THE EFFECTIVENESS OF GAME-BASED STRATEGIES IN

LEARNING MATHEMATICS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 25
Issue 4
Pages: 570-577
Document ID: 2024PEMJ2370
DOI: 10.5281/zenodo.13789162
Manuscript Accepted: 08-20-2024
 Psych Educ, 2024, 25(4): 570-577, Document ID:2024PEMJ2370, doi:10.5281/zenodo.13789162, ISSN 2822-4353
Research Article

The Effectiveness of Game-Based Strategies in Learning Mathematics

Paul Melcar C. Paglomutan*
For affiliations and correspondence, see the last page.
Abstract
This study sought to determine the effectiveness of utilizing game-based strategies in learning mathematics in the
junior school specifically grade 10 students. In this study, embedded mixed methods research design was used to
gather both quantitative and qualitative data from the participants in which the second served as supporting data to
supplement the first. The results of the study revealed that game-based strategies provided a strong influence in
maximizing learning mathematics and retention was also evident in the result of students’ test performance allowing
them to recall concepts learned and skillfully solve problems from the different activities they experienced with the
use of the game-based strategies. Moreover, the participants shared meaningful experiences learning mathematics
after the intervention. With the use of such strategies, they were able to recognize how lessons were discussed in a
different manner with full of insights and realization that learning can be both engaging and rewarding. Moreover, the
test performance result analyzed using mean showed an increasing average score indicating that the participants could
still recall how to solve mathematical problems which took place after the intervention was utilized. Furthermore,
results in the inferential statistics analyzed using Repeated Measures ANOVA also revealed that there were significant
differences in the pretest, post-test, and retention test of the participants specifically majority on pretest and post-test,
and pretest and retention test using post-hoc analysis. These results imply that with constant practice of utilizing
teaching strategies like integrating games in class, it can improve learning outcomes, increase engagement, provide
short-term retention, and promote pedagogical innovation. In education, these long-term knowledge and skills in
mathematics will lead to higher test performance while aligning the 21st century skills essential in the success of
teaching and learning.
Keywords: effectiveness, game-based strategies, mathematics, test performance

Introduction
In the 21st century, one of the most important aspects of the teaching-learning process has been recognized as the instructional approach
of teachers serving as gauge for academic advancement. Students' test scores on high stakes achievement tests continue to be low even
when policies like teacher professional development are put in place. Consequently, teaching methods and techniques are essential for
becoming a teacher who can impart knowledge to their students using a variety of engaging approaches and strategies. Teachers must
employ the most effective method for imparting knowledge.
Mathematics is an essential subject taught in elementary and secondary education that gives learners the basic information and abilities
they need to manage their life (Ariyanti & Santoso, 2020). According to Kamarudin et al. (2019), the level of student interest in teaching
and learning is low when the traditional approach is employed.
According 2022 report of PISA, Over the most recent period (2018 to 2022), the gap between the highest-scoring students (10% with
the highest scores) and the weakest students (10% with the lowest scores) narrowed in mathematics, while it did not change significantly
in reading and science. In mathematics, low-achievers became stronger, while performance did not change significantly amongst high-
achievers.
Math education has relied on traditional teaching methods like lectures and textbooks. Nevertheless, research has shown that these
strategies are ineffective in boosting academic achievement and inspiring students (Chen et al., 2020). Teachers have turned to
innovative teaching techniques like game-based learning to boost learners' academic performance and enthusiasm for mathematics.
One of the main educational trends of the twenty-first century is game-based strategies, also known as game-based learning (Ahmad
& Iksan, 2021). In recent years, there has been a growing body of scholarly research on this topic (Zou, 2020). GBL is a method of
teaching mathematics that enhances learning efficiency through student-centered learning activities and strikes a balance between
traditional classroom instruction and educational games (Lasut & Bawengan, 2020). Students will indirectly pay attention to the
teacher's lessons because it is one of the more inventive and engaging teaching strategies. The reason for this is that students are
naturally inclined to play games. According to Liu et al. (2021), educational games can also foster a love of learning, a sense of comfort
in facing a range of obstacles, and the ability to overcome these obstacles with patience, focus, and self-assurance—all of which are
critical for higher education and the development of lifelong learners.
According to Vanbecelaere et al. (2020), the majority of existing research on game-based learning examines the games' effectiveness
just after the learning process, from a limited point of view. As of right now, there is insufficient data to say if game-based learning
helps learners retain what they have learned. Game-based learning strategies can help students retain important concepts is still an
important question.

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Research Article

In Kabankalan Catholic College, one of the challenges encountered by mathematics teachers is strategizing teaching ways to make
teaching and learning efficient, engaging, and long lasting. Based from the record of grade 10 mathematics teachers, those who have
mastery of mathematics specifically topics on combinatorics ranges only from 20% to 30%. With the problems mentioned, this led me
to study the effectiveness of game-based strategies in learning mathematics by addressing this gap by employing an embedded mixed
methods research design to comprehensively explore the impact of game-based strategies on mathematics learning among grade 10
students by synthesizing quantitative data on test performance with qualitative insights into students' experiences and perceptions.
Research Questions
This study aimed to determine the effectiveness of game-based strategies in learning mathematics of the grade 10 students in the junior
high school. Specifically, it sought to answer the following questions:
1. What is the test performance of the participants in combinatorics on the pretest as a whole and in terms of the following:
1.1. Permutation
1.2. Combination
2. What is the test performance of the participants in combinatorics on the post-test as a whole and in terms of the following:
2.1. Permutation
2.2. Combination
3. What is the test performance of the participants in combinatorics on the retention test as a whole and in terms of the following:
3.1. Permutation
3.2. Combination
4. Is there a significant difference on the test performance of the participants in combinatorics on the pretest, post-test, and
retention test?
5. What are the experiences of the key informants in their mathematics class?
Methodology
This study used an embedded mixed-methods research design to determine the test performance and experiences of students before
and after the intervention. Embedded design is a mixed methods research approach where one form of data is embedded within another.
This method involves gathering quantitative and qualitative data simultaneously, with one type serving as the primary method and the
other as the secondary method (Hassan, 2023). In this method, I gathered quantitative data: pretest, posttest, and retention test, which
were supported by the results from the interview that were gathered after the retention test.
For the quantitative component of the study, one section was purposively chosen as a participating section having 50 participants
officially enrolled in Kabankalan Catholic College- High School Department for school year 2024-2025. The section that was chosen
experienced traditional way of learning mathematics and has not yet been exposed to game-based strategies in the lessons on
combinatorics specifically on permutation and combination. The qualitative component had the eight (8) participants with the highest
and lowest scores before and after the intervention. Purposive sampling is a research method where individuals or groups are chosen
based on specific criteria relevant to the research question or objective, without using random selection (Hassan, 2023).
The test questionnaire in this study was divided into three (3) parts. The first part is the consent form and the second part is a self-made
research questionnaire consisting of forty questions (40) questions on combinatorics of which twenty (20) for permutation and twenty
(20) for combination. Sixty percent of which is easy, thirty percent (30%) is average, and ten percent (10%) is difficult. The last part
is the three (3) open-ended questions for the participants to share their experiences on their challenges, ways to cope up, and insights
to the new way of learning mathematics utilizing game-based strategies.
The validity score was 0.832 which means that the research instrument was indeed valid. The instrument used in gathering the data
undergone a validity process by the five (5) experts in the field of Mathematics. The Content Validity Form was used to measure the
accuracy of the instrument. Specifically, Content Validity Ratio (CVR) was used to measure the accuracy of the instrument. The
content validity ratio (CVR), which is suggested by Lawshe (1975), involves asking experts to determine whether the knowledge or
skill that each item on the test assesses is “essential,” “useful, but not necessary,” or “not necessary” (Frost, 2023). Reliability was used
to measure the quality and consistency of the research and to determine whether to trust the results of the study (Carroll, 2022). The
result of the reliability test was 0.879 using the Kuder-Richardson Formula 20 (KR20) administered to forty (40) students. This test of
internal consistency measures the test with dichotomous choices (answer options that are either right or wrong), which range from 0 to
1, with higher values indicating higher reliability (Zach, 2022).
In gathering data, the following procedures were observed: First, letters were sent to the high school principal requesting permits for
various tests and an interview. Another letter was addressed to the registrar to obtain the list of students. After securing approvals, the
research instrument was developed and subjected to content validity and pilot testing. Additionally, a letter of validation request was
forwarded to the three (3) experts in the field of Mathematics. Moreover, once permissions are secured, a pilot test was conducted on
forty (40) students from the other sections who are not part of the study to test and refine the procedures of the study. Lastly, after the
retention test, letters were sent to the interviewees and the interview was conducted with the eight (8) participants with the highest and

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Research Article

lowest scores before and after the intervention. Results were analyzed and interpreted after the final administration of the instrument.
Based on the specific objectives and hypotheses established earlier in this study, the data were analyzed using appropriate statistical
tools. On problems 1, 2, and 3, to determine the test performance of the participants on the pretest, post-test, and retention test, mean
was used. The mean is known as the average. The total sum values in a sample are divided by the number of values in the set (Hurley
et al. 2021). On problem 4, to test the significant difference on the test performance of the participants in mathematics on the pretest,
post-test, and retention test, repeated ANOVA was used. The one-way repeated measures ANOVA is a statistical test that is parametric
in nature and is utilized to compare three or more groups within an experiment that includes the same subjects or cases (Jasrai, 2021).
On problem 5, to gather the experiences or insights learned by the participants before and after the intervention, narrative analysis was
used. Narrative analysis is a qualitative method that focuses on interpreting human experiences and motivations. It involves closely
examining the stories, or narratives, that people tell within a specific context (Jansen, 2023).
In this study, I used the interpretation of test performance with the following percentage range and descriptions: 90% - 100% (Excellent:
Outstanding performance, demonstrating mastery of concepts and skills); 80% - 89% (Very Good: Strong performance, with a thorough
understanding of concepts and skills); 70% - 79% (Good: Solid performance, meeting expectations with a good grasp of concepts and
skills); 60% - 69% (Satisfactory: Adequate performance, demonstrating basic understanding but with room for improvement); 50% -
59% (Needs Improvement: Below-average performance, indicating areas requiring attention and improvement); 40% - 49% (Poor:
Substandard performance, with significant gaps in understanding and skills); 0% - 39% (Very Poor: Failing performance, indicating
fundamental misunderstanding and lack of proficiency).
Results and Discussion
Table 1. Test performance of the participants in combinatorics on the
pretest as a whole and in terms of the following areas
Areas Mean % and Interpretation
Easy Average Difficult Total
Permutation 31.00VP 30.67VP 19.00VP 29.70VP
Combination 23.67VP 21.67VP 14.00VP 22.10VP
As a whole 27.34VP 26.17 VP 16.50VP 25.90VP
E=Excellent; VG=Very Good; G=Good; S=Satisfactory; NI=Needs Improvement; P=Poor; VG=Very Poor

Table 1 shows the test performance of the participants in combinatorics on the pretest. Based from the result, it reveals that mean
percentage for both topics on permutation (M=29.70) and combination (M=22.10) and taken a whole (M=25.90) are all interpreted as
very poor. Furthermore, as the level of difficulty increased, it shows that the test performance of the participants kept on decreasing.
This result implies that in the traditional way of learning mathematics based from the participants’ previous experience, students are
not able to grasp the content standards set due to a very poor result from the pretest. Also, students struggle answering difficult problems
especially word problems that need advanced comprehension and understanding of the topics.
According to key informant 2, “As someone who does not like mathematics, one of the struggles that I have is my short-term memory
loss. Whenever I solve problems with the guidance of the teacher, I can easily answer the question. But when I answer it on my own,
I feel like learned nothing; my mind does not work anymore. Informant 4 also added, “When a teacher discusses anything that is related
to mathematics, I personally find myself getting confused at times because I find the lessons complex and tricky, causing me to forget
things because I have trouble remembering everything all at once. I sometimes feel overwhelmed and frustrated when keeping up with
the lessons, making it harder for me to remember and apply what learned.
Although other students might find this method helpful, as someone who is practically not good in mathematics, I find it very
challenging. Likewise, informant 8 added, “Learning math with just lecture and activity is hard to understand without an example.
When using these math ideas in our own work, it is very challenging because I have not seen how it is supposed to work in practice
especially in a very engaging way. Another point when using the lecture and activity format, it is not that engaging, sitting through
lectures and then going to activities without much interaction or excitement makes it hard to stay focused and interested in the subject.”
According to Bernardo et al. (2022), the majority of Filipino high school students are not studying the required amount of mathematics,
and the problem appears to be worse for students in Philippine high schools. The Philippines has been doing badly in mathematics in
the international evaluations, thus the results are somewhat expected.
Table 2. Test performance of the participants in combinatorics on the
post-test as a whole and in terms of the following areas
Areas Mean % and Interpretation
Easy Average Difficult Total
Permutation 42.50P 54.00NI 32.00VP 44.90P
Combination 38.67VP 51.67 NI 32.00VP 41.90P
As a whole 40.59P 52.84NI 32.00VP 43.40P
E=Excellent; VG=Very Good; G=Good; S=Satisfactory; NI=Needs Improvement; P=Poor; VG=Very Poor

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Research Article

Table 2 shows the test performance of the participants in combinatorics on the post-test. Based from the result, it reveals that mean
percentage for both topics on permutation (M=44.90) and combination (M=41.90) and taken a whole (M=43.40) are all interpreted as
poor after utilizing the game-based strategies in learning mathematics. Comparing results from the pretest and post-test, the descriptive
result from the table shows an increase of mean percentage compared to the previous one. Furthermore, average questions yielded
highest results compared to the other levels. Majority on the easy questions resulted to “poor”, “needs improvement” on the average
questions, “very poor” on the difficult questions, and “poor” in total. This result implies that there is an increase of mean percentage
score after utilizing the intervention. An increase of result shows on how effective game-based strategies when used by teachers in
maximizing the potential of learners in solving math problems. Furthermore, game-based strategies are engaging activities that elicit
responses from the participants without compromising the content and performance standards set beforehand.
According to informant 2, “With the help of game-based strategies, I feel like my mind works more effectively due to the adrenaline
rush. It makes me quicker to answer questions, and I feel like all my brain cells are working together. Informants 3 and 4 having the
same experience also expressed that, “When our teacher uses game-based strategies, I find math easier to comprehend. With the help
of teammates in reviewing the lessons and the cheers during the game, I get to enjoy math more. I do not feel pressured whenever the
teacher uses game-based strategies. Most importantly, math becomes more fun and enjoyable because of these strategies. Also, it helps
me to encourage myself that I should try harder despite the fact that I am not that good when it comes to mathematics. It also helps in
making memorable experiences because it causes you to be more interactive with everyone in the room.”
Table 3. Test performance of the participants in combinatorics on the
retention test as a whole and in terms of the following areas
Areas Mean % and Interpretation
Easy Average Difficult Total
Permutation 45.17P 48.33P 28.00VP 44.40P
Combination 46.50P 45.00P 28.00VP 44.20P
As a whole 45.84P 46.67P 28.00VP 44.30P
E=Excellent; VG=Very Good; G=Good; S=Satisfactory; NI=Needs Improvement; P=Poor; VG=Very Poor

Table 3 shows the test performance of the participants in combinatorics on the retention test. Based from the result, it reveals that mean
percentage for both topics on permutation (M=44.40) and combination (M=44.20) and taken a whole (M=44.30) are all interpreted as
poor. This result shows that 2 weeks after the post-test was administered, remembering the concepts learned and skills developed are
still evident though there are minor differences on the test performance.
Comparing now the result of the retention test to the previous tests administered, the descriptive result shows a little difference between
post-test and retention test, and a larger percentage almost double between pretest and retention test. The improvement of test
performance though labeled from “very poor” to “poor” is still an indicator that there are changes that happened after the intervention
was used. Furthermore, both easy and average questions yielded almost the same test results “poor” compared to the difficult questions
interpreted as “very poor”. This result implies that in terms of descriptive statistics, the test results increased after the game-based
strategies as an intervention was utilized in class. Also, maximizing the use of such strategy enabled learned to performance better
though labeled “poor” can still remember content learned and skills are still evident.
According to informants 1, “After few weeks, I can still remember the concepts or ways to solve problems. It developed my problem
solving-skills after using game-based strategies and enabled me my brain to solve challenging math problems. Problems are still
difficult but now I can cope up compared before.” Informant 3 added, “After few weeks of engaging in game-based strategies, I can
say that I can no longer remember most of the concepts or ways to solve problems but I can remember some of them. I have a short-
term memory loss, so most of the time, I have a hard time recalling things and that includes the concepts and ways in problem-solving.
However, if someone teaches me or discusses the lessons with me again using other ways, I will be able to remember them.” Informant
8 also added, “Usually, I forget majority of the concepts learned in class and resort to skimming the material, but with game-based
strategies the topic is retained in my mind because the game is memorable than just having lectures. Game-based strategies encourages
me to do self-study and keeps the topic refreshed in my mind.”
Table 4.1. Difference Analysis on the test performance of the
participants in combinatorics specifically in permutation on the
pretest, post-test, and retention test
Levels Wilk’s λ F p Conclusion
Easy 0.661 12.294 0.000 Highly Sig.
Average 0.464 27.731 0.000 Highly Sig.
Difficult 0.853 4.139 0.022 Sig.
Total 0.415 33.896 0.000 Highly Sig.
Not Sig. if p-value is greater than 0.05; sig. and highly sig. if p-value is less than 0.05 and 0.01, respectively

The table presents the difference analysis on the test performance of the participants in combinatorics specifically in permutation on
the pretest, post-test, and retention test. Based from the result, it shows that there are highly significant differences on the test
performance on the easy (λ=0.661; F=12.294; p=0.000), average (λ=0.464; F=27.731 p=0.000), and in total (λ=0.415; F=33.896;
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Research Article

p=0.000), and significant on the difficulty level (λ=0.853; F=4.139; p=0.022). This implies that the test performance of the participants
in combinatorics specifically in permutation vary on the pretest, post-test, and retention test on different levels. Test performance in
mathematics is significantly below the expected standards, demonstrating lack of understanding and proficiency in the lessons
discussed. Furthermore, this is evident on the result of Post-hoc Analysis where there are specific significant differences exist among
levels. On the easy level, pretest and post-test (p=0.001), pretest and retention test (p=0.000) have significant differences. On the
average level, pretest and post-test (p=0.000), pretest and retention test (p=0.000) also have significant differences. On the difficult
level, only pretest and post-test (p=0.033) have significant difference. Overall, pretest and post-test (p=0.000), pretest and retention
test (p=0.000) are significantly different. These pairwise comparisons imply that the intervention was effective in increasing the test
performance of students specifically after the intervention was utilized. As the level of difficulty increases, retention of the participants
tend to slow down but not totally compromising their mastery.
The significant differences on the test performance of the participants in combinatorics specifically in permutation on the pretest, post-
test, and retention test are supported by the testimonies of the selected participants. According to informant 7, “Games can help us to
build our confidence in mathematics and it helps us spend more time on concepts that we can find challenging and I can learn on our
own.” Informant 2 added, “After few weeks, though I think I read some problems regarding the past lessons, I feel I can somehow
remember the lesson but find it challenging on how to solve the problem except for the lessons that I find easier to solve. As someone
who easily forgets details, it is very hard for me to retain all the lessons that I have learned.”
Additionally, in the 2018 International Student Assessment program, Filipino students performed among the lowest performing student
groups across all participating nations (PISA). Less than 20% of students in mathematics met the minimal competency requirement
(Level 2), while over 50% shown extremely low ability (below Level 1). These Filipino students, who scored below the lowest level
of proficiency on the PISA, have obviously left behind from other students in other countries when it comes to mathematics education;
over half of this age group of Filipino students are not as proficient in mathematics from other countries. Students in public and private
schools performed poorly in mathematics to varying degrees; the means for each group were 343 and 395, respectively (Department
of Education, 2019).
Table 4.2. Difference Analysis on the test performance of the
participants in combinatorics specifically in combination on the
pretest, post-test, and retention test
Levels Wilk’s λ F p Conclusion
Easy 0.395 36.799 0.000 Highly Sig.
Average 0.366 41.485 0.000 Highly Sig.
Difficult 0.776 6.909 0.002 Highly Sig.
Total 0.206 92.259 0.000 Highly Sig.
Not Sig. if p-value is greater than 0.05; sig. and highly sig. if p-value is less than 0.05 and 0.01, respectively

The table shows the difference analysis on the test performance of the participants in combinatorics specifically in combination on the
pretest, post-test, and retention test. Based from the result, it presents that there are highly significant differences on the test performance
on the easy (λ=0.395; F=36.799; p=0.000), average (λ=0.366; F=41.485; p=0.000), difficult (λ=0.776; F=6.909; p=0.002), and in total
(λ=0.206; F=92.259; p=0.000). This result implies that the test performance of the participants in combinatorics specifically in
combination vary on the pretest, post-test, and retention test on different levels. The test performance in mathematics still shows low
mastery in answering problems in combination though improvement was evident after the intervention was made used in the study.
Furthermore, Post-hoc Analysis showed specific significant differences exist among levels. On the easy level, pretest and post-test
(p=0.000), pretest and retention test (p=0.000), post-test and retention test (p=0.000) have significant differences. On the average and
difficult levels, and overall, pretest and post-test (p=0.000), pretest and retention test (p=0.000) also have significant differences. The
pairwise comparisons imply that the intervention was indeed effective in increasing the test performance of students. The participants
find it easy to recall concepts in combination than in permutation because in this topic there are minor rules to remember and less
complex than permutation.
The significant differences on the test performance of the participants in combinatorics specifically in combination on the pretest, post-
test, and retention test are supported by the testimonies of the selected participants. According to informant 8, “When game-based
strategies are being used, it helps the topic be more meaningful and enjoying especially in combinations where concepts are easily
understood. The interactive and hands-on activities are very engaging. Instead of just listening to the lectures in class, I am actively
engaged and having fun. Game-based strategies made mathematics feel less boring and more like a challenge I want to tackle.
Additionally, informant 4 said, “Interactive nature of the game can cause a long-lasting memory, and it can stimulate my mind, resulting
in a much more reinforced understanding. Whenever I engage myself in these game-based strategies, it is much easier for me to retain
or recall the information.”
Interviews from different key informants which are essential findings in this study are supported by some related studies. According
to Lampropoulos et al. (2022), students participate more actively in the learning activities, show greater engagement, enthusiasm, and
improve their critical thinking and problem-solving skills. Game-based strategies encourages socialization, which in turn fosters
positive behaviors, productivity, satisfaction, teamwork, and communication. It can also result in delightful social interactions amongst

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groups. This kind of method has components that function as motivators have a favorable impact on performance generally, even in
areas unrelated to education, and help develop essential career competences while simultaneously serving as social comparison tools.
Table 4.3. Difference Analysis on the test performance of the
participants in combinatorics as a whole on the pretest, post-test,
and retention test
Levels Wilk’s λ F p Conclusion
Easy 0.364 42.000 0.000 Highly Sig.
Average 0.304 55.074 0.000 Highly Sig.
Difficult 0.727 8.991 0.000 Highly Sig.
Total 0.182 107.858 0.000 Highly Sig.
Not Sig. if p-value is greater than 0.05; sig. and highly sig. if p-value is less than 0.05 and 0.01, respectively

The table presents the difference analysis on the test performance of the participants in combinatorics as a whole on the pretest, post-
test, and retention test. The result shows all have highly significant differences on the test performance on the easy (λ=0.364; F=42.000;
p=0.000), average (λ=0.304; F=55.074; p=0.000), difficult (λ=0.727; F=8.991; p=0.000), and in total (λ=0.182; F=107.858; p=0.000).
This result implies that the test performance of the participants in combinatorics (permutation and combination are combined), the
pretest, post-test, and retention test on different levels vary significantly. Considering the overall result, there is a statistical proof that
with the integration of game-based strategies, test performance will increase but not totally reaching passing rate standards.
Furthermore, Post-hoc Analysis showed all significant differences exist among levels. On the easy level, pretest and post-test (p=0.000),
pretest and retention test (p=0.000), post-test and retention test (p=0.027) have significant differences. On the average and overall, only
pretest and post-test (p=0.000), pretest and retention test (p=0.000) have significant differences. In the difficult level, pretest and post-
test (p=0.000), pretest and retention test (p=0.004) also have significant differences.
The pairwise comparisons show the improvement of students’ test performance because of the intervention. They find it easier to
remember ideas when they are presented in an engaging manner utilizing games as a strategy involved in learning. These quantitative
result are further supported by interview on selected participants. According to informant 5, “We play variety of games, but the one
that sticks in my memory the most is the flip the bottle game, which tests our ability to focus on scoring as well as winning. Therefore,
the harder the task, the more motivated we are to succeed. especially in the case of cooperative games. Group math games force us to
collaborate, share ideas, and justify our mathematical reasoning, which promotes teamwork. We find that these teamwork and
communication skills are really helpful while working with challenging mathematical problems, which often require the ability to
clearly express our views. Informant 7 also added, “When it comes to math, I cannot immediately give feedback about what I have
learned because I cannot understand it easily even though it is easy to say but because of games strategies somehow I still remember
something but not all.”
The result of the interview is further supported by related studies on test performance in mathematics increased after maximizing the
use of game-based strategies. According to Sapin (2022), using game-based learning in teaching influences the development of students'
positive attitudes toward mathematics as the most challenging subject and boosts their motivation, accelerated acquisition, and long-
term memory. Furthermore, this study supported the notion that problem-solving in mathematics classes can benefit from game-based
learning. This study found evidence that using smartphones or video games helps and improves mathematics learning outcomes.
Conclusions
In conclusion, this study sought to understand the effectiveness of game-based strategies in learning mathematics specifically lessons
on combinatorics during the school year 2024-2025. It examined the students’ test performance on the pretest, post-test, and retention
test considering different levels on easy, average, and difficult test items. The findings revealed significant results on different areas of
combinatorics such as premutation and combinations and the experiences of the students before and after the intervention.
Moreover, this study analyzed the test performance following research processes, identifying research gaps, choice of research design,
data gathering procedures, data analyses and interpretation. This study made use of game-based strategies as an intervention to dwell
on the significant findings based from the result of pretest, post-test, and retention test. Also, insights coming from the participants
through the qualitative analysis were collected and analyzed using narrative analysis to support the result on the quantitative analysis.
With a clear result after the intervention both on the post-test and retention test, a consistent use of games into instructional procedures
in the classroom is a very important as an educational approach with numerous advantages. Teachers can use games to enhance learning
outcomes in a variety of subjects and grade levels with constant practice. The utilization of games fosters deeper understanding and
retention of educational content. By contextualizing concepts within interactive and immersive gameplay experiences, students are
more likely to grasp complex ideas and retain information over the long term. The inherent challenge and reward structure of games
motivate learners to actively engage with the material, reinforcing their comprehension through repeated practice and application.
Games significantly enhance student engagement in the learning process. Unlike traditional instructional methods, games capture
students' attention by tapping into their innate curiosity and desire for exploration. By providing a dynamic and interactive learning
environment, games promote active participation and intrinsic motivation, resulting in higher levels of student involvement and
enthusiasm for learning.
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 Psych Educ, 2024, 25(4): 570-577, Document ID:2024PEMJ2370, doi:10.5281/zenodo.13789162, ISSN 2822-4353
Research Article

Furthermore, the short-term retention facilitated by game-based learning serves as a springboard for long-term memory formation. By
incorporating repetition and reinforcement mechanisms into gameplay mechanics, educators can reinforce key concepts and skills over
time, ensuring durable learning outcomes that extend beyond the immediate classroom setting. The consistent integration of games into
teaching practices encourages pedagogical innovation and experimentation. By embracing game-based approaches, educators are
prompted to explore new instructional methods and technologies, adapt teaching strategies to meet diverse learning needs, and cultivate
a culture of creativity and collaboration within the classroom.
In summary, the constant practice of utilizing teaching strategies that integrate games not only improves learning outcomes and
increases engagement but also facilitates short-term retention and promotes pedagogical innovation. By harnessing the educational
potential of games, educators can create dynamic and enriching learning experiences that empower students to succeed in the ever-
evolving world of mathematics.
Based on the results of this study, it is suggested that a program for improving retention in mathematics must be carefully planned and
executed. This program will address the gaps that have been found and be able to provide better solutions to the existing problem. In
doing so, it will work to raise the caliber and influence of research projects in the field of mathematics and education, which will
ultimately benefit both educators and students. This will include the following:
Gamify Assessment. Consider adopting game-based assessments like simulations, scenarios, or interactive projects in place of
conventional examinations or quizzes. This makes it possible for students to present their understanding in a style that is livelier and
captivating.
Incorporate real-world applications. Making connections between mathematical ideas and practical situations can improve students'
comprehension and motivation. Teachers can boost student retention and engagement by incorporating real-world examples and
applications into the curriculum. This will enable students to recognize the relevance of math in their daily life.
Using technology effectively. Students' involvement can be improved and more practice and exploration opportunities can be given by
incorporating technological tools like interactive simulations, online platforms, and educational apps. In order to meet the needs of
each unique learner, technology can also provide tailored feedback and flexible learning opportunities.
Mentorship Programs. Assign newly hired math teachers to seasoned mentors who can offer advice and encouragement on their
methods of instruction. The effectiveness of new teachers in the classroom can be increased via mentoring programs, which can assist
them in overcoming obstacles and gaining confidence in teaching.
Specialized Training Workshops. Provide specialized training in the form of seminars or workshops on how to teach mathematics in
an efficient way. These seminars might address issues including common misconceptions, problem-solving techniques, utilizing
technology in the math classroom, and differentiated instruction.
Action Research Projects. Motivate math teachers to work on action research projects that will enhance their methods of instruction
and the learning outcomes of their students. Action research offers teachers a methodical framework for examining certain teaching
techniques, interventions, or curriculum improvements.
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Affiliations and Corresponding Information
Paul Melcar C. Paglomutan
Kabankalan Catholic College, Inc. – Philippines

Paul Melcar C. Paglomutan 577/577