The Effect of Gamified Instruction on the Improvement of Basic Math Fact Fluency to the Selected Grade Six Pupils in Doã‘A Susana Madrigal Elementary School

Abstract

INTRODUCTION

In this world of modern technology wherein teachers are dealing with the new generation that are born in the digital age, it is but empirical to consider the use of Digital Math Games to accept and embrace the world of the digital natives in a functional and educational way. It may provide self-generated, peer-generated or teacher focused feedback and can be used as intervention tool. The study encourages the gamified instruction to allow us to take the concepts of games, with the associated fun and enjoyment and combine this with instruction, practice and feedback that is necessary for effective learning to occur.

METHODS

The study utilized the experimental research using pre-test and post-test design to determine performance in the improvement on basic math fact fluency of the experimental and controlled group . The respondents went through purposive sampling using the identified non-numerates as the result of the DD Cards administration. The researcher used Mean and Standard Deviation to determine the difference in the performance of the control group using traditional method and experimental group utilizing the gamified instructions and Independent T-Test to determine if there is significant difference in the performance of the two groups before and after exposure to gamified instructions.

RESULTS

The result indicated an improvement in the basic math fact fluency of the experimental group with an average mean of 38.25 as compared to the control group with average mean of 32.55 and mean difference of 5.70 on the experimental group which means that the performance of the pupils improved utilizing gamified instructions through Digital Math Games. The computed value of T 0.000042 is lower than the level of significance of .05 hence, the null hypothesis that stated that there is no significant difference on the level of performance of the experimental group with the aid of Gamified instructions using digital math games is rejected. Digital Math Games can be utilized as an intervention tool on the improvement of basic math fact fluency.

DISCUSSIONS

The results demonstrate that it has a positive effect and therefore can be utilized in improving learners’ performance. Teachers must be updated with the latest digital trends that may ease their teaching for the betterment of teaching and learning process. The utilization of free mobile applications as aid in teaching can be an intervention tool to increase the performance of the pupils in the mastery of 4F's.