Educational Toys As Dual-Impact Tools: Enhancing Indoor Environmental Quality And Learning Outcomes In Basic Schools In Awka South Local Government Of Anambra State

Abstract

 This paper examines the educational toy as dual-Impact tool: enhancing indoor environmental quality and learning outcome in basic schools in Awka South Local Government Area of Anambra State. Fifteen (15) public basic schools were select using sample and sampling techniques of the population of the study. Research gaps were identified; there were research design and setting which entails convergent mixed methods, design were used across fifteen (15) public basic school in Awka South LGA. Observational data indicated that open-ended natural textiles soft toys were used by a broader range of pupils, including those identified by teachers as “shy” or “low-performing.” Though  these toys lack single correct uses, children of different ability levels could participate without stigma. Teachers reported that shared toy systems reduced conflict over materials and allowed children without toys at home to participate equally. This study provides empirical support for treating educational toys as active components of IEQ. The 33.9% reduction in TVOC achieved simply by changing toy material is comparable to effects seen from ventilation upgrades in other school studies. For schools lacking funds for HVAC retrofits, material substitution offers a low-cost, immediate intervention. Data were collected using instrument for data collection, data analyses were made and there were results and recommendation and suggestion for further studies.