THE USE OF TWISTER GAME IN TEACHING MULTIPLICATION AMONG GRADE 3 PUPILS

Abstract

This study investigated the use of the Twister game as an innovative teaching strategy to improve multiplication skills among Grade 3 students at San Bartolome Elementary School. Fifty pupils were selected through purposive sampling. Using pre-test and post-test assessments and survey questionnaires, the study examined the impact of the game on engagement, memorization, and problem-solving abilities. Results suggest that the Twister game effectively enhances students’ learning experience by making mathematical concepts more interactive and enjoyable. The study utilized a quasi-experimental research design to compare the effectiveness of the Twister game in teaching multiplication to Grade 3 pupils. Fifty students participated, with statistical tools such as percentage distribution, weighted mean, and Z-test used for data analysis. Findings revealed that students aged 8–9, particularly males (52%), showed notable improvement in multiplication skills after using the Twister game. A weighted mean of 3.79 indicated strong agreement that the game aided memorization. The computed Z-value of 5.258 confirmed a statistically significant difference between pre-test and post-test scores, leading to the rejection of the null hypothesis and affirming the game’s effectiveness. The study confirms the effectiveness of game-based learning—specifically the Twister game—in enhancing multiplication skills among Grade 3 pupils. Results demonstrate that incorporating interactive activities into the curriculum significantly boosts student engagement, improves retention of multiplication facts, and supports the development of problem-solving abilities. This approach not only makes learning more enjoyable but also promotes a deeper understanding of mathematical concepts, underscoring the value of dynamic and student-centered instructional strategies. The study encourages educators to integrate interactive tools like the Twister game into mathematics instruction to boost student engagement and learning effectiveness. It highlights the potential of game-based learning in improving multiplication skills and suggests expanding research to assess long-term impacts, effectiveness across different subjects, and age-specific outcomes. Ultimately, the use of innovative teaching strategies can foster more dynamic and meaningful learning experiences for young students.