ABSTRACT
This study evaluates the effectiveness of digital game-based learning (DGBL) in improving the mathematics performance of Grade 4 learners at Puerto Bello Elementary School, Merida District, Leyte Division. The study utilized a quasi-experimental research design employing pre-test and post-test measures to determine the significant difference in learners’ performance before and after the integration of DGBL. Thirty (30) Grade 4 learners participated in the study, using a researcher-made 30-item Mathematics test aligned with the first quarter’s Most Essential Learning Competencies (MELCs). Digital game-based activities were incorporated into the lessons, allowing learners to engage with interactive and technology-supported mathematical tasks. The results revealed that learners’ pre-test mean score of 11.80 (Fair) improved substantially to a post-test mean score of 27.53 (Excellent) after the intervention. The computed t-value of 41.26, which is greater than the critical t-value of 2.05, led to the rejection of the null hypothesis, confirming a significant difference between pre-test and post-test scores. These findings indicate that digital game-based learning significantly enhanced learners’ mathematical comprehension, engagement, and achievement. Therefore, the study concludes that integrating digital game-based learning is an effective instructional approach to foster motivation, interactivity, and conceptual mastery in Mathematics. Based on these results, an instructional supervision plan was proposed to further guide and support teachers in effectively implementing digital game-based strategies in classroom instruction.
Keywords: Digital Game-Based Learning, Performance, Grade 4 Learners, Math, Instructional Supervision Plan
INTRODUCTION
Education is a field that is constantly changing and adapting to technology. With the changing landscape in education, student-centered methods are being favored over traditional or teacher-centered methods. With every level of cognitive development, students should be actively engaged in the learning process (Woolfolk, 2020). A method that is quickly rising in popularity that embodies this student-centered engagement is Digital game-based learning (DGBL).
Digital games and activities are a form of media that has captured the attention of children. The cultural acceptance of digital games as a leisure activity has led to an increase in digital game-based activities or educational video games in the classroom (Greipl et al., 2020). Because of their cultural relevance and the ability to consume hours of attention, video games are being looked at as an engaging learning experience (Tokac et al., 2019).
Mathematics remains one of the most challenging subjects for elementary learners, often resulting in low motivation and achievement. Traditional instructional methods may not always meet the learning needs and preferences of 21st-century learners who are growing up in a digitally immersive environment. DGBL addresses this gap by transforming mathematical concepts into interactive and stimulating learning experiences. According to Qian and Clark (2016), game-based learning improves students' problem-solving skills, motivation, and content mastery by providing instant feedback and adaptive learning paths.
Recent studies, such as the one by Chu et al. (2023), indicate that the use of digital games in mathematics instruction significantly enhances students’ conceptual understanding and computational skills. This is attributed to the game elements—such as levels, rewards, and challenges—that promote active participation and sustained attention. Moreover, Taher et al. (2022) found that learners who engaged in digital game-based learning environments outperformed their peers in both formative and summative assessments in math.
In the Philippine context, where educational innovations are actively being integrated through programs like the Department of Education's MATATAG curriculum and Digital Rise initiative, this study is timely and relevant. There is a pressing need to examine how DGBL can support the performance of learners, especially in Grade 4 mathematics—a critical stage where foundational numeracy and problem-solving skills are strengthened.
Math education has used traditional teaching techniques like lectures and textbooks for many years. However, it has been discovered that these methods fall short when it comes to motivating pupils and raising academic accomplishment (Chen et al., 2020). To improve students' academic performance and excitement for mathematics, educators have resorted to cutting-edge teaching strategies like game-based learning.
A teaching strategy known as "game-based learning" uses games to engage students and improve learning (Papastergiou, 2009). Because it allows students to study in a fun and engaging setting, game-based mathematics learning has been proven to be an effective technique for teaching mathematics (Egenfeldt-Nielsen et al., 2016). The development of students' problem-solving and critical-thinking abilities can also benefit from game-based mathematics instruction (Egenfeldt-Nielsen et al., 2016). According to Genefeldt-Nielsen et al. (2016), game-based learning has become a successful teaching technique for improving students' mathematics performance and interest. According to Prensky (2013), game-based learning is a method of instruction that makes use of games to impart academic knowledge and abilities.
As one of the primary trends in learning for the twenty-first century (Ahmad & Iksan, 2021), game-based learning (GBL) has recently attracted more scholarly attention (Zou, 2020). Using student-centered learning activities, GBL in mathematics education improves learning efficiency by striking a balance between in-class instruction and educational games (Lasut & Bawengan, 2020). Additionally, it is one of the more innovative and enjoyable techniques, and pupils will, inadvertently, pay attention to the teacher's lessons. This is because pupils naturally enjoy playing video games. In addition, educational games might help students develop a love of learning, the confidence to face a variety of challenges along the way, and the patience and focus to get through them (Liu et al., 2021).
Digital game-based learning being known as effective in learning Math, the researcher being a mathematics teacher is motivated to introduce this strategy to address the learning gaps that students have that. Hence, this study was formulated to evaluate the effectiveness of digital game-based learning in enhancing the performance of grade 4 learners in math. A proposed instructional supervision plan was formulated based on the findings of the study.
This study evaluates the effectiveness of digital game-based learning in improving the performance of grade 4 learners in math of Puerto Bello Elementary School, Merida District, Leyte Division. The findings of the study will be the basis for the proposed instructional supervision plan.
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