Game – Based Learning Strategy and Performance of Grade 2 Pupils in Mathematics

Abstract

This study was conducted to determine whether game-based learning strategy intervention would improve the early-grade mathematics assessment (henceforth EGMA) among twenty-five (25) Grade 2 learners in a public elementary school. A pre-experimental pre-test and post-test design was adopted, and statistical tools such as t-tests were utilized to test the significant differences. Hypotheses were tested, and the findings revealed the following: the null hypothesis that there was no significant difference between pupils' pre-test and post-test scores after the game-based learning strategy in EGMA was rejected. These findings provide a solid foundation for future research, emphasizing the importance of further studies in this field. This study recommends that the teacher may implement targeted interventions, the teacher may expand and enhance Game-Based Learning Programs, the teacher may conduct ongoing assessment and evaluation, and future studies should employ mixed-methods approaches to gather comprehensive data on student learning outcomes, attitudes toward mathematics, and classroom dynamics.