The Effect of Recreational Math Games on Arithmetic Confidence and Academic Performance of Junior High School Students

This study examined recreational math games, arithmetic confidence, and mathematics performance among 215 Grade 9 students at Las Piñas CAA National High School during Academic Year 2025–2026. A descriptive-correlational design and purposive sampling were employed. Data were obtained using a validated 15-item recreational activities questionnaire, an adapted 10-item Mathematical Confidence Scale, and first-semester mathematics grades. Weighted means, Pearson correlation, and multiple linear regression were used. Recreational activities were rated to a Great Extent (M = 3.13), arithmetic confidence was classified as Highly Confident (M = 2.74), and mean mathematics performance was 84.59 (SD = 4.91). Arithmetic confidence and mathematics performance had a significant moderate positive association (r = 0.387, p < .001). The regression model was significant, F(3, 211) = 16.685, R² = .192, but the interaction between recreational activities and confidence was not significant (B = 0.508, p = .510). Thus, the analysis did not establish that recreational math activities moderated the confidence–performance relationship. Findings support the use of games as supplementary instructional activities for engagement, collaboration, and perceived skills development. The proposed MATH-LARO program provides a structured plan for game-based mathematics activities and subsequent evaluation.