Play and Creativity in Early Mathematics: Evidence from Pre-Primary Pupils in Nigeria

Abstract Persistent underachievement in mathematics remains a concern in Nigerian schools despite repeated curricular reforms, with little empirical research addressing instructional practices at the pre-primary level. This study investigated the effectiveness of play-based instruction in improving mathematics achievement and interest among Early Child Care Development III pupils in Enugu East Local Government Area. A quasi-experimental pre-test–post-test control group design was adopted using 51 pupils from two intact classes. The experimental group (n = 26) received instruction through card games, while the control group (n = 25) was taught addition of whole numbers (sums ≤ 10) using conventional counting strategies over a one-week period. Data were collected with the Number and Numeration Achievement Test (NNAT; α = .91) and the Number and Numeration Interest Scale (NNIS; α = .95). A Multivariate Analysis of Covariance (MANCOVA), with pre-test scores as covariates, revealed significant effects of instructional method on both achievement, F (1, 47) = 136.72, p < .001, η² = .74, and interest, F (1, 47) = 142.55, p < .001, η² = .75. These findings provide robust evidence that play-based approaches significantly enhance mathematics performance and engagement in early childhood. The study highlights the importance of integrating structured play into Nigerian early childhood mathematics curricula and calls for further research on long-term retention and scalability across diverse contexts. Keywords: play-based instruction; mathematics achievement; learner interest; early childhood education; quasi-experimental design; Nigeria