Game-Based Learning Activities (GBLA): Enhancing the Mathematics –Numbers and Algebra Instruction for Key Stage 2 Learners
DOI:
https://doi.org/10.5281/zenodo.21872163Keywords:
Game-Based Learning Activities, Learner–centered approach, Key Stage 2 Learners, Numbers and Algebra, Quasi-Experimental DesignAbstract
Mathematics remains one of the most challenging learning areas in elementary education, particularly in the domains of Numbers and Algebra, where many learners experience persistent difficulties in mastering fundamental concepts and computational skills. These learning gaps often hinder the development of mathematical reasoning, problem-solving abilities, and overall academic achievement. In response to the growing need for more engaging, interactive, and learner-centered instructional approaches, this study investigated the effectiveness of Game-Based Learning Activities (GBLAs) in enhancing the mathematics performance of Key Stage 2 learners at Villa Garcia Elementary School during the School Year 2025–2026. The study employed a quantitative approach using a quasi-experimental one-group pretest–posttest research design. Learners' mathematics performance was measured using the Rapid Mathematics Assessment (RMA) administered before and after the implementation of the GBLAs intervention. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to describe learners' performance, while a paired-samples t-test determined whether significant differences existed between the pretest and posttest scores. Baseline findings revealed that 86% of the learners demonstrated low to developing mastery in Numbers and Algebra prior to the intervention. Following the implementation of Game-Based Learning Activities, the mean assessment score increased from 7.86 to 11.26, with the paired-samples t-test indicating a statistically significant improvement in mathematics performance (t = 13.82, p < .05). The intervention also promoted greater learner engagement, active participation, and improved computational skills during mathematics instruction. However, persistent difficulties in solving multi-step mathematical problems suggest that learners continue to require targeted instructional support in higher-order problem-solving tasks. Overall, the findings demonstrate that Game-Based Learning Activities constitute an effective learner-centered instructional strategy for improving mathematics achievement, strengthening foundational numeracy competencies, and fostering a more engaging learning environment for Key Stage 2 learners.
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