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© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
Vol. 7, No. 1 (2023) 83-96 ISSN: 2597-4866
Indonesian Journal of Primary Education
-western nigerian primary schools
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
Mother-tongue Education Unit, Department of Arts Education Faculty of Education, University of Ilorin,
Ilorin
*Corresponding author: ogunniran.vo@unilorin.edu.ng*
Submitted/Received 04 August 2022; First Revised 09 November 2022; Accepted 24 May 2023
First Available Online 1 June 2023; Publication Date 1 June 2023
Abstract
onal games in South-
Mixed approach was employed in collecting and analyzing data. The questionnaire, interview, and observation were
methods of data collection. Purposive sampling techniques was utilized to sample ninety (90) teachers. Convenience
sampling techniques were used to sample thirty (30) pupils for the observation exercise. The percentage was used to
describe the demographic data of the participants, likewise, question one was answered through the percentage. The
research hypothesis 1 was tested using the T-test while the research hypothesis 2 was tested using Analysis of Variance
(ANOVA) all at a 0.05 level of significance. The qualitative data was analysed thematically. The result showed that
ion of the educational values of the traditional
educational values of the traditional games. Therefore, it was recommended that since the traditional games have
educational values among pupils, the primary school educational stakeholders should therefore capitalize on these
resources to develop educational skills: such as numeracy, communication, leadership, and health therapy in primary
school pupils.
Keywords: Perception, Traditional games, Educational values, Primary education, Digital games
INTRODUCTION
The goal of primary education in the
national policy on education is to make
learners develop and achieve numeracy,
communicative skills, and a solid foundation
in science. Also, it is stipulated that the
language of education in the pre-primary to
primary 3 should be the language of learners,
it is implying that the native language
approach would enhance the development of
early literacy and numeracy skill. Then, the
traditional educational exercises organized by
Africans before the advent of the Europeans
can still be employed in primary school
education.
The objectives of indigenous African
education were analyzed as the development
building, cultivating respect for elders,
vocational training and promotion of cultural
heritage. The aspect of the physical training
focuses on the traditional games, it was
observed that the African children explored
their immediate environment and engaged
themselves in dancing, wrestling, jumping,
clapping, and singing, and this was passed
from generation to generation through the
technique of observation, imitation, and
participation of children in the community
(Akinola, & Uzodioke, 2018).
Nigeria is one of the multilingual states
and has different native languages with
numerous traditional games. This study
focuses on some traditional games of
South-Western Nigeria. Teaching and
learning of Yorùbá portray the glory and
beauty of the language. If the language is not
taught in schools, this generation and th
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
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84
go into extinction. Teaching and exposing
has a loaded cultural heritage, history, sport,
and social custom.
The African traditional games such as
plays, dances, and poetic recitations have
stood the test of time. They were used for
several purposes such as acculturation,
induction, ceremonies, refreshment,
education, and also it is for cultural
preservation, then, the practice of physical
training is part of the traditional
education. Since the exercises were not
documented, Africans were unable to itemize
the benefits derived from these indigenous
programs. Having compared the values of the
traditional games with the digital games it
was discovered that the traditional games can
also be helpful in the educational activities.
Traditional games are gradually affected
due to the negative influence of colonization
and digital recreational activities. It indicates
that primary school educational stakeholders
neglect traditional games thinking that they
are primitive and insignificant tools of
teaching, whereas the status of these games in
teaching activities is significant. However, it
has been discovered that play is the best form
of physical activity for children and that,
through traditional games, children learn
about the rules and values of their culture,
which will lead to cultural heritage
preservation. That is why Akinola and
Uzodike (2018) submitted that indigenous
games were full with the adequate knowledge
ive language,
and if the games are cautiously employed,
they could enhance problem-solving skills,
compassion, fellow feeling, understanding,
respect, temperament, humanity feeling and
agreement with others as well as fair
competition among learners.
Some Games in South-western
Nigeria
1. Clapping Game (Te-n-te-te-n-te o): This
Clapping Game (Te-n-te-te-n-te) is a
common game among girls, although boys
are engaging in the games also now. Two
girls may face themselves, it is the game
that they would be clapping when playing,
and at the same time they would lift up
themselves to raise their legs in the same
lift legs at the opposite directions, this
indicates that no one has won but if a
player raises a left leg when the other
raises a right leg. The person that raises the
wrong leg has missed the point while the
second person would score a point. The
game makes the player to be alert,
sensitive, and watchful so that they would
keep on having the point. It is good for the
and affective domains.
2. Boju boju o (Hide and Seek): In the
evening, the children may group
themselves after the meal, and the
household chores to play this game. The
game is played during the day nowadays
also. The game is common among girls.
The players can group themselves to have
a big circuit form that would cater for a
large number of children. Then, one of
them that acts as a searcher (leader) would
use her hands to cover her face and begin
to sing to the group, as they are
responding, they would be running into the
hiding places. Meanwhile, everyone might
have been contemplating on where to hide
as the game starts.
The leader: Boju boju o
Participants: Oh o (All right, children are
responding)
The leader: O loro n bo o (The leader is
coming)
The leader: E sa pa mo o ( Go and hide
yourself)
Participants: Oh o (All right, children are
responding)
The leader: Se ki n si oju mi o? (Should I
open my eyes , please?)
Participants: Si oju re o.(open your eyes)
Some of the participants that are still
searching for hiding places may tell the leader
to hold on. After they might have hidden
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
somewhere, they would ask the searcher to
open her eyes. She would be searching for her
playmates that are watching her movement.
So, as the leader leaves the circuit place, the
participants would quickly leave their
concealment places and run back to the circle.
Those who successfully reach the circle
before the leader, is saved. The person that is
touched or caught by the leader would replace
her, then, she would act as a searcher. This
game supports communal friendship. It is a
form of social relaxation. It improves the
physical strength of the participants and leads
to mutual relationships.
3. Ekun mu eran (The tiger catches the goat):
One of the players would act as a tiger that
would be struggling to catch the goat that
is in the middle. Meanwhile, the goat (one
person) in the middle of the circle is
adequately safeguarded by other
participants. The tiger with strong
determination would make attempts to
enter the circle, but he or she is not usually
permitted by the participants who
powerfully joined their hands together. The
person acting as a goat may escape to go
outside the fence of players a while. It is
then chased by the tiger that is fearfully
watching it outside. The goat runs and
dodges the tiger in haste. It may return
safely into the fence of players, however,
the tiger chases the goat until eventually he
or she catches him or her. When the "goat"
is caught, it takes the position of the "tiger"
and chases the "goat" which is another
person. The pair is replaced as appropriate.
This game continues for a long time until
all the players are exhausted. This game
also improves physical capability and
teaches communicative skills
They sing this song as they are playing:
The leader: Ekun mu eran o: (The goat is
caught by the tiger)
Participants: Me e (The sound made by a
goat, which is the response of the
participants)
O dori ko igbo: (It goes to the bush)
Participants: Me e: The leader: O korun bo
ogba: (It enters the garden)
Participants: Me e The leader: O fe mu o: (It
is about to catch the goat)
Participants: Me e The leader: Ko ma le e mu
o: (it cannot catch it)
Participants: Me e
The leader: Oju ekun n pon o: (The eyes of
the tiger are red)
uprightly standing)
Participants: Me e eeee
4. Suwe (Multiple squares game): The game
necessitates a big rectangular shape
drawing on the ground, and it can be
divided into fourteen or twelve rolls. Seven
or six rolls would be by the left and the
seven or six rolls by the right part of the
rectangle. Two or more participants can be
engaged in this game. The game can be
played by boys or girls. The players can
use a stone or a broken piece of bottle.
They take turns throwing the stone from
where they stand into the rectangle from
space 1 to the last space. When the stone is
thrown into space 1, the child must skip
the space and travel with one leg from the
stand-point to the last space, and returns
picking up the stone in space 1. While
doing this, if she could not travel
successfully with one leg, the stone is
taken from her. If she completes the
throwing and picking, she finally turns her
back on the drawn spaces and throws the
stone, where the stone lands becomes her
house. Other players would not be allowed
to step on her "owned house". If a person
has purchased four houses, the other
participant is expected to jump them with
one leg. The game stops when all the
spaces have been purchased. A winner is a
person who purchases more "houses".
Suwe is a very interesting game that
requires diligence in throwing and
balancing, and it improves honesty.
5. Okoto (Cone): This game is played by two
or more children. The participants can use
an object called okoto (cone). it can be
made by the snail-shell or the cover of a
pen with the battery seal, it can be made
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
86
into a small cone-like object. The players
will try to spin the object, to be rotating on
the sand that had been smoothly leveled in
a small size. After a while, the player will
manipulate the okoto to turn upside down,
with its peak up. If a player could not
effectively turn it upside, he loses his turn
to other players. If it is perfectly done, he
waits for the last person who fails to make
it. This person would be punished by
playing the cone on the back of his palm.
Technical skill is developed. It is mostly
played by boys.
6. Eke or Gidigbo (Wrestling): This game is
played by male children on sandy soil, and
it is mainly for physical development. The
sand is to keep them from having injury
during a fall. This game is carried out by
boys, the powerful one in the group makes
a little heap of sand, as a sign of his
readiness for wrestling, and he would
shout like this: gidigbo gidigbo oo
(wrestling -wrestling). The contender will
was gathered by the powerful person.
Then, the two boys would start wrestling
until one conquers the other. It will be
carried out repeatedly until the overall
winner is declared. The song of the game
goes like this:
Organizer : Akiti ( Akiti ni o le ja o (Akiti
can vigorously fight)
Refrain : Ija lo le ja (Yes, he can)
Organizer : (O gbe para o fi da (He carried
him and throws him away)
Refrain : Ija 1o le ja (Yes, he is able to
fight)
Organizer: (O dun kii bi ibon (He landed
and sounded like a gun-shot)
Refrain : Ija lo le ja (Yes, he can wrestle)
7. Talo ga ju laba (Who is the tallest in the
hut?): When demonstrating this exercise,
the children may not join their hands, the
person leading will direct the games by
song. The game is played by boys and
girls. When the participants are group
themselves, the leader demands that he
wants to see the tallest child in the group.
As a result of this request, all the
participant of the game will be jumping up
to be the tallest. There would be one that
would jump more than others, he is the
tallest. Likewise, it comes to a time that the
leader changes the song to ask for the
shortest among the participants, they will
all go down to signify that they are all
short. The song goes like this:
Leader : Ta ni o ga ju laba? (Who is the
tallest in the hut?)
Chorus : Emi ga ju laba (I am the tallest
in the hut)
Leader : Ta ni o kuru ju laba? (Who is the
shortest in the hut?)
Chorus : Emi kuru ju laba (I am the
shortest in the hut)
8. Kin ni n leje (What has blood?): The game
is done by a group of children, the number
may be between 5 to 10. They will appoint
a leader that will start the game by asking
the participants questions on the things;
human or non-human that has blood and
vice-versa.
Leader : Ki ni n leje? (What has blood?)
Refrain : Leje-n leje.
Leader : Aja n leje? (Dog has blood?)
Refrain Leje n leje (It has)
Leader : Eniyan n leje? (Human being has
blood?)
Refrain : Leje n leje (It has)
Leader : Okuta n leje (The stone has
blood?)
Refrain : ( No).
The person directing the games mentions
many animals that have blood before he or
she introduces the things that have no
blood. The game trains the children to be
alert and to concentrate on what they are
reciting. It increases their understanding of
the animals that have blood and the non-
living things that have no blood. The child
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
would remember this in their integrated or
biology class.
9. Kele gbe e (It is seized): This game is an
agreement between two children. The
agreement may be based on the acquiring
cates
that if the goods of one of them is
attractive to the other, he/she will just utter
the word "kele gbe" meaning that the thing
is seized. The owner of the thing will
follow the rule and give it to the person he
made an agreement with. To prevent one's
material from being seized, the second
person that is having the goods will shout
immediately, that, no, it is not seized. This
invalidates any call for seizing the
material. It keeps the children alert, think
fast and respond immediately, however,
this game may lead to covetousness.
10. Board game (Ayo): Board game (Ayo), is
one of the traditional games played by men
but today girls engage in this game as well.
Two people can play this game on a board
with 12 holes or dig holes on the ground,
and 48 game seeds are needed. The holes
are six on each side of the board and each
hole contains four seeds at the beginning
of the game. The participants move the
seeds around the 12 holes. The game of
"Ayo" requires that the player be vigilant
and calculative. He or she has to play to be
declared as a winner, the winner of the
board games will target the 48 game seeds:
The game requires the knowledge of
arithmetic. The board game participants
can move from the left to the right. The
second player will also move immediately
after the first person has finished his/her
own, they continue like this till the winner
surfaces. The person that acquires more
seeds is the winner. It prepares the
participants to make accurate decisions at
the appropriate time.
The Educational
Traditional Games
In the olden day, particularly in Yoruba land,
the adults gathered children together to
disseminate knowledge through traditional
education such as folk tales, stories,
proverbs on moral and ethnic behaviors,
and the consequences of bad conduct were
out. Therefore, this paper deduced that
traditional games have tremendous benefits
such as: pedagogical values, therapeutic
implications, improvement of social
relationship, and communicative skills, it
expands moral teaching and prepares
children for the leadership roles. However,
the educational values of the traditional
games in primary education is presented in
this figure 1:
Figure 1
Educational values of the traditional games
in primary education
1. Pedagogical Value: Boateng-Nimoh and
Nantwi (2020) affirmed that traditional
games are regarded as instructional
resources. This indicates that they can help
same time support the learners to achieve
the stated behavioral objectives if they are
recognized and well managed. For
instance, the board game (Ayo) enables
learners to think conceptually with the
sense of the problematic solving strategies.
This game facilitates learners to possess
these traits such as diligence, spatial
thinking, communication, decision making,
and negotiation skills. Furthermore,
Bayeck (2018) affirmed this board game
logy
classroom. The researcher submitted that
the division of the board can be used as a
teaching resource to explain the life cycle
of a human cell. Also, Madondo and
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
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88
Tsikira (2021) affirmed that as learners go
through games, they can recite and sing
according to the rules of the game, and
new vocabulary through oral
communication in their mother-tongue is
acquired. Especially, those games that
involve chorus answers and recitation such
as Te-n-te-te-n-te (Clapping game) Boju
boju (Hide & Seek), Ekun mu eran (The
tiger catches the goat), Ta lo wa ninu ogba
communicative skills. Likewise, the game
titled; Kin ni n leje (What has blood?)
intimates pupils with the teaching of living
things and non-living things in integrated
science. Conclusively, it could be gathered
that numeracy skills, communicative skills,
scientific orientation, and courage are
attributed to the traditional game as its
educational values.
2. Therapeutic Value: The modern digital
games render the players inactive, staying
at points, concentrating on an object for a
longer time, and this is not healthy for
children. For example, Boateng-Nimoh
and Nantwi (2020) affirmed that
physical health because it involves a
significant level of physical exercise that
put the body in activities such as dancing,
jumping, movement, knee bending,
running, and throwing. All these activities
are helping the functioning of the body
system and brain. Malesa (2012) asserted
that traditional games serve as ways of
eliminating tension, getting the body
suitable and immune to illness. He
emphasised it that when a person is tensed
up, playing a game becomes healthful.
Therefore, games such as Ekun mu eran
(The tiger catches the goat), Ta ni o wa
ninu ogba naa (Who is in the garden), Te-
n-te-te-n-te (Clapping game) Boju boju o
(Hide & seek) involve running, jumping
and walking, these exercises will increase
strengthen the bones, hinder illnesses and
diseases. In addition, the heaviness of the
heart is relieved through the games.
3. Social Relationship: One of the principles
of the traditional education in Yorubaland
is communalism philosophical based
which entails the spirit of togetherness,
they had the rivers, shrines, market, land
and even they did houses construction
together in a cooperative engagement. This
engraves in the children the spirit of
belonging (Akinola & Uzodioke 2018).
Likewise, the traditional games involve a
team of players with the body exercises, it
is not like the computer or the digital
games which the children can single-
handedly played. Thus, the native games
ction,
and such social physical phenomena
greatly lead to child psychological
development, as it teaches children to
collaborate with others. Boateng-Nimoh
and Nantwi (2020) affirmed that children
receive effective literacy which is the
ability to acknowledge, understand, and
express their emotions appropriately. This
also makes the players embrace other
friends' actions and learn how to respond
acceptably. Malesa (2012) mentioned that
the bond of the social relations through the
native games is strong, and that the
children in the community relate together
amicably, they share views, work in
groups, and solve problems all in the spirit
of oneness. This indicates that children
mingle together, sing, dance, and clap
when the games are starting and during the
exercise. The indigenous games keep the
children engaged, and nullified the social
vices such as thuggery, cultism, robbery,
assassinations, drug abuse, and arrogance
that rampaging the society nowadays.
4. Culture and Mother-tongue Preservation:
Language is a way of self-expression and
socio-cultural distinctiveness, according to
the theory of sociolinguistics, there exists a
great bond between language and the
sociocultural life of its speakers; and
language is a reflection of the way of life
of a group of people (Nisa 2019). The
engagement of learners in the native games
would rescue the language and culture
from going into extinction, that is why
Lawal (2014) affirmed that no greater
injustice can be committed against people
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
than to deny them of expressing
themselves in their language. Traditional
mother-tongue, this will establish the use
Likewise, the game, such as ekun-mu eran
( The tiger catches the goat) acquainted the
learners with the traditional occupations of
the Yorubas, it shows that there were
hunters of wild animals in land. At
the same time the game like talo ga ju laba
(Who is the tallest in the hut?) signifies the
act of farming in land, and an hut is
a small place were the farm products are
kept, and it may be difficult for a tall
person to enter into it conveniently.
Therefore, the games can be used to
remind the children of their culture and
language. Hence, the games indirectly
cultivate the moral and cultural values that
were held important by the people of that
society.
5. Moral Teaching: Also, moral training is
given through the traditional games, for
instance the game called kele gbe e (it is
seized) has been analyzed that it can lead
property, hence, it is discouraged to be
engaging in such a game. Games can instill
respect for elders especially the one that
wins always, for example the winners of
the board game (ayo) and gidigbo
(wrestling) would be respected, this means
other participants would recognize and
do.
6. Leadership Implications: Most of the
games have leaders that would be guiding
the smooth running of the games, the
leader of each game is no permanent but
rotational, it means any of the participants
can be chosen as a leader before they finish
the activities. For instance, games such as
ekun-mu eran (The tiger catches the goat),
ta ni o ga ju laba (Who is the tallest in the
hut?, Onide wa gba ide o (The owner of
the good should come), Ta ni o wa ninu
ogba naa (Who is in the garden) start with
songs, it is the initial leaders who would
lay hands on other participants, and the
game continues. In a null shell, children
traditional games build leadership
confidence in the participants as they are
assigned to play one roles or the other.
Research Purpose
This study investigated:
1. the traditional games that are
common among South-western Nigerian
primary school pupils;
2. the teachers’ perception of the educational
values of the traditional games in
South-westernNigerian primary schools on
the basis of school type; and
3. if the class taught influence the teachers’
perception of the educational values of the
traditional games in South-western
Nigerian primary schools.
METHODS
perception of the educational values of the
traditional games on the basis of
school type, and the class taught. One
research question was answered and two
hypotheses were tested. The researcher
employed a quantitative and qualitative
approach in collecting and analyzing data on
of the traditional games in South-western
Nigerian primary schools. Ninety (90)
teachers and (30) pupils were the participants
in this study. The questionnaire was to
and perception of the educational values of
the traditional games in South-western
Nigerian primary schools. The total number
of primary school teachers that participated in
this aspect was ninety (90). Purposive
sampling techniques were utilized to sample
teachers, meanwhile, it was the proportionate
sampling techniques that were used for the
Furthermore, the researcher employed the
interview approach as another method to elicit
information from the 30 (of 90 teachers)
teachers that were purposively sampled across
the classes in other to get the status of the
traditional games, and to examine the
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
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90
Likewise, observation techniques were
another tool used for data collection, the
researcher took time to observe the children
on the field at break time. Convenience
sampling techniques were used to sample
the children for this observation exercise,
this was done to check their interest and
views on the indigenous games. Thirty (30)
pupils from the nursery, lower level
(primary 1-3), and the upper primary (4-6)
levels were engaged consequently. The
demographic data of the participants was
described using the percentage, likewise,
question one was answered through the
percentage.. The research hypothesis 1 was
tested using the T-test while hypothesis 2
was analyzed through Analysis of Variance
(ANOVA) all at a 0.05 level of
significance. The qualitative data was
analyzed thematically.
FINDINGS
Answering of the research question
Research question one: What are the
traditional games that are common
among South-western Nigerian primary
school pupils?
In answering research question one,
responses gathered from primary school
teachers were analyzed through the
percentage. The responses showed the
traditional games that are common among
South-western Nigerian primary school
pupils. The percentage was used to arrive at a
decision based on the responses of the
respondents. Then, the responses of teachers
were coded and graded to discover the
traditional games that are common among the
pupils. Table 1 below presents the scale of
inference.
Table 1
Descriptive
Traditional
Games that are common among South-
western Nigerian Primary School Pupils
SN
Tradition
al Games
Responden
ts
Percentage
%
1
Clapping
game
80
88.9
2
Hide &
seek
85
94.4
3
Tiger
catches
the goat
5
5.5
4
Cone
15
16.6
5
Who is in
the garden
75
83.3
6
Wrestling
02
2.22
7
Who is
the tallest
65
72.2
8
What has
blood
75
83.3
9
It is seized
7
7.77
10
Messenge
r
05
5.5
11
Board
game
10
11.1
Table 1 reveals that respondents
conceded that there were some traditional
games that the primary school pupils engaged
themselves with during their break period.
For instance, 80 (88.9%), 85 (94.4%), 75
(83.3%), 65 (72.2%) and 75 (83.3%) teachers
confirmed that the pupils occupied
themselves with Clapping Game, Hide &
Seek, Who is in the Garden, Who is the
Tallest, What has Blood respectively.
However, the responses show games that are
less popular among the primary school pupils.
Such games are Tiger Catc
fading away gradually among the primary
pupils.
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
Hypotheses Testing
Hypothesis One: there is no significant
educational values of the traditional
games in South-western Nigerian primary
schools based on school type
Table 2
the
values of the traditional games in
South-western Nigerian primary schools
based on school type
Variables
Frequency
Mean
SD
Schoo
l
Type
Private
49
46.16
36.8
48
Public
41
44.1
40.3
9
Table 2 shows that the mean score of the
the educational values of the traditional
games is 46.16 (SD = 36.848), while the
mean score of the public primary school
of the traditional games is 44.1 (SD = 40.39).
The results of the mean values show some
very slight differences in the private primary
educational values and in the public primary
educational values. However, the significance
of this difference is further examined in the
test of Hypothesis 1 below.
Table 3:
t-Test Statistics showing the difference in the
educational values of the traditional games
in South-western Nigerian primary schools
based on school type
Vari
able
s
N
o
Me
an
S. D
D
f
t
-
v
a
l
u
e
S
i
g
Re
m
ar
k
Priv
ate
49
46.
16
36.
848
8
8
1.5
74
1
1
9
Reta
ined
Publ
ic
4
1
4
4
.
1
4
0
.
3
9
*insignificance at p > 0.05
Table 3 shows that the t-value of 1.574 is
obtained with a p-value of 0.119 computed
at a 0.05 alpha level of significance. Since
the p-value of 0.119 is greater than the 0.05
level of significance, the null hypothesis is
thereby retained. In affirmation of the
formulated null hypothesis one, therefore,
there is no significant difference in the
values of the traditional games in South-
western Nigerian primary schools based on
school type (t{88} = 0.157, p > 0.05).
Hypothesis Two: No significant difference
values of the traditional games in South-
western Nigerian primary schools based on a
class taught
Table 4
the
values of the traditional games in
South-western Nigerian primary schools
based on a class taught
Variables
Frequen
cy
Mean
SD
Score
Pre-
Primary
9
52.67
5.75
Primary 1
8
50.25
9.071
Primary 2
6
53.83
13.36
7
Primary 3
11
42.09
38.09
1
Primary 4
14
43.64
25.32
4
Primary 5
21
42.67
29.13
3
Primary 6
21
42.91
23.59
1
Table 4 shows that the mean score of the
perceived educational values of the traditional
games in South-western Nigerian primary
schools by the teachers who taught pre-
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
92
primary classes (i.e., KG, Nursery 1 &
Nursery 2) is 52.67 (SD = 5.75), the
perceived educational values by the teachers
who taught Primary 1 classes is 50.25 (SD =
9.071), that of the teachers who taught
Primary 2 classes is 53.83 (SD = 13.367), that
of the teachers who taught Primary 3 classes
is 42.09 (SD = 38.091), that of the teachers
who taught Primary 4 classes is 43.64 (SD =
25.324), that of the teachers who taught
Primary 5 classes is 42.67 (SD = 29.133),
while that of the teachers who taught Primary
6 classes is 42.91 (SD = 23.591). The results
of the mean scores here show some
obser
perceived educational values of traditional
games in South-western Nigerian primary
schools. Therefore, the significance of these
differences is examined in the test of
Hypothesis 2 below:
Table 5
South-western Nigerian primary schools
based on a class taught
Score
Sum of
Square
D
f
Mean
Square
F
Sig
Re
mar
k
Between
Groups
1538.623
6
256.43
7
Within
Groups
1940.933
8
3
23.385
10.
966
0.0
000
000
057
Rej
ecte
d
Total
3479.556
8
9
*significance at p < 0.05
As shown in Table 5, the F-value of
10.966 is obtained with a p-value of
0.0000000057 computed at a 0.05 alpha level.
Since the p-value of 0.0000000057 obtained
is less than 0.05, the null hypothesis two is
thereby rejected. Thus, this implies that
statistically, there is, as opposed to the
formulated null hypothesis 2, a significant
educational values of the traditional games in
South-western Nigerian primary schools
based on a class taught (F{89;6} = 10.966, p <
0.05). To further ascertain clearly by absolute
precision, which of these groups has a
significant difference to others or which
other, the table below gives us some insight.
Table 6
a posthoc test of ANOVA summary to
ascertain which of the groups is
significantly different from others or which
other
Class Taught
N
1
2
Pre-Primary
9
52.6667
Primary 1
8
50.25
Primary 2
6
53.8333
Primary 3
11
42.0909
Primary 4
14
43.6429
Primary 5
21
42.6667
Primary 6
21
42.9048
In Table 6 above, the posthoc test therein
presents to us that the mean values 52.67,
50.25, and 53.83 of Pre-primary, primary 1,
and primary 2 respectively are aligned
together in Column 1, telling us that they all
have no significant differences when
compared. In the same vein, the mean values
42.09, 43.64, 42.67, and 42.91 of primary 3,
primary 4, primary 5, and primary 6 are
aligned together in Column 2 to also tell us
that they have no significant differences when
they are also compared. This simply implies
that with the mean scores that are not together
in the same column are where the significant
differences lie when compared. By inferences,
therefore, we state statistically and precisely
that there is a significant difference in
perception of the educational values
of the traditional games in South-western
Nigerian primary schools based on a class
taught.
Therefore, we have no significant
difference when and vice versa: Pre-Primary
is compared to primary 1 (0.086 above 0.05
level of significance); Pre-Primary is
compared to Primary 2 (0.446 above 0.05
level of significance); Primary 1 is compared
to Primary 2 (0.067 above 0.05 level of
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
significance); Primary 3 is compared to
primary 4 (0.495 above 0.05 level of
significance), primary 5 (0.787 above 0.05
level of significance) and primary 6 (0.685
above 0.05 level of significance); primary 4 is
compared to primary 5 (0.594 above 0.05
level of significance) and primary 6 (0.667
above 0.05 level of significance); and primary
5 is compared to primary 6 (0.881 above
0.05 level of significance). However, we have
significant differences when and vice versa:
Pre-primary is compared to primary 3 (0.0001
below 0.05 level of significance), primary 4
(0.00001 below 0.05 level of significance),
primary 5 (0.00001 below 0.05 level of
significance) and primary 6 (0.000004
below 0.05 level of significance); primary 1 is
compared to primary 3 (0.003 below 0.05
level of significance), primary 4 (0.003
below 0.05 level of significance), primary 5
(0.0009 below 0.05 level of significance),
and primary 6 (0.0005 below 0.05 level of
significance); and primary 2 is compared to
primary 3 (0.0007 below 0.05 level of
significance), primary 4 (0.0003 below 0.05
level of significance), primary 5 (0.0001
below 0.05 level of significance), and primary
6 (0.00002 below 0.05 level of
significance).
Analysis of Qualitative Data
The qualitative data were analyzed based
their perceptions of the
games had a lot of moral, mental and
pedagogical values. The r
classes. However, teachers (20/30) from the
primary three, four, and five and six were not
actively involved. Lastly, the researcher asked
for the way of bringing in the traditional
games into the school system, the responses
of the participants were in two categories: (1)
-
Respondents suggested that all the primary
school educational stakeh
-western
Nigerian primary schools.
Also, the researcher observed thirty (30)
pupils across the classes, this observation
activities captured pupils from private and
public schools. Observation checklist guided
involvement in the traditional games. It was
observed that the lower classes that were
guided by teachers were reciting the
traditional games song enthusiastically,
especially, pupils from the public primary
schools. It was ascertained that the lower
private classes also participated but some
traditional games were recited in the English
language. However, it was observed that
33.3% which is 10/30 of the pupils observed
were actively engaged in the games.
Meanwhile, the 66.6% which is 20/30 of the
pupils from the upper classes occupied
themselves narrating the movies they watched
on the digital instruments.
DISCUSSION
The following is the summary of the
findings of this study.
1. 80 (88.9%), 85 (94.4%), 75 (83.3%), 65
(72.2%) and 75 (83.3%) teachers
confirmed that the pupils occupied
themselves with Clapping Game, Hide &
Seek, Who is in the Garden, Who is the
Tallest and What has Blood respectively.
However, Tigers Catches the Goat 5
(5.5%), Cone 15 (16.6%), Wrestling 02
(2.22%), Messenger 05 (5.5%), Board
game 10 (11.1%) and It is Seized 7
(7.77%) were found to be less popular
among the primary school pupils in South-
western Nigeria. This indicates the
traditional games are fading away
gradually, and with this trend, if it is not
revived it will go into extinction. This
(1992) submission that the attention of
teachers, parents, and pupils had greatly
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
94
diverged from the local games to the
digital games. Likewise, Kancanadana,
Saputri and Tristiana (2021) affirmed that
the modern gadgets attract pupils better
than the local games, the researchers
suggested that the traditional games could
be employ d as the teaching media.The
finding could be as a result of the fact that
some pupils decide to engage themselves
in some modern games such as: football,
basket ball, badminton and track racing.
This may make them leaving the
traditional games for the modern-oriented
games.
2. In affirmation of the formulated null
hypothesis one, there was no significant
difference
the educational values of the traditional
games in South-western Nigerian primary
schools based on school type (t{88} = 0.157,
p > 0.05). This implies that the private and
public primary school teachers agreed that
the traditional games had educational
values. The finding concurs Ajila and
traditional games had various educational
values, likewise, the finding is in line with
the submission of Boateng-Nimah and
Nantwi (2020) who attached physical,
emotional, and health benefits to the
traditional games. This finding could be as
a result of environmental factors, both
private and public primary school pupils
share similar environment.
3. As opposed to the formulated null
hypothesis 2, there was a significant
difference in
educational values of the traditional games
in South-western Nigerian primary schools
based on a class taught (F{89;6} = 10.966, p
< 0.05) in favor of teachers who taught
pre-primary classes, primary 1 and primary
2 over teachers who taught other primary
levels (i.e., primary 3, 4, 5 and 6).
However, the teachers in the other classes
from primary 3, 4, 5 and 6 left the children
to be engaged in any games during break
time. The finding concurs Ajila and
traditional games are neglected by the
educational stakeholders such as the
teachers, parents even pupils cleaved to
digital games Likewise, Godfrey and
Mtebe (2018) declared that pupils and
teachers in primary schools prefer digital
games to traditional games. Boateng-
Nimah and Nantwi (2020) affirmed that as
children grow up, they have access to
digital games at home, they watch TV
documentary, so they preferred computer-
related games. It could be concluded that
the traditional games are relegated in
schools because it was handled with levity,
and pupils were at disadvantaged, as times
goes on, the traditional games would go
into extinction.The finding revealed that
pre- primary class and primaries 1-2
claimed higher number of games as
perceived by the teachers, while the upper
classes (Primaries 3-6) claimed least
number of games. This could be because
the lower primary school teachers were
participating in the traditional games, so,
the pupils were monitored closely while
playing these games. Those in upper
classes were diverted to digital games,
playing with hand pad and narrating TV
documentary to themselves.
4. Likewise, the data gathered through the
interview consolidates the quantitative data
that the teachers agreed that the traditional
games had educational values, although the
games are disappearing in primary schools
because only few primary school teachers
participated in these games. Also, the data
collected through observation of pupils
indicates that only nursery, primary 1 and
2 teachers participated in the traditional
games.
CONCLUSIONS
The following conclusions were drawn
based on the findings of the study:
were not existing again among South-western
Nigerian primary school pupils. It was also
discovered that teachers were agreed that the
local games had educational values, however,
not all primary school teachers engage their
pupils in the existing one.
Likewise, majority of the pupils were not
much interested in the traditional games,
Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
-western Nigerian Primary Schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
PAG
especially the upper primary school pupils.
Therefore, it could be concluded that the
primary school educational stakeholders such
as parents, teachers and the curriculum
planners should publicize the traditional
games and its educational implications. Then,
teachers in collaboration with the parents
should properly direct the children and
monitor the kind of digital games they engage
with, while reviving the local games for the
educational values and preservation of culture
heritage.
South-western Nigerian primary school
pupils. It also identified the educati
South-western Nigerian primary school
pupils. Since this study was limited to
teachers-respondents, the perception of the
parents could also be investigated. Similar
study could also be conducted among South-
western Nigerian secondary school students,
since this study focused only on primary
school pupils.
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Victoria Oludunni Ogunniran*, Surajudeen Adewale BADRU, Surajudeen Adewale BADRU
tion of the educational values -western nigerian primary schools
© 2023 - Indonesian Journal of Primary Education Vol .7, No. 1 (2023 ) 83-96 http://ejournal.upi.edu/index.php/IJPE/index
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