Improving Mathematical
Performance Of Grade 6 Pupils
Thru Game Based Learning
By: Shefa C. Capuras
Abaca Elementary School
Cataingan West District
Cataingan, Masbate
I. CONTEXT AND RATIONALE
This research presents a study that aims to improve our knowledge of how games can be
used in math instruction. Its objective is to improve the math performance of at-risk grade six
students. We examine the impact of playing teacher-created games on student learning as
well as the effects of game creation on students' development of computational thinking
skills. It looks at the differences in mathematics performance of learners before and after
they used game-based learning tools.
II. RESEARCH QUESTION
Game-based learning is an innovative enrichment strategy that uses mathematic
instructional games to help Grade 6 students improve their mathematical skills and
performance. Every relevant mathematical topic incorporates game-based learning. This
allows students to study at their own pace, with the teacher's responsibility should be to
facilitate and guide students who are unfamiliar with the game's rules and procedures. This
project aimed to answer the following questions in particular.
1. What was the math performance level of grade six students before the enrichment
activity was implemented?
2. What is the performance level of grade six students in mathematic 6 after the
enrichment activity has been implemented?
3. Is there a marked difference in the use of game-based learning materials in
mathematics between the pre-test and post-test among grade six students?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
Mathematics curriculum planners are constantly striving to include a variety of approaches
and tactics for teaching and mastering the topic, but they frequently overlook games. Playing
games, in particular, has been demonstrated to improve learning in and out of the classroom
(Hannah Smith et al., 2020). Games develop engagement, excitement, motivation, and
teamwork in children as they play and learn (Devlin, 2011). Games are even more appealing
since they are adjustable, allowing teachers to tailor them to the requirements and levels of
individual pupils (Wang & Hung, 2010). They give a natural setting for youngsters to
encounter the cycle of failure, effort, and eventual achievement, allowing them to develop
academic abilities such as logical thinking and literacy (Chou, 2017).
The treatment period for this research study lasted five school days. The middle three days
were designated as instructional days in order to incorporate game-based learning principles
into classroom instruction. The classic game of Bingo, for example, can be transformed into
a fun teaching tool for learning addition, subtraction, multiplication, and division. Each sixty-
minute period of math instruction lasted sixty minutes.
The final day of the study might be used for post-study assessments and attitude surveys.
Students can also be interviewed on the last day of the session wherein each interview can
last between five to ten minutes. Questions like, "How do you feel about the math lesson in
the classroom?", "What do you think about the game-based learning that we've been
doing?" or "What was your favorite/least favorite activity?" These semi-structured interviews
can be audio recorded and transcribed.
IV. ACTION RESEARCH METHODS
A. Participants And/Or Other Source Of Data And Information
This study focuses on improving the learner’s math performance. This will be conducted in
Abaca Elementary School, Cataingan West District during the school year 2021-2022 with
15 respondents. It aims to increase performance level of at risk grade six pupils in
mathematics. It specifically examines the significant difference in the mathematical
performance before and after using game-based learning materials among learners.
B. Data Gathering Methods
To successfully implement Game-Based Learning, researchers prepared the necessary
materials, rules, and procedures, including game play guidelines, in order to incorporate
them into their related math content or topics.
Data from interviews, video recordings, field notes, surveys, and pretest, midtest, and
posttest assessments can be used to examine the effect of game-based learning on student
attitude and achievement.
C. Data Analysis Plan
The table below shows the percentage of students in the class whose grade are below or
above the grade of 80. The difference in each quarter are shown below:
TABLE 1 TABLE 2
1ST GRADING 2ND GRADING
6.67%
20%
80%
93.33%
80 ABOVE BELOW 80 80 ABOVE BELOW 80
Based on the table above, out of 15 grade six students only 1 student from the class (6.67%)
got an average grade of 80 for the first quarter while the other 14 (93.33%) got grades below
80. A slight increase happened in the second quarter. 3 out of 15 students (20%) got grades
above 80 and 12 out of 15 of these students (80%) got grades below 80.
V. REFERENCE
Hannah Smith, by, Ottmar, E., & Ivon Arroyo, A. (2020). Learning Through
Games: How Math Games Can Enhance Education APPROVED.
Devlin, K. (2011). Mathematics education for a new era: Video games as a medium
for learning. CRC Press.
Wang, Z., & Hung, L. (2010). Kindergarten Children's Number Sense Development through
Board Games. International Journal of Learning, 17(8).
Chou, M. J. (2017). Board games play matters: A rethinking on children’s aesthetic
experience and interpersonal understanding. Eurasia Journal of Mathematics, Science and
Technology Education, 13(6), 2405-2421.
