World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.351-358
John Expe D. Satinitigan*, Gemma M. Valdez, PhD**
https://orcid.org/0009-0003-0266-699X
Faculty of Advanced and International Studies
Davao Oriental State University
City of Mati, Davao Oriental, Philippines
ABSTRACT
This study examined the relationship between early-grade learners’ Game-Based Learning (GBL) experiences and their academic motivation in Number Sense within the Schools Division of the City of Mati during the School Year 2025–2026. Using a convergent parallel mixed-methods design, quantitative data were collected through complete enumeration of Grades 1–3 learners using 5-point Likert scales, and qualitative data were collected from 7 participants via semi-structured interviews and analyzed using Colaizzi’s method. Quantitatively, learners' GBL experiences were rated "Very High" (x=4.22), driven by strong cognitive involvement (x=4.38). Academic motivation was rated "High" (x=4.04), driven by a "Very High" level of intrinsic value (x=4.42). Inferential analysis revealed a strong, significant positive relationship between GBL experiences and academic motivation (r=0.712, p < .01). Qualitatively, the themes "Cultivating Cognitive Flow," "Building a Collaborative Math Community," and "Developing Strategic Mathematical Thinking" showed that game mechanics lowered affective filters, transformed abstract concepts into visual schemas, and shifted learners from trial-and-error to heuristic reasoning. Minor challenges, such as initial rule confusion, were mitigated through peer scaffolding. The study finds that GBL systematically strengthens foundational numeracy motivation by satisfying psychological needs related to autonomy, competence, and relatedness. Recommendations suggest that educational planners embed digital and analog game blocks into the early math curriculum, while teachers bridge gameplay with structured post-activity reflection circles to solidify long-term mathematical self-regulation and proficiency.
Keywords: Game-Based Learning, Academic Motivation, Number Sense, Convergent Parallel Mixed-Methods, Early Grade Learners
https://doi.org/10.65494/pinagpalapublishing.377
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