Thesis Revised 2324

i
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
Eseo, Ma. Concepcion L.

Mesinas, Jan Kyla A.
June 2023
ii
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.

iii
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
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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.

v
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
vi
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.
Keywords: Montessori, Cognitive Outcomes, Social and Personality, Student
Well-Being
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TABLE OF CONTENTS
TITLE PAGE .........................................................................................................i

APPROVAL SHEET ............................................................................................ ii
DEDICATION ...................................................................................................... iii
ACKNOWLEDGEMENT ..................................................................................... iv
ABSTRACT .........................................................................................................v
TABLE OF CONTENTS ...................................................................................... vi
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES............................................................................................ viii
LIST OF APPENDICES ...................................................................................... ix
Chapter 1 .............................................................................................................
INTRODUCTION ................................................................................................. 1
Background of the Study .......................................................................... 2
Theoretical Framework ..............................................................................
Conceptual Framework ..............................................................................
Research Paradigm ...................................................................................
Background of the Study ............................................................................
Statement of the Problem ..........................................................................
Hypothesis. .................................................................................................
Significance of the Study ...........................................................................
Scope and Limitation .................................................................................
Statement of the Problem ..........................................................................
Operational Definition of Terms .................................................................

viii
Chapter 2 .............................................................................................................
REVIEW OF RELATED LITERATURE .............................................................. 2
Chapter 3
RESEARCH METHODOLOGY ............................................................................
Research Design ..................................................................................... 2
Sampling Technique ..................................................................................
Research Instrument .................................................................................

Data Collection and Analysis .....................................................................
Chapter 4
RESULTS AND DISCUSSION .............................................................................
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...............................
Summary of Findings ............................................................................... 2
Conclusions ...............................................................................................
Recommendations .....................................................................................
LITERATURE CITED ...........................................................................................

APPENDICES ......................................................................................................
CURRICULUM VITAE .........................................................................................
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LIST OF TABLES
Table 1 The influence of playful learning environment in student learning

outcomes ........................................................................................................... i
Table 2 Cognitive Outcomes .......................................................................... ii
Table 3 Social and Personality Outcomes ...................................................... ii
Table 4 Student well-being ............................................................................. ii
x
LIST OF FIGURES
Figure 1 Research Paradigm ............................................................................... ii

Figure 2 Distribution of Respondents According to Age ....................................... ii
Figure 3 Distribution of Respondents According to Sex ........................................ ii
xi
LIST OF APPENDICES
Appendix A. Permission Letter to Conduct Study ................................................ ii

Appendix B. Letter to the Respondents ............................................................... ii
Appendix C. Survey Questionnaire ...................................................................... ii
1
CHAPTER 1
INTRODUCTION
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. Montessori classrooms
tend to place same age groups on much smaller groups than the traditional
number of groups, and let the students make use of play materials as their
learning tools. Debs & Brown (2017) Most Montessori schools can be noticed to
be tuition-based, as they are more likely to be marketable to high-income families
rather than what it used to be, as Maria Montessori established this method
usually covers upper class students, making it difficult to study the 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

2
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.
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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).

4
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.
Figure 1
Research Paradigm
Independent Variable Dependent Variable
● Cognitive Outcomes
● Playful Learning ● Social and Personality
Environment Outcomes
● Student Well-Being
The paradigm shows the 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.

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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?

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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.

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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.

8
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.

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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 is characterized by self-directed activity, experiential learning,
and group play in this method of education.
Standardized Teaching is to enforce a degree of standard or consistency
in particular procedures or activities inside the area of responsibility.
Student-Centered Learning provides students with the choice to choose
what they study and how they learn it.
Early Childhood is a period in which students start learning about their
interests, develop social and emotional intelligence, and build bonds with their
teachers, parents, and classmates.
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
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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 students do more than just take information,
they also create knowledge. People create their own representations of the world
and integrate new information into their prior knowledge (schemas) when they
observe it and think back on it.
Conventional direct instruction prepares the class for a task where they
will collaborate to complete a group assignment, receiving help from the teacher
as requested.
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Student Centered Learning provides students with the choice to choose
what they learn and how they acquire 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 class or social status of a person or group. It
is often evaluated using a formula that combines work, earning and education.
Playful Learning Environment a safe environment that empowers
learners by fostering choice, surprise, and delight. To use a play as means of
deeper, more meaningful life.
Playful Competition is a proactive cognitive-behavioral orientation that
makes students incorporate fun and self-oriented challenges into training
sessions.
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Practical Tasks Any science education and learning activities that
eventually have students observe or manipulate objects to increase
understanding while working alone in a small group.
Storytelling Technique methods that author apply to create the different
parts of a story. A variety of narrative components are included, such as plot,
viewpoints, method, personality, topic and category.
Critical Thinking is an academically complex procedure that guides
thoughts and actions by continuously and effectively conceiving, applying,
analyzing, combining, and assessing data obtained from thinking, observing, or
interaction.
Social Skills we employ on a daily basis to engage and converse with
people. They cover both spoken and unspoken forms of communication,
including body language, gestures, facial expression, and speech.
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 capacity to convey or share ideas and
feelings effectively.
Cognitive Outcomes include three subdomains of verbal knowledge,
knowledge organization, and cognitive strategies
Flexible Learning is a collection of theories and practices in education
that focus on giving students more convenience, preference and adaptation to fit
their needs.
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Adaptation a change resources, tasks, or student outputs used in the
educational process to help a student meet the desired learning objectives.
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 ongoing interrelationship of various
natural, social, and symbolic facets of psychological growth.
Social settings an environment that is defined by time and space, offers
the environment required for interactions between people to take place.
Perspectives the skills of portraying objects ona two-dimensional surface
in a way that accurately captures their location, width, depth, and height as seen
from a specific angle.
Constructive feedback is the form of feedback where the goal is to help
someone achieve a beneficial result by offering remarks, guidance or
recommendations that will help them in their career or future.
Sense of Belonging the confidence, eagerness, and sense of belonging
to the group, the sense of acceptance by the group and the readiness to make
sacrifices on behalf of the group.
Diversity of Cultures the quality of diverse or different cultures, as
opposed to monoculture.
Support System a group of individuals that can offer emotional or
practice help.
Collaboratively a way that is produced by or involves two or more parties
working together.
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Chapter 2
REVIEW OF THE RELATED LITERATURE
Montessori Education for elementary students.
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
Alternative approaches to teaching students who are purportedly displaying
non-mastery on state standardized examinations have long been a source of
concern due to the need to provide all students with a relevant and experiential
learning environment. Finding efficient teaching methods for students is
becoming more and more important as the bar for demonstrating satisfactory
academic progress rises. The goal of the Montessori method is to assist
students' normal growth and encourage self-directed learning. Any encounter
between an adult and a kid is considered a Montessori lesson, it includes
strategies that are intended to act as a guide for the adult personality when
engaging with the child. The study investigated how the Montessori method
15
affects the students' academic performance in the third, fourth and fifth grades.
Essential to developing into effective learners.
Furthermore, Montessori promotes real world experiences that provide
students with that chance to develop intrinsic motivational opportunities. This will
help them become independent thinkers who can compete in the global economy
of the twenty-first century. The few research studies that have been conducted
on the Montessori method of instruction present chances for more research at
every grade level. Salazar (2012)
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 difficulty, in part, stems from the fact that issues might vary greatly
according to who is identifying them, students, parents, teacher or legislator.
Based on the opinions of numerous people working in the field of education
today, look at this list of the top ten issues that public schools are now
experiencing. (Chen, 2022)

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The Effect of Montessori Method Supported by Social Skills Training

Program
Children‘s social environments are expanding, particularly with the start of
school, and this gives them the opportunity to learn how to manage their
relationships and handle interpersonal conflicts. It also helps them apply what
they have learned. At this developmental stage, problem solving, and emotional
intelligence become critical factors in determining adjustment. (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).
According to earlier studies, kids who struggle to comprehend emotions
and deal with social issues are more likely to encounter situations like rejection
from peers, difficulties with adjustment and communication, poor academic
performance, a lack of cooperation with others, problematic behaviors, and social
exclusion. (Arı and Yaban, 2012; Coie and Dodge, 1998; Parker and Asher,
1993; Werner and Crick, 2004).
Montessori Education in Childhood and Adult Well-being
A variety of beneficial effects, such as improved health and performance
at work, longevity, and more positive social behavior and relationships are
17
predicted by well-being, which is defined as the perceived experience of health,
happiness, and thriving (Ryff, 2014). Even more so than mental illness, low
wellbeing is a stronger predictor of suicide conduct (Keyes et al., 2012). Higher
adult well-being may be predicted by a Montessori education. Although there
hasn't been any research specifically looking at the connection between
Montessori education and later well-being, one study (Shankland et al., 2010)
found that students who attend Montessori as well as other alternative schools as
students' development research and their implications for educational
environments (National Academies of Sciences, Engineering and Medicine,
2018; Darling-Hammond et al., 2019). Research conducted in traditional
educational settings also demonstrates that characteristics associated with the
Montessori approach such as decreased test anxiety predict improved student
well-being. Additionally, investigations of Montessori children using random
lottery reveal differences from different waitlisted controls. (Lillard et al., 2017).
Academic Freedom within Limits in Montessori Education
The concept of freedom within bounds is empowering. It welcomes the
idea that a youngster can be both an explorer and a self-sufficient learner.
Montessori's approach to prepared environment design promotes freedom within
bounds. The Montessori classrooms have low own shelves, rationally arranged
activities, and kid-friendly workplaces are particularly pertinent. It welcomes the
idea that a youngster can be both an explorer and a self-sufficient learner. The
Montessori environment offers six different kinds of freedom: the freedom to

18
move around, the freedom of choice, the freedom of time, the freedom to repeat,
the freedom to speak, and the freedom to make mistakes.
Children have the freedom to roam throughout the Montessori classroom
and transition between different activities. Youngsters who roam the room satisfy
their desire for movement and are more likely to select meaningful work. As a
result, youngsters who are given the opportunity to walk around learn to
investigate their surroundings and subsequently identify their interests. While the
Montessori method is based on the idea of freedom of choice. This is so that kids
can learn about their needs, interests, and skills through choice. Additionally,
giving kids the opportunity to choose motivates them to participate actively in
their education and ultimately find the solution to the problem. Children who have
freedom of time can work on the same project for as long as they like. In simple
terms, this teaches kids to learn at their own speed, focus, and how to be patient
when waiting for their time. Students can work with resources and practice to
succeed through freedom to repeat or the three-hour work cycle. Children also
learn to self-correct and solve problems through repetition. Montessori promotes
communication in the classroom with freedom to communicate. Youngsters get
social skills, learn to solve problems, and engage in activity discussion. In
addition, the way the Montessori materials has a visual error control built into a
design. This uses practical learning experiences to help the child grasp the
activity‘s goal.
Academic Achievement Outcomes: A Comparison of Montessori and
Non-Montessori Public Elementary School Students

19
When compared to non-Montessori practices, scholarly literature provides
some support for the academic and affective success of the Montessori method.
Early Montessori experiences that have a positive impact on academic
attainment would attest to its effectiveness. Peng (2009) carried out an empirical
study. About 200 students nationally normed achievement test results were
analyzed by the researcher, half of the students had attended Montessori
preschool in Taiwan, while the other half had attended traditional preschool.
Peng looked at the arithmetic, language, arts, and social studies test results of
kids enrolled in regular first, second, and third grade classrooms. Children in the
first grade who had attended a Montessori preschool performed statistically
better in math and Chinese language classes than children who had attended
other preschools.
Chinese language scores were statistically higher for second grade
students who had attended a Montessori preschool as opposed to other
preschools. Students in the third grade who had attended Montessori preschool
or not showed no discernible changes in their accomplishment levels in
arithmetic and social studies. However, they performed marginally better in
Chinese language.
All students enrolled in regular elementary schools at the time of the tests. Since
the participants Montessori preschool experiences were further removed from the
achievement test, the result indicates a diminishing effect. Social skills have also
been investigated as a means of assessing educational efficacy; accomplishment
outcomes are not the only indicator. 53 traditional and 59 Montessori youngsters
20
were compared in Lillard and Else-Quest (2006) study based on social and
academic skill assessment, the groups were split equally between five and eight
years old. They used a mix of social skills assessment created by researchers
and Woodcock Johnston III.
The students were given options on how to respond to scenarios as part of the
social skills assessment. Using scenarios devised by the researcher, the five-
year-old Montessori students outperformed their non-Montessori contemporaries,
but the two groups reading proficiency was comparable. Twelve-year-old
Montessori students performed better on social skills tests than non-marine
Montessori kids. (Mallett, et al., 2018).

21
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,
22
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.
23
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.
24
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.

25
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
26
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.

27
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.
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.
28
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.
29
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

30
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.

31
Table 2
Cognitive Outcomes
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.
32
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

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.

33
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.

34
Table 3
Social and Personality Outcomes

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.
35
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

Observed
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

36
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.

37
Table 4
Student Well-being
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
38
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

Observed
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

39
academically‖. With a mean value of 3.41 and a standard deviation of 0.40
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.

40
TABLE 5
Significant Relationship Between the Playful Learning Environment and Cognitive

Outcome, Social and Personality Outcome, and Student Well-being.
COGNITIVE SOCIAL AND STUDENT

OUTCOMES PERSONALITY WELL-
OUTCOMES BEING
Spearman's PLAYFUL Correlation .225** .269** .303**

Coefficient
rho LEARNING
Sig. (2- .006 .001 .000
ENVIRONME
tailed)
NT
**. 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,
41
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

42
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.

43
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 Findings
The following statements show the summary of the findings of the research
arranged in the order of the statement of the problem.
Specifically 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

44
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:

45
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.
46
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.
47
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.

48
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Science (New York, N.Y.) 313. 1893-4. 10.1126/science.1132362
Marshall, C. (2017) Montessori Education: A review of the evidence base.npj

Science Learn 2, 11 https:/doi.org/10.1038/s41539-017-0012-7
Phillips-Silver, Jessica & Daza, Maria Teresa. (2018). Cognitive Control at Age 3:
Evaluating Executive Functions in an Equitable Montessori Preschool.
Frontiers in Education. 3. 10.3389/feduc.2018.00106 Zigler,
Zigler, E. F., Singer, D. G., & Bishop-Josef, S. J. (2004). Children‘s Play: The
roots of reading. Zero to Three/National Center for Infants, Toddlers and
Families
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman

Lillard, A., & Else-Quest, N. (2006). Evaluating Montessori Education.
Science, 313 (5795), 1893-1894. https://doi.org/10.1126/science.1132362
Yang, Xinyi & Wang, Stephen. (2017). To Develop and Evaluate Children‘s
Cognitive Development through An AR-Playful-Learning Approach. KnE
Engineering. 2. 211. 10. 18502/keg.v2i2.617.
Pasek, K. H & Hadani, Helen (2020). A new path to education reform: Playful
Learning promotes 21st Century skills in schools and beyond.
https://www.brookings.edu/wp-content/uploads/2020/10/Big-Ideas_Hirsh-
Pasek_PlayfulLearning.pdf
50
APPENDICES
51
APPENDIX A

Province of Laguna
Mr. Largo
Formation Officer
Scuola dei Bambini IMI
Del Remedio, San Pablo City, Laguna
Dear Sir,
Greetings of Peace!
We are Ma. Concepcion L. Eseo and Jan Kyla Mesinas third-year students
of Laguna State Polytechnic University, San Pablo City Campus, pursuing a
degree in Bachelor of Elementary in Education.
In partial fulfillment of our requirements in Research, we are presently

conducting a research investigation entitled “Montessori Education a Playful
Learning Environment for Students Optimal Experience.” In this regard, we
are humbly asking your permission to allow us to conduct our study in your
vicinity. We are seeking your consent to request your students' participation to be
part of this research. Rest assured that all information derived herein will be
treated with the utmost confidentiality in compliance with the Data Privacy Act of
2012, or R.A. 10173.
We believe that you are with us in our enthusiasm to finish this requirement
for our research course. We are looking forward to your positive response on this
humble matter. Your approval to conduct this study will be greatly appreciated.
Thank you very much and God bless.
52

Province of Laguna
Mrs. Jacqueline Garcia-Villeno

School Directress
Niño Jesus Science-Oriented Montessori School, Inc
Phase 1, Farconville Subd.
Brgy. San Francisco, Calihan, San Pablo City
Dear Ma’am Jacqueline,
Greeting of Peace!
We are Ma. Concepcion L. Eseo and Jan Kyla A. Mesinas, fourth-year

students of Laguna State Polytechnic University, San Pablo City Campus,
pursuing degree in Bachelor of Elementary Education.
In partial fulfillment of our requirements in research, we are presently

conducting a research investigation entitled “Montessori Education a Playful
Learning Environment for Students Optimal Experience.” In this regard we
are humbly asking your permission to allow us to conduct our study in your
vicinity. We are seeking your consent to request your students participation to be
part of this research. Rest assured that all information derived herein will be
treated with the utmost confidentiality in compliance with the Data Privacy Act of
2012, or R.A. 10173.
We believe that you are with us in our enthusiasm to finish this

requirement for our research course. We are looking forward to your positive
53
response on this humble matter. Your approval to conduct this study will be
greatly appreciated. Thank you very much and God bless!
54

Province of Laguna
Dear Madame:
Greeting of Peace!
We are Ma.Concepcion L. Eseo and Jan Kyla A. Mesinas, a third-year students

at Laguna State Polytechnic University, San Pablo City Campus, pursuing a
degree in Bachelor of Elementary Education.
In partial fulfillment of our requirements in Research in Education, we are

presently conducting a research investigation entitled “Montessori Education in
a Playful Learning Environment for Students Optimal Experience.”
The primary goal of our study is to determine the influence of the playful learning
in terms of cognitive, social outcomes and well-being. Attached here with are the
final copies of our research instrument, research paradigm, statement of the
problem, and the operational definition of terms.
In this regard, we sincerely request your valuable time and expertise in checking
and validating our research instrument to ensure the quality of the provided
content. We are really hoping that you will give your earnest consideration on this
matter.
Thank you so much for your kind consideration. God bless.

55
56

Province of Laguna
Dear Madame:
Greeting of Peace!


matter.

57
58

Province of Laguna
Dear Madame:
Greeting of Peace!


matter.

59

Province of Laguna
EDILBERTO Z. ANDAL, Ed. D

Dean, College of Teacher Education
San Pablo City Campus
Dear Sir:
Greeting of Peace!
The undersigned has already defended the research topic last March 01, 2023,
entitled “Montessori Education a Playful Learning Environment for
Students Optimal Experience”, in a partial fulfillment of the requirements for
the Bachelor of Elementary Education. Attached herewith is the the final copy of
the instrument to be used in the said research. Rest assured that all corrections,
suggestions, and recommendations of the panel of examiners during the
research proposal were incorporated.
In this connection, we are humbly requesting your approval for the conduct of the
study. Your approval on this matter will be a great help in the smooth and
efficient administration and conduct of the said study. Thank you very much for
your kind consideration and may God bless you.
60
APPENDIX B

Province of Laguna
Dear Respondents!
Good Day!
We are Ma. Concepcion L. Eseo and Jan Kyla A. Mesinas third-year students at
Laguna State Polytechnic University, San Pablo City Campus, pursuing a degree
in Bachelor of Elementary Education.
We are humbly asking for your permission to pleasantly partake in our research
study entitled “Montessori Education a Playful Learning Environment for
Students Optimal Experience.” Our goal is to fulfill concluding requirements
which are mainly aligned with the procedure of research inscriptions in the
course of research in education.
Rest assured that all of the collected data will be kept secured and protected
under the Data Privacy Act of 2012, or R.A 10173. Your individual responses
would not be identified by someone other than the researchers. These will be
treated with the utmost confidentiality.
Do not hesitate to contact the researchers if you have any queries regarding this
initiative. We are looking forward to your positive response. Your participation will
be greatly appreciated in this immense venture.
61
Thank you and God bless!
Research Instrument
SURVEY QUESTIONAIRE
PART 1. Profile of the Respondents
Name: _____________________________
Age: ____ years old
Grade Level: Grade 4
Grade 5
Grade 6
Sex: Female Male
PART 2. Montessori Education a Playful Learning Environment for

Students Optimal Experience Questionnaire.
Independent Variable.
Instruction: Read each statement carefully. Please darken ( ) on the column

that corresponds to your answer. Use the following scale:
(4) Strongly Agree / Highly Observed

(3) Agree / Moderately Observed
(2) Disagree / Less Observed
(1) Strongly Disagree / Not Observed
62
4 3 2 1
In Montessori Education with a playful learning
environment ,…
1. Students can explore and learn through

practical experiences through active, practical tasks
and experiments.
2. Students like to engage in playful competition
when participating in educational games and
interactive activities that enhance learning the lessons.
3. The lessons become more interesting to
students and easily remembered when using
storytelling techniques.
4. The critical thinking abilities of students will
improve by using puzzles, riddles, and brain teasers.
5. Students‘ understanding grow when class
activities let them use basic senses like touch, see,
hear, smell, taste, and sound.
6. Using of toys, blocks, and other manipulative
materials can be of great help in understanding the
lessons.
7. Making up stories in teachings make students more
involved in class.
8. Students become responsible in their search for
new knowledge when they have the opportunity to ask
questions and explore things on their own.
9. Students become more independent by setting
up different stations or learning centers where they
could freely explore particular subjects or skills.
10. Students become interested in and motivated to actively
participate in lessons with playful learning.
11. Students are open to new knowledge when the learning o o o o
experiences in the classroom are enjoyable and fun.
12. Group projects and collaboration help to improve o o o o
students‘ social and communication skills.
13. Students personal learning opportunities become o o o o
possible by the flexibility of playful learning environments.
14. Students are encourage to respond with natural curiosity o o o o
and desire to explore and learn.
15. The creativity of students increase when they are o o o o
allowed to develop themselves and explore new concepts in
an open environment, playful learning.
63
PART 3 Montessori Education a Playful Learning Environment for Student

Optimal Experience Questionnaire:
Dependent Variable:
Instruction: Read each statement carefully. Please darken on the column that
corresponds to your answer. Use the following scale:
(4) Strongly Agree / Highly Practiced
(3) Agree / Moderately Practiced
(2) Disagree / Less Practiced

(1) Strongly Disagree / Not Practiced
Cognitive outcomes 4 3 2 1
1. The ability to choose activities and work at my own
pace allows me to develop flexibility and
adaptation to challenges.
2. I, who attended classes at Montessori
School develop a great love of reading and a solid
foundation in reading skills.
3. I become really excited about learning new things
and becoming skilled in it.
4. With the ability to explore choices, I am able to
handle challenges with interest.
5. I can use language effectively and have a
wide vocabulary to communicate and state my
opinions and perspectives.
6. I can complete mathematical operations like
addition, subtraction, multiplication, and division
correctly.
7. I can maximize my learnings by using my senses
in class.
8. My interest in learning increases every time I take
on another lesson.
9. My motivation to explore and learn without help
increases.
10. I can express my ideas and thoughts in a creative
way.
64
Consider the result in terms of the Social and Personality 4 3 2 1

Outcomes
1. I enjoy spending time with a diverse group of
friends.
2. I feel comfortable expressing my opinions and
ideas in social settings.
3. I feel supported by my teachers and classmates.
4. I find it easy to empathize with others and
understand their perspectives.
5. I am confident in my ability to communicate
effectively with different people.
6. I enjoy taking on leadership roles in group projects
or activities.
7. I have positive and healthy relationships with my peers.
8.I am comfortable with accepting constructive feedback from

others.
9. I enjoy participating in social events and group activities.
10. I find it easy to adapt to new environments and
make new friends
11. I have a sense of belonging in my school
community
12. I value and appreciate the diversity of cultures and
backgrounds.
13. I am patient and understanding when others make
mistakes.
14. I have a good support system outside of school
(friends, family, peers)
15. I prefer working collaboratively with others rather
than working alone.
Student Well-being 4 3 2 1
1. I feel happy and contented with my life.
2. I have a positive outlook on the future.
3. I am open to trying new activities and experiences.
4. I am able to manage my stress effectively.
65
5. I have a good life balance (time for school,

hobbies, and relaxation).
6. I am motivated and engaged in their schoolwork.
7. I have the ability of understanding and showing my
emotions in a healthy way.
8. I am confident in my abilities to succeed academically.
9. In the school environment, I feel safe and protected.
10. I am self-motivated and active in achieving my
goals.
11. I feel confident in my ability to handle problems
and resolve them peacefully.
12. I have the freedom to freely share what I think.
13. I have a chance to participate in activities I enjoy.
14. I feel confident in my ability to handle challenges
and problems.
15. I feel important and have a positive view of myself.

66
67
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i

MONTESSORI EDUCATION A PLAYFUL LEARNING ENVIRONMENT

In Partial Fulfillment of the

Eseo, Ma. Concepcion L.

Republic of the Philippines

The thesis entitled “MONTESSORI EDUCATION A PLAYFUL LEARNING

RONA CHRISTINA M. ALMAZAN, MAEd

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

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

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

ROSE R. ANDRADE, MAEd

EDILBERTO Z. ANDAL, EdD

RESEARCH CONTRIBUTION NO.

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

We wish you the best of luck.

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

fortitude we possessed while composing. We appreciate all the assistance you

degree from our family, whose love is everlasting.

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

important information for the purpose of this research.

researchers on this campus, allowing them to accomplish this great success.

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

difficult to generalize to lower income children. The respondents were 72 primary

questionnaire created by the researchers. The findings demonstrated that the

students S&PO. It also revealed that the respondents' level of Well-being is

developed orderly when individually or independently learning.

Keywords: Montessori, Cognitive Outcomes, Social and Personality, Student

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

Theoretical Framework ..............................................................................

Conceptual Framework ..............................................................................

Theoretical Framework ..............................................................................

Research Paradigm ...................................................................................

Theoretical Framework ..............................................................................

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

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

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

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

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

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

Sampling Technique ..................................................................................

Research Instrument .................................................................................

LITERATURE CITED ...........................................................................................

Table 1 The influence of playful learning environment in student learning

Figure 1 Research Paradigm ............................................................................... ii

Appendix A. Permission Letter to Conduct Study ................................................ ii

Background of the Study

by absorbing and interacting with different aspects of their environment‖, as

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. Montessori classrooms

be tuition-based, as they are more likely to be marketable to high-income families

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