Effects of Game-Based Learning in Teaching Mathematics for Elementary Pupils

Abstract

This study determined the effects of game-based learning in teaching Mathematics for elementary pupils in selected public elementary schools in Baras District, Division of Rizal, during School Year 2025–2026. It specifically examined the perceived effects of game-based learning in terms of understanding mathematical concepts, computational skills, and problem-solving skills, as well as the challenges encountered by teachers in its implementation. The study employed a descriptive survey research design and utilized a researcher-made questionnaire-checklist as the primary instrument for data gathering. The respondents comprised the total population of 120 Mathematics teachers in Baras District, whose profiles were described according to age, sex, civil status, educational attainment, position title, length of service, and in-service trainings attended. Findings revealed that the majority of the respondents were 31–40 years old, female, married, Bachelor’s degree holders, Teacher I, had 1–10 years of teaching experience, and had attended district-level in-service trainings. Game-based learning was perceived to always affect pupils’ Mathematics learning in terms of understanding mathematical concepts, computational skills, and problem-solving skills. No significant differences were found in teachers’ perceptions when grouped according to sex and civil status. However, significant differences were observed according to age in terms of understanding mathematical concepts; length of service in terms of understanding mathematical concepts and computational skills; and in-service trainings attended in terms of computational and problem-solving skills. Teachers moderately encountered challenges in implementing game-based learning, particularly technological limitations, inadequate access to gadgets, unreliable internet connectivity, and insufficient technology literacy among pupils. The study concluded that selected teacher characteristics influence perceptions of the effects of game-based learning in specific areas of Mathematics learning. It recommended strengthened administrative support, improved instructional resources and facilities, continued integration of game-based strategies, enhanced classroom management and digital literacy, active pupil participation, and implementation of the proposed action plan. Future researchers may conduct related studies using other variables and research settings.