in their study they analyses

controlled for age, race and ethnicity, gender, childhood socio-economic status

(SES) and private schooling, they can say that none of the factors is causing the

results. Thus, parents and teachers are important factors in increasing student

well-being.

Chapter 5
Summary, Conclusions, and Recommendations
 This chapter presents the summary of findings made after presenting,

analyzing and interpreting the study ‘s data, along with the conclusions reached

and suggestions for additional research.

This study was conducted for the purpose of determining the effects of the

Montessori Method on the optimal experience of the students. A total of 152

students from different Montessori Schools participated as respondents. The study

employed a descriptive-correlational research method, utilizing a survey

questionnaire as the primary tool for data collection. The research was carried out

in the first semester of the academic year 2022-2023.

Summary of the Findings

The following statements show the summary of the findings of the research

arranged in the order of the statement of the problem.

In terms of the dependent variable, Playful Learning Environment, the result

show that in terms of the respondents in a playful learning environment, the overall

computed mean is 3.46 and the standard deviation is 0.19 and is interpreted as

Strongly Agree/Highly Observed. While in terms of independent variable in which

students' outcomes in terms of Cognitive Outcomes, the overall computed mean

is 3.39 with a standard deviation of 0.48 is interpreted as Strongly Agree/ Highly

Observed. The collected responses from participants highlight a favorable

appreciation for the cognitive outcomes resulting from the Playful Learning
Environment in Montessori Schools. Participants convey contentment and

excitement, underscoring the positive influence of the engaging and playful

teaching approach on their cognitive development.

In Students outcomes in terms of Social and Personality Outcomes, the overall

computed mean is 3.49 with a standard deviation of 0.20 is interpreted as Strongly

Agree/Highly Observed. The findings indicate that children enrolled in Montessori

schools actively acknowledge and notice enhancements in their Social and

Personality areas. This suggests that they hold a positive view of their aptitude in

handling social interactions and honing their individual talents.

In Students outcomes in terms of Students Well-Being, the overall computed

mean is 3.48 with a standard deviation of 0.19 is interpreted as Strongly

Agree/Highly Observed. This study has uncovered valuable insights indicating that

there is a positive link between how students react to their educational experiences

and their overall well-being. The findings suggest that a positive educational

experience contributes to positive feelings and observations in various areas of

students' lives beyond just their academic pursuits. This implies that how students

perceive and engage with their education has broader implications for their overall

well-being.

In terms of Correlation between Variables, the study explored the

relationships between a Playful Learning Environment and three outcomes:

Cognitive Outcomes, Social and Personality Outcomes, and Student Well-being.

The numbers (0.225, 0.269, 0.303) represent the strength and direction of the

correlations. A higher number indicates a stronger relationship. The ** and

associated values (0.006, 0.001, 0.000) indicate that these correlations are

statistically significant at the 0.01 level, suggesting that the observed connections

are unlikely to be by chance. In simpler terms, the results suggest that a more

playful learning environment is linked to positive outcomes in cognition, social

interactions, and student well-being.

Conclusions

Based on the indicated findings, the following conclusions were drawn:

1. The correlation coefficients presented indicate favorable associations

between a Playful Learning Environment and the mentioned outcomes.

Moreover, the significance levels suggest that these associations hold

statistical significance.

2. Feedback from students concerning their time in Montessori schools

reflects positivity, expressing satisfaction, excitement, and a sense of

confidence in their ability to navigate social situations and nurture their

individual talents.

3. The results suggest that the beneficial influence of a Playful Learning

Environment transcends academic aspects and reaches into broader

dimensions of students' lives, contributing positively to their overall well-

being.
 4. The research methodology involved the utilization of a descriptive-

correlational approach, and data were gathered through the administration

of survey questionnaires.

The researchers conclude that despite a high mean value of all the indicators of

Playful Learning and Environment and the student outcomes, The hypothesis

states that there is no significant relationship between the Playful Learning

Environment and Cognitive Outcome, Social and Personality Outcome, and

Student Well-being.

Recommendations

Based on the results and conclusion of the study, the following are recommended:

1. Teachers may strategically integrate playful elements into the curriculum,

ensuring a balance between structured learning and interactive activities.

Cater to diverse learning styles and encourage an enjoyable educational

experience.

2. School Administrators may cultivate an environment that encourages

students to express their experiences, concerns, and suggestions. regularly.

This feedback loop facilitates continuous improvement and ensures that the

learning environment aligns with students' evolving needs.

3. Students may establish open channels of communication with teachers

and peers. They should share your experiences, thoughts, and feedback
 regularly. Foster a supportive learning community and ensure that their

needs and preferences are considered.

4. Future researchers may conduct thorough inquiries into the enduring

impact of such environments on cognitive development, social interactions,

and overall well-being.

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