World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.336-362
Author
HANZ ABEGAIL F. ANTONIO, LPT, MAED
Graduate School, Osias Colleges, Inc.
Abstract
This study examined the effectiveness of game-based strategies in improving the mathematical skills of Grade Three Learners at Salapungan Elementary School, Gerona South District, using a quasi-experimental one-group pretest-posttest design.
Game-based instructional activities were implemented to focus on odd and even numbers, fractions equal to one and greater than one, and their representations through regions, sets, number lines, and symbolic and word representations. Data were gathered using a validated achievement test and a checklist assessing learners’ interests and challenges in mathematics learning.
Results showed that learners’ mathematical performance improved from Low Proficient to Proficient following the implementation of game-based strategies. Statistical analysis confirmed a significant difference between pretest and posttest scores, demonstrating the effectiveness of game-based instruction. Learners also displayed very high interest in the activities, and the challenges they encountered were minimal and did not hinder participation. Overall, the intervention enhanced learners’ numeracy skills, engagement, confidence, and motivation in mathematics.
Based on these findings, the study recommends the continued integration of game-based strategies in mathematics instruction. Teachers are encouraged to develop age-appropriate instructional games and implement confidence-building activities to further support learners’ mathematical development and foster positive learning experiences.
Keywords: game-based strategies, mathematical performance, numeracy skills, effectiveness
https://doi.org/10.65494/pinagpalapublishing.229
