The Implementation of Electronic Games (E-Games) in Teaching Mathematics for Grade Four Pupils at Julian D. Luna Elementary School

Abstract

INTRODUCTION

The Utilization of Oral and Written Numeracy Assessment Tools and e-Games for Diverse K to 12 Learners program aims to determine reliable information to measure and identify the learners’ numeracy level, speed, and accuracy on specific content and standard and to design appropriate tools for diverse learners that would suit the teachers’ teaching style and learners’ learning needs. This will also help the slow learners to cope with their unmastered skills and competencies, on the other hand, it will provide advanced learners with more advanced skills.

METHODS

We used the descriptive method in determining the effectiveness of the intervention activities in the implementation of electronic games (e-Games). Two assessments were used, the oral and written pretest for the data collection of individual and consolidated results.

RESULTS

The Utilization of Oral and Written Numeracy Assessment Tools and e-Games for Diverse K to 12 Learners in Julian D. Luna Elementary School could strengthen the unmastered skills in Mathematics if implemented strongly. The analysis showed that there was an increase in the number of pupils who got an outstanding level and no pupil fell to “did not meet expectation” level after the posttest numeracy assessment.

DISCUSSIONS

Since the program earned positive response and is effective in strengthening difficult competencies for pupils, teachers are all encouraged to apply this program in their remedial assessment.