Abstract
This study aimed to determine the Effects of the Play-based Approach to the Academic Performance of Learners in Gumaca Quezon due to the increasing lack of play and the importance placed on direct instruction for learners. To achieve the researcher's goal, the researcher used a questionnaire to determine the respondents' profiles and administered the questionnaire to determine the effects of the play-based approach. This study involved 60 primary teachers from public elementary schools in Gumaca, Quezon. The result showed that most of the respondents were in the age group of 42 years old and above. The respondents are primarily female, and the majority have more than 12 years length of work experience. When it comes to the results of the effects of the play-based Approach, the study found that the most common effect of the play-based Approach on the academic performance of learners is Language Skills Development. According to the result of the Kruskal-Wallis H-test, all the null hypotheses of age, sex, and length of work experience do not vary, which means that there is no significant difference in the perceived effects of the Play-based Approach to academic performance of learners when the respondents are grouped by profile.
