Assessing the Effectiveness of Play-Way and Structural Approaches in the Teaching of English Grammar among Selected Creche Schools in Ijebu-Ode Township

Objectives: this study set out to compare the effectiveness of the play-way and structural approaches in the teaching of english language grammar to young learners in selected crèche schools in ijebu-ode township. methodology: the study employed a quasi-experimental design. two groups of fifteen pupils each, were selected using a purposive sampling technique. however, in a lesson which lasted for four weeks, pupils in the first group were taught aspects of the english grammar using the play-way approach – an approach that emphasises play-oriented instructional methods. similarly, others were also taught using the structural approach - an approach that focuses on grammar rules and structures. consequently, the effectiveness of both approaches was assessed through pre-test and post-test evaluations. results: findings revealed that the structural approach was more effective for teaching english grammar to crèche students in ijebu-ode township compared to the play-way approach. while the structural approach demonstrated greater effectiveness in improving grammar proficiency among young learners in this study, the play-way approach still held potential for other aspects of language learning, such as motivation and engagement. conclusion: therefore, on this premise, the study concluded by recommending that a combined teaching strategy that integrates the systematic framework of the structural approach with the creativity and engagement of the play-way method be adopted going forward. regardless of that, the success of such approaches also depends on adequate resources and teacher training to create effective learning environments.