World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.283-306
Author
Mae Olivia E. Lorenzo, MAEd, LPT
Graduate School, Osias Colleges, Inc.
Abstract
This study examined the effectiveness of Filipino Traditional Games in improving the numeracy skills of Grade Three learners at Moriones Elementary School, San Jose East District, Tarlac Province. Specifically, it aimed to determine the learners’ numeracy performance before and after the integration of traditional games, identify any significant between pretest and posttest results, and assess the learners’ level of appreciation for the intervention. The study employed a quasi-experimental one-group pretest-posttest design. Thirty (30) Grade Three learners participated in the intervention, which lasted for three weeks and consisted of six sessions. Filipino traditional games like Piko, Patintero, and Pitik-Bulag were integrated into lessons on identifying odd and even numbers, visualizing and representing fractions, & reading and writing fractions. A researcher-made numeracy test and an appreciation checklist were used as research instruments, and the data were analyzed using descriptive statistics and a paired t-test.
Findings revealed that the learners’ numeracy skills significantly improved after the intervention. The mean score increased from the pretest, interpreted as Low Proficient, to the posttest, interpreted as Transitioning. Statistically analysis showed a significant difference between the pretest and posttest scores. Moreover, learners demonstrated a generally positive level of appreciation toward the use of Filipino Traditional Games in learning mathematics.
The study recommends the sustained integration of Filipino Traditional Games in mathematics instruction, the development of structured action plans to support numeracy improvement, and the adoption of culturally responsive and play-based teaching strategies to enhance learner engagement and achievement.
Keywords: Numeracy skills, Filipino traditional games, Grade three learners, Game-based learning, Mathematics instruction
https://doi.org/10.65494/pinagpalapublishing.223
