Impact of a Researcher-Made Game-Based Learning (GBL) Package in the Mathematical Performance of the Grade 7 Students

Abstract Aim: This study determined the impact of the researcher-made Game-Based Learning (GBL) package on the Mathematical Performance of Grade 7 students at Morong National High School. Specifically, it aimed to compare the performance of students who engage in GBL activities to those who follow traditional instructional methods in terms of their mathematical proficiency. Methodology: This study used an experimental design involving two groups: an intervention group and a control group. The intervention group, consisting of students who used the GBL package, and the control group, composed of students who followed traditional instructional methods, were assessed before and after the intervention. The participants were two Grade 7 sections at Morong National High School, randomly assigned to either group. The GBL package consisted of interactive games that aimed to improve students’ understanding of Statistics. The control group followed the traditional method of teaching, which included lectures and worksheets. Both groups were given pre-tests to assess their baseline mathematical performance and post-tests to measure any improvements after the intervention. The data collected were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, specifically an independent t-test, to determine if there was a significant difference in the post-test scores between the two groups. Results: The analysis revealed that the intervention group had a mean pre-test score of 8.5, compared to 8.575 for the control group, indicating similar baseline performance. Following the intervention, the intervention group significantly outdid the control group, with a mean post-test score of 32.9, compared to the control group’s score of 18.35. This resulted in a mean gain score of 24.4 for the intervention group, while the control group had a mean gain score of 9.775. The standard deviation for the pre-test scores was 3.80 for the intervention group and 4.06 for the control group, reflecting a slightly higher variance in the control group. After the intervention, the standard deviation for the intervention group decreased to 3.35, while the control group’s post-test standard deviation was 4.33, indicating a more consistent performance improvement in the intervention group. The calculated Cohen’s D value of 6.75 demonstrates a very large effect size, signifying a substantial impact of the intervention on the intervention group’s mathematical performance. Furthermore, the p-value of 0.00 strongly supports the statistical significance of the observed differences between the groups, confirming that the improvement in the intervention group is not due to random chance. Conclusion: The results of this study demonstrate the significant impact of the Game-Based Learning (GBL) package on the mathematical performance of students in the intervention group compared to the control group. These findings emphasize the effectiveness of researcher-made GBL as an impactful instructional tool for enhancing students' learning outcomes in mathematics Keywords: Game-Based Learning (GBL), mathematical performance, educational intervention, impact