Game-Based Learning Supported Thinking Skills: A Merged Strategy in Enhancing Mathematics Performance of Grade Five Pupils at Puting Kahoy Elementary School

Abstract

INTRODUCTION

The main objective of this study was to determine if the use of game-based activities in mathematics lessons improved the pupil's mathematics performance and ascertain if significant relationship occurs between pupils' responses on the features of the lessons and their performance after game-based lessons were launched.

METHODS

The study was of a quasi-experimental design, due to the fact that the participants were chosen as a convenience, cluster sample. Non-Equivalent Groups, Posttest Only was the design style of the study with one group receiving treatment (cooperative learning instructional method) and the other (control) group receiving more traditional lecture/discussion teaching method. The data in this study were collected, tabulated and analyzed with the application of the statistical procedure.

RESULTS

The experimental and control groups had the same pre-test performances in Mathematics. The experimental group performed much better than the control group after the intervention was utilized. There is a significant difference between the academic performance in Mathematics of both control and experimental groups in the posttest.

DISCUSSIONS

The result shows that there is a significant increase in the mathematics performance level of the control group.