This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two consecutive school terms. A total of 859 students (458 females, 401 males) and 832 students (477 females, 355 males) completed maths tests in term 1 and 2, respectively. Results revealed that the intervention group attained higher test scores than the control group in both terms (P < 0.01). Furthermore, in term 2 an interaction effect between group and gender was found (P < 0.05), with girls in the intervention group achieving the highest scores. Our finding suggest that play-based learning approaches may enhance academic achievement.

本研究探讨了巴勒斯坦小学生基于游戏的学习与数学成绩之间的关系。来自 8 所学校的 40 名教师接受了以游戏为基础的教学法培训以及项目工作人员（干预组）的后续支持访问；四所匹配的学校作为对照组。在连续两个学期对所有学生进行了适合年级的测试。共有 859 名学生（458 名女性，401 名男性）和 832 名学生（477 名女性，355 名男性）分别完成了第一学期和第二学期的数学考试。结果显示，干预组在这两个方面的考试成绩均高于对照组（P  < 0.01）。此外，在第 2 学期，发现了群体和性别之间的交互作用（P < 0.05），干预组的女孩得分最高。我们的发现表明，基于游戏的学习方法可能会提高学业成绩。