6

CHAPTER 1

Background of the Study

Mathematics plays an essential role in the development of problem-

solving and critical thinking skills, allowing people to comprehend and
understand complex mathematical concepts and purposes. On top of that,
mathematical skills and knowledge are useful in everyday activities such as
buying groceries, making meals, time management, computer use, and
academic study. It emphasizes the significance of mathematics in fostering
intellectual growth and realization of oneself across a wide range of academic
and beneficial domains of study. However, mathematics is regarded as a
complicated subject given by its abstract character. Due to its widespread
application, it is regarded as a crucial and required subject in educational
institutions. Learning difficulties in mathematics can take on a variety of shapes,
such as trouble picking up learning techniques, trouble understanding how key
concepts work conceptually, or both at once. Learning difficulties, limited
linguistic proficiency, a lack of prerequisite knowledge and abilities for
mathematics learning, and cognitive and neuropsychological profiles are some
of the challenges that learners face. Environmental problems, such as low
attendance, ineffective teaching methods, a lack of practice, a subpar
curriculum, and a low degree of subject matter competence, make learning
mathematics at school much more difficult (Sharma, 2020).

According to Handayani and Iswantiningtyas (2020), traditional games

improved children's emotional development and understanding of the game's
past. Every culture has its own unique traditional games. Children could use
makeshift tools to play games that were popular before the development of
sophisticated technology. traditional game elements that blend competitiveness
with cooperation, which may result in team engagement. Traditional games
teach kids social skills in contrast to current games, which tend to be
individualistic. Traditional games teach kids social skills in contrast to
contemporary games, which tend to be individualistic. As a result,
 2

contemporary video games have limited interactivity between kids. (Lavega et

al. 2014). Cultural values in a community can be found in traditional games.
(Burgues et al., 2018; Romanvican & Istiyono, 2020). Traditional Games are
frequently used to boost interest and motivation in learning any subject, but
especially mathematics (Bayeck, 2020; Ernest, 1986; White & McCoy, 2019).

Furthermore, globally numerous studies have revealed that many

Indonesian students at all educational levels find mathematics to be a
challenging subject. For instance, Wijaya (2017) found that elementary school
children struggled with fractions. Despite having a solid understanding of
fractions as pieces of a whole, more than 90% of the students in his study were
unable to solve problems requiring fractions as parts of a collection of items.

Additionally, Farkota (2017) in Australian school states the math crisis

that has existed for such a long time has continued to deteriorate. Numerous
factors may contribute to Australian students' inadequate performance in
mathematics, but the evidence suggests that the primary causes are in
curriculum design and instructional strategies rather than in students' inherent
learning abilities. In the USA, one of the toughest theme units in the teaching
of mathematics is the one involving fractions. Numerous Slovak, Czech, and
international studies have supported this. These studies demonstrate that
pupils struggle to comprehend the idea of fractions (Wilkins & Norton, 2018).

Moreover, according to several studies (OECD, 2019), roughly 20% of

children in German schools struggle greatly to learn mathematics. Children with
math difficulties typically have trouble with fundamental operations, place value
knowledge, and number awareness (Moeller & Lambert, 2019). In grades 3
through 9, this 20% value has stayed constant over the last 20 years.

On the other hand, in a study conducted from March until June 2019 by
the Trends in International Mathematics and Science Study 2019 (TIMSS),
Filipino students ranked lowest among 58 countries in an international
assessment for mathematics and science for Grade 4 students. In
mathematics, only 19 percent of Filipino students reached the low intermediate
benchmark, which indicated that only a few percent “have some basic
 3

mathematical knowledge.” They can hardly compute with three- and four-digit
whole numbers in a variety of situations. Students at this level demonstrate a
low understanding of four-digit whole numbers. They can hardly add and
subtract four-digit numbers in a variety of situations, including problems
involving two steps. Students can hardly multiply and divide three-digit numbers
by a one-digit number (TIMSS, 2019).

In the Philippines, Filipino students were among the student groups with
the worst performance statistics in the 2018 Programmed for International
Student Assessment (PISA). Less than 20% of students achieved the required
level of ability (Level 2) in mathematics, with more than 50% performing poorly
(below Level 1). In terms of mathematics education, these Filipino students
have clearly fallen behind their international counterparts, scoring below the
PISA's lowest level of competency, with more than half of this age group of
Filipino students having inadequate mathematical abilities. (Department of
Education, 2019).

Moreover, according to the studies of Aguhayon et al., (2023) in Tabon

National High School, Quezon, Palawan, Philippines, that the COVID-19
pandemic has contributed to the current education crisis and widened the
learning gap in mathematics among young students, resulting in a decrease in
math learning as students may require more remediation before progressing to
new lessons, resulting in learning gaps. However, regardless of the challenges,
schools and teachers prioritize efforts to close the math instruction gap using
differentiated strategies, ensuring that students have the knowledge and
understanding of mathematics.

In the local context, the Higher Education Institution (HEI) in Tagum City,
Davao del Norte the level of difficulty in understanding mathematical concepts
among the students is very high. The most common difficulties that students
have in understanding mathematical concepts are analyzing the problem,
understanding the concept, identifying the correct solution, establishing the
equation, and simplifying the expression. This study additionally emphasizes
the students' difficulties in understanding mathematical concepts such as
number facts, arithmetic, information, language, and visual spatial. It also
 4

sought to analyze the students' challenges and coping strategies in

mathematics learning (Valez, et al., 2023).

With the above-mentioned studies, no empirical studies have been

found thus far that specifically explore into the application of traditional game-
based learning strategy within the domain of mathematics instruction.
Therefore, this study will explore the use of traditional game-based learning in
students with learning difficulties in mathematics.

Nevertheless, the aims of this study are to take part in the suggestions
and fill the gaps in the associated studies, wherein Tuiza et al. (2022)
recommend that teachers are encouraged to use game-based learning in line
with the learning competencies to motivate students. The use of games in the
classroom has been found to boost academic achievement (Liang et al., 2019;
Rawansyah et al., 2021; Rondina & Roble, 2019), and have a beneficial impact
on attitudes toward mathematics instruction (Chiang & Qin, 2018; Tuekle,
2020). According to research, incorporating traditional games can increase
kids' enthusiasm in learning mathematics while also enhancing their cognitive
abilities. Traditional games can help kids study mathematics with more
excitement and interest while also improving their problem-solving abilities
(Kamid, K. et al., 2022).

In addition, Sherman (2021) states that there should be more study

done on how students are progressing about playing games while learning.
Playing math games also gave the students a better attitude towards learning
math. The study of Nasir et al. (2020), suggested that teachers must
incorporate card games into their lessons to motivate children to acquire
numeracy by making them entertaining and engaging for them.

Moreover, the purpose of this study is to look into the effectiveness of

traditional game-based learning as an instructional strategy for improving
student learning outcomes in mathematics. The study aims to compare the
outcomes of implementing traditional game-based learning in regular classes
and assess its effect on student retention, motivation, and mathematical
proficiency skill growth. This study adds to our understanding of
 5

innovative techniques that promote student engagement and improve learning

outcomes in the field of math by investigating possible benefits of traditional
game-based learning.
 6

Statement of the Problem

This study aims to determine the significance of implementing game-

based learning strategy for students with learning difficulties in Mathematics.
This study will seek to answer the following questions:

1. What is the level of pretest performance of the two (2) groups?

2. What is the significant difference between the pretest performance

of the two (2) groups?

3. What is the level of posttest performance of the two (2) groups?

4. What is the significant difference between the posttest performance

of the two (2) groups?

5. What is the significant difference between the pretest and the

posttest performance of the two (2) groups?

6. What is the significant impact of traditional game-based strategy to

students with learning difficulties in Mathematics?

Objectives of the Study

The objective of this study is to aid the difficulties of grade 4 students in

learning mathematics with the use of traditional game-based learning
strategies. In addition, this study aims to help students achieved affective
learning outcomes, retention, motivation, and skill growth in mathematical
problems.
 7

Significance of the Study

The findings of the study will have important implications and benefits
for everyone involved in the field under this study. The following entities
may benefit from the findings of this study:

Students. This study will help students to address math learning

difficulties. By the used of traditional game-based learning approach
students will be able to engage in learning activities that foster
collaboration with their peers if enjoyable and interactive elements are
incorporated into math classes. Incorporating such traditional game-
based learning strategies has the potential to create a more engaging
and effective learning environment for students struggling with math.
The study's approach aims to improve students' academic experiences,
encourage active participation, retention of the topic, increase
motivation, skill growth, and ultimately support their mathematical
learning outcomes.

Teachers. This study identifies and investigates a wide range of

pedagogical approaches, instructional techniques, and intervention
methods that have proven effective in improving mathematics learning
outcomes for students who struggle with the subject through an
extensive review of relevant scholarly literature. Furthermore, the goal
of this study is to provide teachers with helpful ideas and practical
recommendations to help them adapt their teaching practices, ensuring
equitable access to mathematical knowledge and opportunities for
academic success for all students.

School Administrator. This study aims to provide school administrators

with helpful knowledge about possible strategies that can be used to
address students' diverse educational needs and interests.
Administrators can gain possible modifications in the teaching-learning
process and its effectiveness. This study will be useful resource for
administrators looking for evidence-based practices to improve student
learning outcomes and optimize the educational environment. With this,
 8

administrators can make informed decisions and implement targeted

interventions that are tailored to their students' specific needs and
interests.

Future Researchers. This study sets the foundation for future research
in the field by investigating the relationships between variables and
examining the effectiveness of interventions. It can serve as the
foundation for future studies into game-based learning that incorporates
Information and Communication Technology (ICT), particularly when
comparing traditional and digital game-based strategies. The findings of
the study provide a foundation for future research into the efficacy,
benefits, and limitations of both traditional and digital game-based
approaches in educational contexts.
 9

Scope and Limitation of the Study

The scope of a study on "Implementing traditional game-based learning

strategy for grade 4 students with learning difficulties in mathematics" is
typically to determine how well traditional games work as a teaching strategy
for addressing or removing learning difficulties in mathematics. It may cover a
range of topics, including:

• Game selection: Identifying and selecting traditional games that are

suitable for addressing specific mathematical concepts or skills relevant
to the identified difficulties.
• Learning outcomes: Assessing the impact of traditional game-based
learning on students' mathematical abilities, including improvements in
knowledge retention, motivation, skill growth in overall learning outcome
performance.
• Engagement and motivation: Examining the extent to which traditional
game-based learning enhances student engagement, motivation, and
interest in mathematics, potentially leading to a positive learning
experience and increased participation.
• Retention and transfer: Investigating whether the knowledge and skills
acquired through traditional game-based learning can be retained over
time and effectively transferred to other mathematical contexts or real-
life situations.
• Individual differences: Exploring the differential effects of traditional
game-based learning on students with varying levels of mathematics
difficulties, considering factors such as prior knowledge, cognitive
abilities, and learning styles.

Given the scope of this study, it is important to recognize and address potential
limitations, such as various limitations and difficulties that may arise during the
research process. These limitations include things like:

• Generalizability: The findings of the study may have limitations in terms

of generalizability to a broader population, as it may be conducted in a
specific educational setting or with a particular group of students.
 10

• Sample size and selection: Limited sample size or specific participant

characteristics may affect the representativeness of the study and its
ability to capture a comprehensive understanding of the use of traditional
game-based learning for mathematics difficulties.
• Time and resources: Constraints in terms of time, resources, and access
to suitable games or technology may impact the depth and breadth of
the study, limiting the scope of investigation or implementation.
• External factors: External variables, such as teacher competency,
classroom environment, or parental involvement, can influence the
outcomes of the study and should be considered.
• Measurement tools: The selection and reliability of measurement tools
used to assess mathematical difficulties, learning outcomes,
engagement, and other relevant factors should be carefully considered
to ensure the validity and accuracy of the study's findings.

By acknowledging these scope and limitations, the researchers can

establish the boundaries of this study and provide a comprehensive
understanding of the impact and applicability of traditional game-based learning
in addressing mathematics difficulties.
 11

Definition of Terms

In this study, some key terms are adopted to conceptually and

operationally defined for clear understanding and reliable usage throughout the
research.

Learning Difficulty. It is a suffer from physical issues that affect one or

more cognitive processes related to learning. Processing problems like
dyslexia-impair basic math, reading, and writing abilities. (Kunwar et al., 2021).
In this study, this term defines as the difficulty in acquiring knowledge
specifically in Mathematics.
Motivation. It is an internal process. Whether we refer to it as a need or
a drive, motivation is a state of being inside of us that yearns for a change,
either in the environment or in the self. When we draw from this source of
energy, motivation gives us the drive and direction we need to interact with
others in a way that is adaptable, open-ended, and problem-solving in nature
(Reeve, 2015).
In this study, it is to describe the ideas which can help students to
overcome mathematics learning difficulty.
Retention. It is the learner's cognitive information processing, which
entails comprehension, information processing, and memory storage (Lutz &
Huitt, 2018). When it comes to transfer, students must not only retain what they
have learned, but also develop a mental understanding of it and be able to apply
it (Paul & Elder, 2020).
In this study, this is interpreted as one of the things that is needed to be
assessed in order to know the effectiveness of the traditional game-based
learning strategy among the research respondents.
Skill growth. The act of discovering your ability gaps, developing, and
improving these skills is known as skills development. It is significant since your
aptitude for successfully carrying out your ideas depends on it (Chua, 2016).
In this study, this term defines as one of the things that is expected to be
enhanced through implementing the suggested intervention in order to aid
learners will difficulties in mathematics.
 12

Mathematics. One of the most difficult subjects in school is

mathematics. Despite this, it plays an important role in the modern world.
Mathematics is essential to understanding and solving the problems we face;
from the technology we use every day to the complex systems that regulate our
society (Rayan 2023).
In this study, this term defines as the complicated subject given by its
abstract character. Due to its widespread application, it is regarded as a crucial
and required subject in educational institutions.
Traditional Game-Based learning. These are techniques traditionally
designated for games to motivate and enhance learning, practice, and
assessment is an active learning strategy that combines game components and
the learning environment. This includes card games and board games (Jan &
Gaydos, 2016).
In this study, this term defines as the intervention that utilizes traditional
games that is used to address the global problem which is the mathematics
learning difficulty, particularly in learning fractions.
Nonequivalent group design. It is a technique where researchers
select existing groups that appear to be similar, but only one of the groups
receives treatment. In a true experiment with random assignment, the control
and treatment groups are treated the same except for the treatment (Thomas
2020).
In this study, this term defines as a technique when respondents are not
assigned to conditions at random, the resulting groups are likely to differ in
some ways. In other words, the respondents are chosen by section, not per
student.
 13

CHAPTER 2

REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK

This chapter presents the relevant literature and studies that the
researchers considered in strengthening the importance of the present study.
It further presents the synthesis to fully understand the research better.

Traditional Game-based Learning

Melati, W. P (2020) define traditional game-based learning method was

developed in an effort to introduce one of the many exoticisms of Indonesia.
But because they are not included in contemporary games, such as gadget
games or PS (Play Station) games, traditional games are gradually starting to
be forgotten. The market for interesting and engaging games in Indonesia is
flooded with both electronic and non-electronic options, gradually pushing out
traditional games. As a result, despite the fact that the game is an inheritance
from Indonesia's ancestors, many youngsters today are unaware of it. The
growth of children's potential and character, including the development of
responsibility, is thought to be more influenced by traditional games. According
to a study by Munawaro (2017), the traditional game of Crank (Engklek) is
effective in accelerating learning, as evidenced by the significant values that
keep rising beyond 0.05. Traditional game-based learning is done for the
intentions of leisure, entertainment and peace of mind (Gipit, 2017).

Examining the studies that employ the method of teaching with games,
it was discovered that teaching with games improves academic achievement
(Liang, Zhang, Long, Deng, and Liu, 2019; Rawansyah, Pramudhita, and
Pramitarini, 2021; Rondina & Roble, 2019); has a positive influence on attitudes
toward mathematics instruction; and is well-liked by research participants. In
the past ten years, a number of systematic reviews have been published. The
significance of identifying and modifying serious games to the features of the
learner is emphasized in the first evaluations on game-based learning usability
assessment that have been published. The review by Martinho et al. (2020)
focuses on gamification strategies and pupil motivation. They examine 2010
through 2019 with an emphasis on interaction, motivation, and feedback.
 14

Researchers Callaghan, Long, Van Es, Reich, and Rutherford (2018)

looked at how teachers used games in their lessons and how those teaching
strategies were related to student progress. According to their research,
teachers believed they would greatly benefit from professional development
opportunities that allowed them to play the game with an expert. This would
allow them to learn how to use the game's features and strategies for assisting
students and incorporating the game into their teaching. Several teachers were
not aware of the logic and mathematics behind the game. They acknowledged
difficulties in matching the game to their curriculum. The mathematics game
and classroom teachings were perceived as distinct things rather than as a
combined method of delivering the same material. These results highlight the
pressing need for teacher educators to deliver enough training in order to give
preservice teachers the drive, information, and abilities to incorporate the usage
of digital games in their classrooms.

Games are a popular technique to increase student involvement in the

classroom and may help to lessen the arithmetic fear that is so frequent
everywhere, but notably in the United States (Ersozlu & Karakus, 2019;
Luttenbergen et al., 2018). The field of game design is tremendously broad and
includes both academic and commercial sectors. In this study, we refer to
games that are played solely for fun outside of school as authentic games.
Consider the experience of a potential player while creating authentic games
that promote interest, motivation, and engagement. Not all lenses are
applicable to every type of game because these lenses cover both digital and
analog (tabletop) games. For instance, when choosing a game for others or
themselves, one should seek for elements of surprise because they are crucial
to how others perceive amusement.

Compared to typical instructional methods, mathematics game-based

learning resulted in higher level learning results during the teaching process
(Tokac et al., 2019). For instance, utilizing a live game, Jagust et al. (2017)
compared the lessons of a gamified digital lesson to a non-gamified digital
lecture. The outcomes demonstrated that the gamified digital lesson had a
beneficial impact on the students' motivation. Students appeared to focus on
 15

the exercise for a longer period of time and accurately complete more arithmetic
tasks as a result (Stoica & Wardat, 2021). The authors further suggested that
in a non-gamified setting, students were bored and completed less activities.
The innovation of learning mathematics with local wisdom that is integrated with
traditional games is carried out by Juliantari et al. (2020), and it demonstrates
that innovations in mathematics learning that are integrated with local features,
like traditional toys, are useful as literacy media. Until this research, no studies
had been done on traditional kite games in mathematics learning

The inclusion of traditional games in this study is supported by Schultes

& Scannon's findings in 2017, which indicated that most students will appreciate
mathematics more after studying utilizing a perspective from their own culture.
In addition, this is in line with the National Council of Teachers of Mathematics'
opinion from 2000, which states that middle-class students should regularly
engage in activities that are directly related to enhancing their capacity for
suspect structure detection, determination, and verification, hypothetical
thinking, cause and effect, abstraction, and generalization. In order to
understand the general idea of triangle, a model of learning was developed
based on the traditional game sitinjak.

Moreover, All et al., 2016, defined game-based learning as the use of a

game's power for educational purposes, where it can be used to define
accomplishment by using games as a learning method without any stress or
pressure on students to improve students’ education level. Along with playing
the game, students can experience the consequences of their actions, and they
can actively practice and learn the proper way to do things (Akour et. al., 2020).
"Studies have shown that students only learn 20% of what they hear and read,
but 90% of what they practice" (Jin et al., 2018).

In the same sense, Chen et al. (2018) stated that game-based learning
is intended to balance theoretical content and learning by utilizing games.
Students can explore intensive learning environments, concepts, and learning
outcomes through game-based learning. It has become a common instructional
approach in a variety of disciplines. Furthermore, game-based learning
provides constant feedback, either in the form of a score or changes in the
 16

game world, allowing players to track their progress toward the goal. Rodina
and Roble (2019) agreed that mathematics may take into account game-based
design activities in teaching to make the learning process truly appreciate and
be drawn to the process of learning, and they hope that this way of learning will
continue in their upper-level mathematics in the future. They used mathematical
game-based design activities such as "A Line to Win" to assist learners in
improving their computational skills, while "Slide A Picture" managed to help
students learn how to sketch quadratic function graphs. In addition, the
mathematics game-based design activities improved students' algebra learning
gains.

In Turkey, Turgut & Temur (2017) discovered that using games in

teaching mathematics had a significant positive effect on students' achievement
in their study on the effect of game-assisted mathematics education on
academic achievement. Ku, Chen, Wu, Lao, & Chan (2014) stated that game-
based learning is more effective than pencil paper based (traditional) learning
processes and the students feel more comfortable and their performances
enhance in mathematics courses assisted by game-based learnings.

Moreover, according to Mert and Samur (2018) for a very long time,
using games in teaching has been a well-known and favored strategy. Games
are played at home, on the streets, and in any setting where there are chances,
which processes thinking skills and allows for the application of game methods
in education to facilitate learning for students. Teachers look for methods to
connect new material to students' prior knowledge every day. This study
investigated if gamification software could enhance student arithmetic
performance.

Traditional classroom instruction may need help giving students a

chance to learn about the complex relationships between numbers and
procedures and the amount of practice required to build flexible and adaptable
mathematical abilities (Lehtinen et al., 2017). Therefore, it is crucial to research
whether game-based learning could be utilized to further this strongly stressed
but pedagogically under-supported objective of instruction in math. Using
problem-solving techniques in novel contexts and across various diverse
 17

representations is essential for transferring mathematical knowledge to real-

world situations.

Findings by Linder, Smart, and Cribbs (2015) suggest successful

mathematics instruction is centered on student interests and experiences.
Children are naturally curious by nature and interested in solving puzzles and
trying to work things out. Gamification appeal to students' intrinsic motivation,
relying on their natural urges for competition, interaction, and creativity.

According to Bakhsh (2016), games are among the methods that can be
used to prevent boredom in the classroom. Although preschool (0-6 years) is
typically understood as the age of games, playing games are enjoyable and
beneficial virtually always—numerous aspects of human life. Games
encourage pupils to learn during instruction because of this procedure and the
entertaining component. Moreover, Sapsaglam (2018) notes that the game is
crucial to adopting and preserving culture and serves as more than just a
method of amusement. Ertem (2016) also clarifies that students, in particular,
must engage in environmental activities to be successful in game-based
learning techniques using the expressions of "in-game success depends on the
players' interaction with the game's rules and understanding thereof. Hence the
participants in the game must participate actively.

Nevertheless, similar to the restrictions of the game-based teaching

approach may have fewer restrictions than other teaching methods in some
situations. For instance, restrictions like the inconsistent quality of schooling
due to the bad design of the games used for teaching specific skills to students,
content (Ülküdür, 2016), their inability to grab students' attention, or their
difficulty adapting to their level may lead to the prevention of learning (Cop &
Kablan, 2018). Disabling the process results in a lack of learning enjoyment
and poor information retention. Moreover, it is vital to avoid competition-
highlighting games since competitiveness is due to physical and psychological
differences among pupils, and some instructional games may have unfavorable
effects.
 18

According to the overall analysis, gamification improves pupils' retention

of knowledge regardless of age or gender (Putz, F. Hofbauer, and H.
Treiblmaier, 2020). The favorable impacts of gamification on various behavioral
and psychological outcomes are primarily mentioned in the literature review on
its use in education (Osatuyi, and R. De La Rosa,2018).

To sum it up, studies appear to be a significant relationship between

game-based learning and student attitude and achievement in mathematics,
but there are significant disadvantages to consider. The author, a teacher-
researcher, will undoubtedly continue to investigate and integrate game-based
learning strategies into instruction on a regular basis. (White and McCoy, 2019)

In point of fact, it is possible to argue that the types mentioned a number

of studies are required to fully determine the effect of using games to teach
mathematics. Furthermore, it should be noted that the statistical values required
for each math concept should be provided completely in order to employ a
game-based learning strategy in mathematics, both in current and future
studies.

Learning Difficulties in Mathematics

Learning difficulties in mathematics can take on a variety of shapes, such

as trouble picking up learning techniques, trouble understanding how key
concepts work conceptually, or both at once. Some kids might struggle with any
algebraic, geometrical, or arithmetic concept. Some pupils could have the
typical arithmetic and numerical flaws that include counting and computation
(Hornigold, 2015). Environmental problems (such as low attendance, improper
teaching methods, a lack of practice, a subpar curriculum, a low level of subject
matter expertise, etc.) make studying mathematics throughout school much
more difficult (Sharma, 2020). Others, like them, struggle to learn mathematics
because they acquire numbers slowly, confuse the digits of numbers, have
trouble solving problems, don't grasp mathematical terminology, or forget the
fundamentals (Courtade, Test, & Cook, 2015). Through the application of the
proper rigorous educational intervention utilized conveniently for a specific
period of time, students' learning challenges can be addressed. Learning
 19

difficulties are thought to have distinct origins, such as environmental,

educational, emotional, or physical issues, and can be remedied with an
efficient educational intervention. Mathematical difficulties refer to children's
poor math performance, which can be attributed to a number of things, such as
inadequate instruction or environmental factors, but which is also thought to be
caused by an innate weakness in mathematical cognition that is not related to
sociocultural or environmental factors (Soares, Evans, & Patel, 2018). There
may be times when you run across some typical arithmetic problems, such
remembering fractions, decimals, percentages, and calculations, as well as
numerical facts and time tables.

According to Abdul Gafoor and Kurukkan (2015), Students have difficulty

remembering previous class content, forgetting learned material quickly, and
understanding mathematical concepts. It was discovered that students who
believe mathematics is extremely difficult tend to believe they lack learning
strategies. Students who believe mathematics is relatively simple, on the other
hand, report that their teachers teach them well and help them understand the
concepts quickly.

Some students with learning difficulties suffer from physical problems

that impair one or more learning-related cognitive processes (Kunwar,
Shrestha, & Sharma, 2021). Basic reading, writing, and math skills can be
interrupted by processing issues like dyslexia. Additionally, they might impair
more complex abilities including focus, short-term memory, organization, time
amanagement, and fine motor skills. Beyond the classroom and the workplace,
LD can affect a person's life. A typical sort of learning issue includes having
trouble with reading, writing, or math. These issues are frequently identified in
elementary school-aged children (Garnett, 2021; Bicer, 2021). In some
students, the ability to be self-directed does not develop until later in college or
when they begin working full-time. Others with undiagnosed learning disabilities
could never understand why they struggle in school or in their interpersonal
interactions with family and friends (LDA, 2021; Garnett, 2021; Kemp, Aubrey
& Vidakovic, 2021). The importance of mathematics in daily and professional
life has been increasing with the contribution of developing technology. The
 20

level of mathematical knowledge and skills directly influence the quality

standards of our individual and social life (Mutlu, 2019). Problem-solving is one
of the main aspects of the mathematics curriculum worldwide (Rahayuningsih
et al., 2020).

Furthermore, Salihu and Räsänen (2018) revealed that failing to learn a

mathematical foundation, such as essential Mathematics, can put students at
risk for future education and involvement in the community. As a result,
teachers must assess students' mathematical skills to prevent this and support
further student development. Standardized achievement test results frequently
define mathematics success or failure. However, these tests do not appear to
provide information about mental processes that may contribute to students'
achievement. As a result, an effective method or strategy for obtaining
information on students' learning difficulties and how to overcome them is
required.

However, some elementary students may exhibit challenging

externalizing or internalizing behaviors in addition to difficulty with mathematics
(Benz & Powell, 2021). Students need to improve in problem-solving and view
mathematics as one of the most challenging and tedious subjects to learn and
deal with various topics (Bishara, 2016; Subaidi, 2016). Moreover, one of the
most critical aspects of the mathematics curriculum is problem-solving, which
requires students to apply and integrate many mathematical concepts and skills
and make decisions. Every country is working to develop this skill. However, it
has been reported that students have difficulty solving mathematical word
problems. The results of the quarterly assessment revealed that solving
mathematical word problems is a minor learned skill in mathematics. It showed
learners lacked mathematical skills, including number-fact, visual-spatial, and
informational skills. The most important are information skills. Mathematical
word problem-solving is hampered by a lack of these mathematical skills and
cognitive abilities in learning (Hijada Jr. & Dela Cruz, 2022).

Students should be guided and assisted in comprehending

mathematical ideas, procedures, and strategies, developing their problem-
solving skills (Santos-trigo & Gooya, 2015), and, most significantly, making
 21

decisions about their life (Singer & Voica, 2015). A learner who comprehends
one mathematical concept is more likely to understand others and can learn to
recognize and generalize simple mathematical concepts (Mulligan, 2011).
Difficulties in Mathematics experienced by individuals, even in adulthood,
negatively impact decision-making in everyday life (Salihu & Räsänen, 2018).
Thus, diagnosing and analyzing students' learning difficulties is essential,
especially those related to the basic concepts of Mathematics (Ardi et al., 2019;
Lai, Zhu, Chen, & Li, 2015).

According to experts, pupils need more effort, and the absence of

prerequisites is the leading cause of mathematics being challenging. Also, the
student's reluctance to ask for assistance they received from others, their lack
of focus in class, and their lack of enthusiasm all made it difficult for them to
understand math (Acharya, 2017). To ensure that all kids and teens with
learning difficulties are included, educators must be aware of inclusive
education policies and practices. They must also be familiar with each pupil's
strengths and needs and adopt ways to aid students as part of a holistic
approach to teaching, learning, and assistance across the school (Gong et al.,
2020). Regarding reading, writing, and math, learners with learning difficulties
may struggle to pay attention or stay awake in class. These persons may also
display poor social and psychological health indicators, such as disengagement
and well-being (Shakespeare, 2017).

Students Learning Outcome

The study of Melati (2020) looks into the impact of traditional game-
based learning on the character of early childhood responsibilities. Experiment
results show that traditional game-based learning has a significant influence on
the character of responsibility in early childhood. The goal of learning is to
develop children's prosocial and motoric attitudes as well as their sense of
responsibility. Traditional game-based learning methods should be used in
early childhood education because children learn better when they play many
opportunities to deepen their attachment to their homeland behaviors such as
pride in being Indonesian children knowing a variety of traditional Indonesian
games, and so on.
 22

Moreover, Tuiza., et. al (2022) believed that traditional game-based

learning provides students with a collaborative, interactive, and engaging
learning environment. Competitive classroom games encourage students to
participate in the learning process. It also provides a unique structure that
complements traditional teaching methods with the incorporation of innovative
thinking and diverse teaching methodologies. The use of games in the
classroom aligns with the goals of the K-12 teaching strategy, which
emphasized 21st Century Learning Skills pedagogies in the classroom. In fact,
the Department of Education (DepEd) encourages sci-dama and damath
competitions in science because they foster critical thinking and problem-
solving skills for young learners.

It's interesting to note that a third of the empirical research in a recent

review on game-based learning and 21st century abilities, which included 29
studies, indicated medium to large effect sizes (Qian and Clark, 2016). This
proves how successful game-based learning is at developing 21st-century
skills. In one of this research, outcomes related to communication were
presented, although the most often utilized outcome variable was critical
thinking. The inclusion of 21st century skills in some game-based learning
systems, however, is decreasing. Instead, they are increasingly viewed as the
primary objective of the game itself as they become recognized as critical
competencies (Echao and Romero, 2017).

Retention. According to (Sparrow, P. R., & Cooper, C. L. 2016) it is the

capacity of a person or an organization to hold onto or maintain something over
time, such as clients, staff members, or data. It is frequently used to assess the
success of retention tactics in the context of organization and human resources.
It relates to the ability of educational institutions to keep students enrolled and
engaged in their academic programs.

Moreover, according to Pho and Dinscore (2015), game-based learning

cannot compete with other learning approaches in terms of educational
potential, but it does have a greater potential to enhance motivation and
increase student interest in the subject matter. Other researchers have
established that students are better able to gain retention of knowledge learned
 23

through game-based approaches than knowledge learned through other

learning approaches, but that this is dependent on the domain in question;
interdisciplinary topics that require skills such as critical thinking, interpersonal
communication, and debating are associated with the greatest game-based
learning advantage (Kucher, 2021).

In addition, the study carried out by Tay and Korkmaz Toylucu 2016)
reports that organized instruction and cooperative learning help students retain
their knowledge. According to the results of these studies, how lessons are
taught in the classroom influences how well pupils retain the topics that have
been covered.

In fact, game-based learning is actually more effective than traditional

methods of instruction at increasing students' retention of knowledge,
motivation, and meaningful learning, as well as their capacity for critical thought
and decision-making (Gutierrez-Puertas et al., 2020). Traditional quizzes were
modified, and game components included in an effort to enhance student
engagement, learning opportunities, knowledge retention, and learning
experiences (Mackavey and Cron, 2019). However, just as each teaching
approach has limits, the game-based teaching method may have a few in
particular scenarios. For example, limitations such as inconsistency of
educational games used in the teaching process with the target skills and poor
content design (Ülküdür 2016: 73), failure to attract students' attention or their
inconvenience to the level of students (Cop and Kablan 2018: 55) may result in
the prevention of learning pleasure and failure of information retention through
disabling the process.

Motivation. Khairuddin and Mailok (2019) states that the game-based

learning strategy is used to stimulate and motivate students to participate more
actively in the learning process, to make the learning process more enjoyable,
and to assist students in comprehending the lessons more effectively. The
game-based learning strategy allows teachers to incorporate active learning
into their lessons, increase student interest and engagement, and receive
immediate feedback on student performance. Omrod (2014) also claimed that
motivation often leads to improved performance.
 24

Moreover, Ramili et al., (2020) believed that game-based learning is

thought to be a promising method for increasing students' confidence and
motivation by incorporating challenge, curiosity, and fantasy into a specific
problem. GBL has a positive effect on student motivation and involvement in
mathematics learning. Further research on the motivational impact of student
self-efficacy should be conducted. This is because previous research has found
that students' motivation influences their self-efficacy in the sense that students
who believe in their own abilities are more motivated to engage in learning.

Games increase motivation because of their impact on cognitive

development, affective skills, and students' emotional and social states
(Paravizo et al., 2018). Students' interest and motivation can be increased in a
game-based learning environment. According to the findings, using a game-
based strategy to create an engaging, dynamic environment can help children
learn while having fun. As a result, teaching and learning sessions can increase
students' motivation and interest. Students can be indirectly exposed to the idea
that learning does not have to be solely dependent on the teacher's
presentation in the classroom, but can also take place in a more engaging and
effective manner when they are on their own (Jasni et al., 2019).

The aforementioned studies have provided significant evidence

supporting the influence of game-based strategies on students' motivation to
learn in the domain of mathematics instruction. It has been discovered that
game-based learning strategies tap into students' intrinsic motivation,
promoting a sense of enjoyment, curiosity, and challenge. These studies show
that incorporating games into the instructional process has evolved into an
effective and promising strategy for increasing student engagement and
creating meaningful connections with mathematics learners.

Skill growth. Also known as skills development. It is the ability or

aptitude to carry out complex tasks or job functions with ease and adaptability
is acquired via consistent, methodical effort. This process is known as skill
development. Skills development is the process of identifying the skills that are
lacking and working to fill them (Axen, 2023). According to Vohra (2022), being
able to grasp and solve difficult problems, both at work and in daily life, is a
 25

huge benefit of having fundamental math skills for your field of study.

According to Ranch (2022), mathematics improves critical thinking and

logic skills. It aids in our ability to reason clearly and think critically about the
world. You can use the same procedures you use to comprehend a problem,
list the knows and unknows, and then solve it to other aspects of your life.

According to Ranch (2022), mathematics improves critical thinking and

logic skills. It aids in our ability to reason clearly and think critically about the
world. You can use the same procedures you use to comprehend a problem,
list the knows and unknows, and then solve it to other aspects of your life.
Numeracy literacy skills are one of the skills necessary for mastering
mathematics. If all facets of mathematics are well comprehended, students are
said to have mastered the subject. Students' aptitude for mathematics might be
a good indicator of their proficiency in those areas. To communicate
mathematics, one needs a mathematical skill (Hayati & Kamid, 2019).

It becomes clear that everyone needs to understand mathematics'

function in order to assess it and use it to develop into thinking humans. Math
skills needs to be developed from a young age. Early exposure to mathematical
literacy skills aids children's development of mathematical proficiency (Rizki &
Priatna, 2019). According to Sepulveda et al. (2020), a student's early years
are crucial for the development of their numeracy skills. Research is needed to
understand how students who have various capacities develop their numeracy
skills, given how important it is for them to do so. A sustainable development
goal is the acquisition of adequate mathematical skills (Bellini et al., 2019).

Numerous prior researchers in Indonesia have made various attempts

to develop and improve student numeracy (Prabowo et al., 2018; Andika et al.,
2019; Rohendi, 2019; Samad et al., 2021). For instance, Andika et al. (2019)
described how gaming activities will help students' numeracy skills by improving
their sense of self. Samad et al.'s findings from 2021 support the idea that
traditional games can help pupils develop their numeracy abilities.

To sum it up, this section plays a crucial role in establishing the

theoretical foundations, identifying research gaps, and demonstrating the
 26

relevance and contribution of the current study. By engaging with previous

scholarly works, the researcher showcases their expertise in the field and
highlights the importance of their research in expanding the knowledge base
on the utilization of traditional game-based learning in grade 4 students with
learning difficulties in mathematics.
 27

Theoretical Framework

This study anchors to the use of Gamification theory, proposed by Kapp

(2012) which emphasizes the use of game elements and mechanics in
educational settings. According to this hypothesis, adding components like
points, levels, leader boards, achievements, and prizes can improve student
motivation, engagement, and learning results. Educators may design more
engaging and immersive learning experiences that promote information
retention and skill growth by utilizing the concepts of game design. The
approach emphasizes the value of scaffolding and feedback in guiding learners'
development and preserving their interest. In general, Landers' notion of
gamified learning encourages the use of game-based components to produce
successful and interesting educational experiences. Moreover Kapp (2012)
also proposed this theory wherein he defines it as “using game-based
mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning and solve problems”. Central to these definitions is the
understanding that gamification is a process applied to an existing service or
experience which will result in a different experience for learners.
In support, David Kolb's (1984) experiential learning theory emphasizes
the importance of learning through reflection and experience. Kolb claims that
the learning process consists of four steps: concrete experience, reflective
observation, abstract conceptualization, and active experimentation. This
viewpoint holds that learning begins with a tangible experience, such as a
practical task or close interaction with a real-world scenario. Following the
event, students engage in reflective observation by carefully considering what
occurred, reviewing the results, and considering the insights gained.
Furthermore, according to Experiential learning theory, effective learning
occurs when all four stages are integrated, allowing learners to connect their
experiences with abstract concepts and actively apply their knowledge. By
engaging in this cyclical process, individuals can deepen their understanding,
develop critical thinking skills, and enhance their ability to transfer knowledge
to new contexts.
 28

Flow Theory of Mihaly Csikszentmihalyi (1975) supported the theory

above the concept of optimal experience in which individuals are fully immersed
and deeply engaged in an activity. Traditional games often offer a state of flow
as players become absorbed in the gameplay, facing challenges that match
their skill level. This state of flow enhances motivation, concentration, and
learning outcomes, making traditional game-based learning in an engaging and
effective approach.

In addition, Zoltan Dienes theory of learning mathematics in 1960

emphasizes the using manipulative materials, games and stories, children can
learn more complicated math at a younger age than had previously been
thought. By implementing traditional game-based learning most students will
find math fun, appealing, and creative activity according to Dienes (1960).

With this concept, traditional game-based learning strategy will be

utilized to aid students with learning difficulties. Researchers make sure to
anchor the strategy in students learning competencies to solidifies its purpose.
Consequently, these frameworks are relevant and useful for researchers
determining whether traditional game-based learning strategies benefit
students with learning difficulties in mathematics.
 29

Conceptual Framework

Figure 1.1 presents the conceptual framework, which indicates the

research variables used in this study. The tradition game-based learning
strategies will serve as a tool to help grade 4 students with learning difficulties
in Mathematics.
The researchers will utilize traditional game-based learning strategy to
facilitated learning based on the Gamified Learning Theory enable to stimulate
a learning related behavior in the learning process.
Moreover, determining the specific strategy will be used in teaching will
be done after conducting the pretest. After that the researchers will proceed to
administering the intervention. The purpose of implementing this intervention is
to aid learners will difficulties in mathematics. A posttest will be done after the
implementation.
Specifically, these intend to assess students learning performance,
retention, skill growth, and motivation in learning mathematics. On top of that,
these frameworks were relevant and useful for researchers determining
whether traditional game-based learning strategies benefit students with
learning difficulties in mathematics. The selection of specific traditional game-
based learning strategies is anchored to the learning competencies and content
standard levels of the K–12 Curriculum Guide in Mathematics.
 30

Students learning outcomes

• Retention
Traditional Game-Based • Motivation
Learning • Skill growth

Figure 1.1. Conceptual Framework

 31

CHAPTER 3

METHODOLOGY

This chapter describes the procedures and methods that researchers

will employ to collect and analyze data in order to investigate and understand
the academic experiences of students who have difficulty with understanding
math concepts.

This section covers the research instrument, research subjects, data

gathering procedure and data analysis that the researchers will use to
accomplish the goals of this research, which is to pinpoint the mathematics
problems that students are facing by using traditional game-based learning
strategy.

Research Design

This study will be using a quasi-experimental approach. According to

Thomas (2022) a quasi-experimental design, like a true experiment, seeks to
establish a cause-and-effect relationship between an independent and
dependent variable. A quasi-experiment, unlike a true experiment, does not rely
on random assignment. Subjects are instead assigned to groups based on non-
random criteria. In situations where true experiments cannot be used for ethical
or practical reasons, quasi-experimental design can be useful.

The quasi-experimental design is a widely used methodology that varies

from the true experimental design because random assignment is not used.
This study contributes to a broader understanding of research methodologies
employed in various academic fields by differentiating between quasi-
experimental designs and true experiments.
 32

Sources of Data

This study will be utilizing a quantitative approach specifically a quasi-

experimental design for this study in order to establish a relationship between
an independent and dependent variable by using two groups as experimental
and control groups. Both groups will receive pretest and posttest, but only the
experimental group will receive treatment, while the control group receives no
treatment over the same time period but undergoes the same test.

Pretest-posttest designs grew from the simpler posttest only designs and
addressed some of the issues arising with assignment bias and the allocation
of respondents to groups. According to Shuttleworth (2009), pretest-posttest
designs are a useful way of ensuring that an experiment has a strong level of
internal validity. The principle behind this design is relatively simple, and
involves non-random assigning subjects between two groups, a test group and
a control group. Moreover, the research design of this study is presented below:

Figure 2.1
Quasi-Experimental Design (Pretest-Posttest design)

Experimental Pretest Treatment Posttest

Group X

T1 T2

Control No Treatment (NOx)

Group Pretest Posttest

Where:

T1: Pre - intervention test (Pretest). The researchers can compare the scores
in the two pretest groups, to ensure that the selection process was effective.
 33

X: Treatment and NOx: No Treatment. The researcher can see how both
groups changed from pretest to posttest, whether one, both or neither improved
over time. If the control group also showed a significant improvement, then the
researcher must attempt to uncover the reasons behind this.

T2: Post intervention test (Posttest). This design allows researchers to

compare the final posttest results between the two groups, giving them an idea
of the overall effectiveness of the intervention or treatment.

The figure above evaluates the efficiency of the selection process with
the used of purposive technique and also determines whether the group given
the treatment showed a significant difference.

Respondents of the Study

The target respondents of this study are the grade 4 students of

Magugpo Pilot Central Elementary School. Two sections of grade 4 students
will be classified into two groups: the experimental and control group. The
selection of students will be done through the use of pretest-posttest
nonequivalent group design. According to Prince et. al (2017) there is a
treatment group in the pretest-posttest nonequivalent groups design that is
given a pretest, a treatment, and then a posttest. However, there is a non-
equivalent control group that receives a pretest, does not receive treatment,
and then receives a posttest. The question then is not whether respondents
who receive the treatment improve, but whether they improve more than
respondents who do not receive the treatment.

Considering the following qualities: 1) they are grade 4 students and

experienced difficulties in learning mathematics, enabling them to respond to
questions being asked; 2) they are able to participate and express, and they
had time to be asked and observed; and, thirdly, 3) they were willing to take
part in the study. Under these conditions, we were able to integrate the
experimentation into the study.
 34

Data Gathering Instrument

Two research instruments will be used in this study to assess the

effectiveness of the intervention. The first tool is a pretest-posttest assessment
designed to determine the level of learning difficulty experienced by students.
According to Zach (2021), using a pretest-posttest design entails measuring
individuals both before and after they receive treatment. This design's data will
primarily consist of scores from the pretest and posttest administered to both
the control and experimental groups. This design enables comparison and
analysis of respondent’s performance before and after the intervention,
providing valuable insights into the treatment's impact on learning outcomes.
Before putting the strategy into practice, the pretest results will provide an
overview of the prior knowledge of both groups in mathematical concepts.

The intervention itself is the second research instrument used in this

study, which involves the use of traditional card games as a game-based
learning strategy. The researcher meticulously prepared three distinct card
games: Bingo Fraction Game, Make Me Whole! as well as the Fraction to
Decimal Race, which will be held three times a week. These games were
chosen because of their potential to improve learning outcomes. It is important
to note that the experimental group will only use traditional game-based
learning strategies, while the control group will receive no treatment or
intervention. The study uses a comparative approach to assess the differential
impact of game-based learning strategies on the experimental group, while the
control group serves as a baseline.

Prior to conducting the study, the researchers aimed to administer to

grade 4 students in the second quarter a pretest-posttest design that was
anchored in the DepEd K–12 Curriculum Guide in Mathematics. The goal of
this approach is to evaluate how well the strategy, which is in line with the
curriculum guide, improves the mathematical competencies of children who
have difficulty with math learning. This alignment ensures that the learning
objectives and instructional content are similar across the curriculum, enabling
a more precise assessment of the effectiveness of implementing the traditional
game-based learning strategy.
 35

Upon considering the alignment of the researcher-made vocabulary test,

a table of specifications (TOS) will be created to help researchers structure the
decision-making process for test design and improve the validity of evaluations
based on tests intended for classroom use.

On top of that, the administration of the specified assessment tool, a

researcher-developed pretest and posttest will undergo a rigorous validation
process to ascertain their validity and reliability. It will be presented to the
assessor panel to ensure that the items are appropriate, and then it will be
submitted to a group of specialists for validation of the items in the instrument.
The valuable insights and comments provided by these experts will be duly
acknowledged, carefully considered, and incorporated into the final version of
the aforementioned instrument.

Sampling Technique
This study will be using nonequivalent group design as sampling
technique. According to Thomas (2022) In nonequivalent group design, the
researcher selects existing groups that appear to be similar, but only one of the
groups receives treatment. In a true experiment with random assignment, the
control and experimental groups are treated the same except for the treatment.
However, in a quasi-experiment with non-random groups, they may differ in
other ways—they are nonequivalent groups. Researchers use this type of
design to account for any confounding variables by controlling for them in their
analysis or by selecting the respondents as a class not as individually. The
respondents to this research will be grade 4 students at Magugpo Pilot Central
Elementary School, where both the experimental and control groups have
experienced difficulties with mathematics and are currently studying fraction
math problems.
 36

Procedure of the Study

The following steps will be taken by the researchers in to gather the

necessary data for this study:

Seek Approval to Conduct the Study. In order to conduct the study, a

consent letter will be written and will be send to the school administration to ask
permission and support to carry out the study, consents will also give to the
cooperating teachers of the two sections of grade 4 learners.

Identifying the Research Respondents. Upon approval of the school

administration, the researchers will select two sections in grade 4 students to
be classified as the experimental and control group. The selection will be done
through nonequivalent group design, when respondents are not assigned to
conditions at random, the resulting groups are likely to differ in some ways. In
other words, the respondents are selected by section, not per student.
Traditional game-based learning strategy will be treated to the experimental
group right after taking the pretest while control will not receive ant treatment.

Development of the TOS. In order to collect data, the researchers will

create a table of specifications in order to prepare the research instrument as
tools in the intervention to assist students with math learning difficulties. This
Table of Specification will also aid in the development of questions for the
pretest and posttests for the two groups, which will be aligned to the learning
competency and curriculum standards during the study's implementation.

Validation of traditional game-based interventions. The traditional

game-based learning strategy sought validation from multiple evaluators
together with some research instructor and teacher for some considerations.
The validation process will ensure the credibility of the game-based learning as
an intervention to students with learning difficulties.

Preliminary Procedure. The experimental process will undergo

preliminary procedures that includes orientation and process introduction to
give the subjects, teachers, and parents a general idea of what would happen
during the experiment. Additionally, the researchers will assess any possible
 37

errors or mistakes that might weaken the efficacy of data collection during the
implementation of game-based learning.

Administration of Pretest. With the use of the students’ prior

knowledge in mathematics, the researchers will administer the pretest to
determine the level of difficulty of students in learning Mathematics and help
identify gaps in their learning in both experimental and control group.

Implementation of traditional game-based learning Strategy. The

effectiveness of traditional game-based learning strategy specifically card
games will be conducted to grade 4 students of Magugpo Pilot Central
Elementary School. This employs a traditional game-based learning strategy,
addresses the six-week-long topics covered by the K–12 Curriculum Guide in
Mathematics. It will happen every twice or thrice a week. The experiment will
end after the sixth week of the quarter.

Administration of Posttest. After the implementation of traditional

game-based learning strategies, specifically the use of card games, a posttest
will be administered to assess their effectiveness. The experimental group's
performance will be measured in the posttest, with their scores serving as an
indicator of the learning outcomes achieved through the use of traditional card
games. By comparing the posttest and pretest results, it is possible to assess
the relative effectiveness of game-based learning and determine the extent of
progress made as a result of the intervention. This comparative analysis allows
for a thorough assessment of game-based learning's impact and potential
contributions to the learning process.

Statistical Statement

This study will employ the following statistical tools in processing the
answers to the question. The responses to the items in the questionnaire will
be tallied, tabulated and interpreted accordingly. The statistical tools that will be
used for data analysis and interpretations are the following:

Mean. This will be used to determine the pretest and posttest scores of
the two groups.
 38

T-test. As this is an experimental one-group pretest and posttest design.

The traditional game-based learning strategy will be used as the intervention
for Grade 4 students with learning difficulties in fractions. The paired t-test will
be used to measure significant mean differences between the two scores from
the pretest and posttest results. In order to assess the experimental group's
progress and the effectiveness of the interventions used, this will prove
significant differences between pretest and posttest results.
 39

Seek approval to Conduct the Study

Identifying the Research Subjects

Development of TOS

Validation of game-based intervention

Preliminary Procedure

Administration of Pretest

Implementation of Intervention Process

Administration of Posttest

Data Analysis

Figure 2.2 Flowchart of the Research Procedure

 40

References

Abdul Gafoor, K., & Kurukkan, A. (2015). Learner and Teacher Perception on
Difficulties in Learning and Teaching Mathematics: Some
Implications. Online Submission.

Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics

by mathematics learners. International Journal of Elementary
Education, 6(2), 8- 15

Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021).
Engaging students in the learning process with game-based learning:
The fundamental concepts. International Journal of Technology in
Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169

Aguhayon, HG, Tingson, & Pentang, JT (2023). Addressing Students

Learning Gaps in Mathematics through Differentiated Instruction.
International Journal of Educational Management and Development
Studies, 4(1), 69-87.

Akour, M., Alsghaier, H., & Aldiabat, S. (2020). Game-based learning

approach to improve self-learning motivated students. International
Journal of Technology Enhanced Learning, 12(2), 146-160.

All, A., Castellar, E.P.N. and Van Looy, J. (2016) ‘Assessing the effectiveness
of digital gamebased learning: best practices’, Computers &
Education, Vol. 92, pp.90–103.

Andika, W. D., Akbar, M., Yufiarti, & Sumarni, S. (2019). Playing board games
with mathematical self-concept to support early numeracy skill of 5-6
years old children. Journal of Physics: Conference Series, 1166(1).
https://doi.org/10.1088/1742- 6596/1166/1/012019

Annual Status of Education Report (2014). Annual report on mathematics

achievement. Retrieved on November 8, 2018 from
https://www.acer.org/files/AssessGEMs_ASER.pdf

Ardi, Z., Rangka, I. B., Ifdil, I., Suranata, K., Azhar, Z., Daharnis, D., …
Alizamar, A. (2019). Exploring the elementary students learning
difficulties risks on mathematics based on students’ mathematic
anxiety, mathematics self-efficacy and value beliefs using rasch
measurement. Journal of Physics: Conference Series, 1157(3), 1–7.

Arikunto. (2010). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:

Rineka Cipta.

Axen, C. A. (2023, January 15). Skills Development: How To Develop Your

Skills. What Is Skills Development? How to Develop Your Skills.
https://elearningindustry.com/skills-development-how-to-develop-
your-skills
 41

Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young

learners. English Language Teaching, 9(7), 120–128.

Bayeck, R. Y. (2020). Examining board gameplay and learning: A

multidisciplinary review of recent research. Simulation & Gaming,
51(4), 411 - 431.

Beers, K. (2003). When kids can’t read: What lifespan. Boston: Pearson
Education, Inc.

Bellini, D., Crescentini, A., Zanolla, G., Cubico, S., Favretto, G., Faccincani,
L., Ardolino, P., & Gianesini, G. (2019). Mathematical Competence
Scale (MCS) for primary school: The psychometric properties and the
validation of an instrument to enhance the sustainability of talents
development through the numeracy skills assessment. Sustainability
(Switzerland), 11(9).

Benz, S.; Powell, R. (2021) The Influence of Behavior on Performance within

a Word-Problem Intervention for Students with Mathematics Difficulty,
v42 n3 p182-192.

Billings, E., & Walqui, A. (2018). The zone of proximal development: An

affirmative perspective in teaching ELLs/MLLs. Retrieved August, 6.

Bishara, S. (2016). Creativity in unique problem-solving in mathematics and

its influence on motivation for learning. Cogent Education, 3(1).

Burgués, P. L., Ambrós, Q. P., de Ocáriz, U. S., Bardavio, J. S., & Arroyave,
V. M. (2018). Aprendizaje basado en la reflexión sobre la acción a
través de los juegos tradicionales. El caso de la pelota sentada.
Culture and Education, Cultura y Educación, 30(1), 159-176.
https://doi.org/10.1080/11356405.2017.1421302

Callaghan, M.N., Long, J.J., Van Es, E. A., Reich, S.M., & Rutherford, T.
(2018). How teachers integrate a math computer game: Professional
development use, teaching practices, and student achievement.
Journal of Computer Assisted Learning, 34(10), 10-19.

CBS, (2014). Population Monograph of Nepal (Vol. II). Kathmandu, Nepal:

Central Bureau of Statistics.

Chen, C.-H., Lui, J.-H., & Shou, W.-C. (2018). How Competition in a Game-
based Science Learning Environment Influences Students’ Learning
Achievement, Flow Experience, and Learning Behavioral Patterns.
Educational Technology & Society, 21 (2).164-176.

Chen, Ching-Huei, Jun-Han Liu, and Wen-Chuan Shou. 2018. “How

Competition in a Game-Based Science Learning Environment
Influences Students’ Learning Achievement, Flow Experience, and
Learning Behavioral Patterns.” Educational Technology & Society 21
(2): 164–176.
 42

Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-
based construction learning, using scratch, on students’ multi-step
equation-solving performance. Interactive Learning Environments,
26(6), 803-814.

Chiang, F. K., & Qin, L. (2018). A pilot study to assess the impacts of game-
based construction learning, using scratch, on students’ multi-step
equation-solving performance. Interactive Learning Environments,
26(6), 803-814.

Chua, C. (2016) Skills Development. Personal Excellence.

https://personalexcellence.co/blog/skills-development/

Cop, M. R., & Kablan, Z. (2018). The analysis of studies on educational

games in Turkey. Kocaeli University, Journal of Education, 1(1), 52–
71.

Cop, M. R., & Kablan, Z. (2018). The analysis of studies on educational

games in Turkey. Kocaeli University, Journal of Education, 1(1), 52–
71.

Courtade, G. R., Tes t, D. W., & Cook, B. G. (2015). Evidence-based

practices for learners with severe intellectual disability. Research and
Practice for Persons with Severe Disabilities, 39(4), 305-318.

D. Vlachopoulos and A. Makri, “The effect of games and simulations on

higher education: a systematic literature review,” Int. J. Educ. Technol.
High. Educ., vol. 14, pp. 1-23, 2017.

Daniels, H. (2001). Vygotsky and pedagogy. New York: Routledge Falmer

Department of Education. 2019. PISA 2018 Philippine National Report; Pasig

City: Department of Education

Development Through Serious Games Co-Creation’, in European

Conference on Games Based Learning. Academic Conferences
International Limited, pp. 793–797.

Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories

in Classrooms. (2008). Journal of Cross-Disciplinary Perspectives in
Education, Vol. 1, No. 1 (May 2008) 59-67.

DoE & DIRD (2014). Analyzing educational status of children with disability
and identifying critical intervention to promote their enrollment,
retention and success in school. Retrieved from
https://www.doi.gov.np

Echao, O. F. S. and Romero, M. (2017) ‘Creative and Collaborative Problem

Solving

Ersozlu, Z., & Karakus, M. (2019). Mathematics Anxiety: Mapping the

Literature by Bibliometric Analysis. Eurasia Journal of Mathematics,
 43

Science and Technology Education, 15(2), em1673.

Ertem, İ. S. (2016). The views of classroom teachers on the game-based

digital media and using them on the Turkish instruction. Mediterranean
Journal of Educational Research, 20, 1–10.

F. Fisher, J. Warner, and N. Mickelson, “Cardboard Cities, Real Mathematics:

Employing Quantitative Literacy to Study Gentrification in NYC,”
Primus, vol. 29, no. 9, pp. 908–927, 2019.

Farkota, R. (2017). Mathematics: The ongoing crisis. Learning Difficulties

Australia Bulletin, 49(2), 15-16.

Fauziddin, M., & Mufarizuddin, M. (2018). Useful of clap hand games for
optimalize cogtivite aspects in early childhood education. Jurnal
Obsesi: Jurnal Pendidikan Anak Usia Dini, 2(2), 162-169

G. B. Ramani and N. R. Scalise, “It’s more than just fun and games: Play-
based mathematics activities for Head Start families,” Early Child. Res.
Q., vol. 50, pp. 78–89, 2020

Garnett, K, (2021), Math Learning Disabilities. Retrieved on 3 March 2021.

Gibson, S. K. (2004b). Social learning (cognitive) theory and implications for

human resource development. Advances in Developing Human
Resources, 6(2), 193–210

Gipit, A., Charles., A. M., Musa, R. M. (2017). The Effect of Traditional Games
Intervention Programme in The Enhancement School-Age Children’s
Motor Skills: A Preliminary Study. International Jurnal: Movement,
Health & Exercise, 6(2), 157-169.

Gong, C., Zhang, M., Zhang, Y., Liu, X., Liu, P., Liao, X., ...& Liu, X. (2020).
Diversified Learning Environment Alleviates Learning Impairment
Caused by Contextual Stress. bioRxiv

Gutierrez-Puertas, L., Marquez-Hernandez, Veronica V., Roman-Lopez, P.,

RodrıguezArrastia, M.J., Ropero-Padilla, C., Molina-Torres, G., 2020.
E Escape rooms as aclinical evaluation method for nursing students.
Clin. Simul. Nurs. 49 (C), 73–80.
https://doi.org/10.1016/j.ecns.2020.05.010.

Handayani, A., & Iswantiningtyas, V. (2020). Javanese traditional games as

a teaching and learning media to socialize and introduce mathematics
since early age. Journal of Physics: Conference Series. 1521(3) (pp.
032008). IOP Publishing. https://doi.org/10.1088/1742-
6596/1521/3/032008

Hasanah, N. (2016). Teachers' efforts in overcoming students' with difficulty

learning mathematics at Grade IV SD IT Ukhuwah Banjarmasin [in
Bahasa]. Jurnal PTK & Kependidikan, 2(2), 27–34.
 44

Hickendorff, M. (2017). Dutch sixth graders’ use of shortcut strategies

in solving multi digit arithmetic problems. European Journal of
Psychology of Education, 1–18. https://doi.org/10.1007/s10212-017-
0357-6

Hijada, M., & De la Cruz, M. (2022). The Gap Between Comprehension Level
and Problem-Solving Skills in Learning Mathematics. Universal
Journal of Educational Research. 1(1), 35-43.

Hong, H., & Lin-Siegler, X. (2012). How learning about scientists’ struggles
influences students’ interest and learning in physics. Journal of
Educational Psychology, 104, 469-484.

Horn, R. R., & Williams, A. M. (2004). Observational learning: Is it time we

took another look? In A. M. Williams & N. J. Hodges (Eds.), Skill
acquisition in sport (pp. 199–230). Abingdon: Routledge.

Hornigold, J. (2015). Dyscalculia: pocketbook. Teachers’ Pocketbooks, UK.

J. H. Nikoletta-Zampeta Legaki, Kostas Karpouzis, Vassilios

Assimakopoulos, “Gamification to avoid cognitive biases: An
experiment of gamifying a forecasting course,” Technol. Forecast.
Soc. Change, vol. 167, 2021.

Jagušt, T., Boticki, I., Mornar, V., & So, H. J. (2017, July). Gamified digital
math lessons for lower primary school students. In 2017 6th IIAI
international congress on advanced applied informatics (IIAI-AAI) (pp.
691-694). IEEE.

Jamrah, A., “Shaping Golden Generation through Character Education

toward 100 Years Indonesia”, Proceeding IAIN Batusangkar, vol. 1,
no. 2, pp. 41-50, 2017.

Jasni, S. R., Zailani, S., & Zainal, H. (2018). Pendekatan Gamifikasi dalam
Pembelajaran Bahasa Arab: Gamification Approach in Learning
Arabic Language. Journal of Fatwa Management and Research, 358-
367.

Jin, G. et al. (2018) ‘Evaluation of game-based learning in cybersecurity

education for high school students’, Journal of Education and
Learning, Vol. 12, No. 1.

Juliantari, N. K., Sudarsana, I. K., Badra, I. K., & ... (2020). Local Wisdom in
Traditional Games as a Family Literacy Media. In International Journal
of Psychosocial Rehabilitation.

Kamid, K., Rohati, R., Hobri, H., Triani, E., Rohana, S., & Pratama, W. A.
(2022). Process skill and student’s interest for mathematics learning:
Playing a traditional games. International Journal of Instruction, 15(3),
967-988.

Kanimozhi, P. and Jayakumar, D. (2015) ‘An improvement in the level of

 45

education by game based methods’, International Journal of Computer

Science and Mobile Computing, Vol. 4, No. 3, pp.568–571.

Kemp, Aubrey & Vidakovic, Draga. (2021). Ways secondary mathematic

teachers apply definitions in Taxicab geometry for a real-life situation:
Midset. Journal of Mathematic Behavior, 62, 1-20.

Khairuddin, N. S., & Mailok, R. (2020). Pembelajaran Berasaskan Permainan

Dalam Mata Pelajaran Sejarah Menggunakan Teknik Mnemonik:
Game Based Learning in History Subjects Using Mnemonic
Techniques. Journal of ICT in Education, 7(1), 9-15.

Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects
of game-based learning on mathematical confidence and
performance: High ability vs. low ability. Journal of Educational
Technology & Society, 17(3), 65-78.

Kucher, T. (2021). Principles and best practices of designing digital game-

based learning environments. International Journal of Technology in
Education and Science (IJTES), 5(2), 213-223.
https://doi.org/10.46328/ijtes.190

Kunwar, R., Shrestha, B. K., & Sharma, L. (2021). Are teachers aware of
mathematics learning disabilities? Reflections from basic level
schoolteachers of Nepal. European Journal of Educational Research,
10(1), 367-380

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and
mathematical metacognition on word problem solving in children with
and without mathematical learning difficulties. PLoS ONE, 10(6),
Article e0130570. https://doi.org/10.1371/journal.pone.0130570

Lambert, K., & Moeller, K. (2019). Place-value computation in children with

mathematics difficulties. Journal of Experimental Child Psychology,
178, 214–225.

Lavega, P., Alonso, J. I., Etxebeste, J., Lagardera, F., & March, J. (2014).
Relationship between traditional games and the intensity of emotions
experienced by participants. Research quarterly for exercise and
sport, 85(4), 457-467. https://doi.org/10.1080/02701367.2014.961048

Lazic, B., Knežević, J., Maričić, S. (2021). The influence of project-based

learning on student achievement in elementary mathematics
education, https://doi.org/10.15700/saje.v41n3a1909.

LDA (Learning Disabilities Association of America) (2021). Types of Learning

Disabilities. Pittsburgh, 461 Cocgran Road Suite 245, PA 15228.

Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H.

(2017). Cultivating mathematical skills: from drill-andpractice to
deliberate practice. ZDM - Mathematics Education, 49(4), 625–636.
 46

Liang, Y., Zhang, L., Long, Y., Deng, Q., & Liu, Y. (2019). Promoting effects
of RtI-based mathematical play training on number sense growth
among low-SES preschool children. Early Education and
Development, 31(3), 335-353.

Linder, S. M., Smart, J. B., & Cribbs, J. (2015). A multi-method investigation

of mathematics motivation for elementary age students. School
Science and Mathematics, 115(8), 392- 403.

Liu, Z. Y., Shaikh, Z., & Gazizova, F. (2020). Using the concept of game-
based learning in education. International Journal of Emerging
Technologies in Learning (iJET), 15(14), 53-64.

Luttenberger, S., Wimmer, S., Paechter, M. (2018). Spotlight on math

anxiety. Psychology Research and Behavior Management, 11, p. 311
– 322.

Lutz, H. T. & Huitt, W. G. (2018) Information Processing and Memory: Theory

and Applications. Becoming a Brilliant Star: Twelve core ideas
supporting holistic education. IngramSpark, pp. 25-43.

Mackavey, C., Cron, S., 2019. Innovative strategies: increased engagement

and synthesis in online advanced practice nursing education. Nurse
Educ. Today 76, 85–88. https://doi.org/10.1016/j.nedt.2019.01.010.

Martinho, D., Carneiro, J., Corchado, J. M., & Marreiros, G. (2020). A

systematic review of gamification techniques applied to elderly care.
Artificial Intelligence Review, 53(7), 4863– 4901.

Melati, W. P. (2020, February). Traditional Games Based Learning for

Character Development of Early Childhood. In 2nd International
Conference on Social Science and Character Educations (ICoSSCE
2019) (pp. 291-295). Atlantis Press.

Mohd, R. N., Rahaimah A. S., & Masran, M. N. (2019). Primary school pupils’
perception on mathematics in context of 21st century learning
activities and skills. Advances in Social Science, Education and
Humanities Research, 239, 148–154.

Mulligquanan, J. (2011). Towards understanding the origins of children’s

difficulties in mathematics learning. Australian Journal of Learning
Difficulties, 16(1), 19–39.

Munawaro, H. (2017). Pengembangan Model Pembelajaran dengan

Permainan Tradisional Engklek sebagai Sarana Stimulasi
Perkembangan Anak Usia Dini. Jurnal Obsesi, 1 (2), 6-17.

Mutlu, Y. (2019). Math Anxiety in Students with and without Math Learning
Difficulties. International Electronic Journal of Elementary
Education, 11(5), 471-475.

Nasir et. al (2020). Learning Mathematics Through Card Game: Enhancing

 47

Childrens Numeracy Skills. Faculty of Education, Universiti Teknologi

Mara, Cawangan Selangor, 42300 Bandar Puncak Alam, Malaysia

OECD (2019). PISA 2018 Ergebnisse (Band I): Was Schülerinnen und
Schüler wissen und können. PISA: wbv Media.

Omrod, J. E. (2014). How motivation affects learning and behavior. Retrieved

from https://www.slideshare.net/marimontenegro9/how-motivation-
affects-learning-and-behavior-38154037

P. S. Moyer-Packenham et al., “How design features in digital math games

support learning and mathematics connections,” Comput. Human
Behav., vol. 91, pp. 316–332, 2019.

Paravizo, E., Chaim, O. C., Braatz, D., Muschard, B., Carlos, D. S., &
Wernke, R. (2018). ScienceDirect ScienceDirect Innovation Spain and
Sustainability Exploring Gamification to Support Manufacturing
Education on Costing Models for Capacity Optimization between Used
Capacity and Operational Efficiency. Procedia Manufacturing, 21,
438-445.

Paul, R. & Elder, L. (2020) Critical thinking: Tools for taking charge of your
learning and your life. Pearson.

Pho, A., & Dinscore, A. (2015). Game-based learning. Tips and trends.

Prabowo, A., Asih, & Jumardi. (2018). Lesson study on 2nd grader of
elementary school to improve the student’s numeracy skill. Journal of
Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-
6596/983/1/012077

Price, P. C., Jhangiani, R. S., Chiang, I. C. A., Leighton, D. C., & Cuttler, C.
(2017). 8.2 Non-Equivalent Groups Designs. Research Methods in
Psychology.

Qian, M. and Clark, K. R. (2016) ‘Game-based Learning and 21st century

skills: A review of recent research’, Computers in Human Behavior, 63,
pp. 50–58. doi: 10.1016/j.chb.2016.05.023.

Rahayuningsih, D., Saleh, M., & Fitriati, S. W. (2020). The realization of

politeness strategies in EFL teacher-students classroom
interaction. English Education Journal, 10(1), 85-93.

Ramli, ‘Izzat Syahir Mohd, Maat, S. M., & Khalid, F. (2020). Game-Based
Learning and Student Motivation in Mathematics. International Journal
of Academic Research in Progressive Education and Development,
9(2), 449–455.

Ranch, S. (2022, May 31) #1 Math Tutoring Programs & Homework Help |
Mathnasium. https://www.mathnasium.com/

Rawansyah, R., Pramudhita, A. N. & Pramitarini, Y. (2021, February).

 48

Enhancing student interest in learning through the development of

serious mathematics games. The 2nd Annual Technology Applied
Science and Engineering Conference (ATASEC 2020) Vol. 1073. In
IOP Conference Series: Materials Science and Engineering (pp. 1-6).
Malang, Indonesia: IOP Publishing.

Rayan (2023, February 23). Why Maths Matters: application of mathematics

in the modern world. Superprof . Retrieved June 28, 2023, from
https://www.superprof.co.uk/blog/maths-and-the-modern-world/

Reeve, J. (2015). Understanding motivation and emotion (6th ed.). Hoboken,

NJ: Wiley.

Rizki, L. M., & Priatna, N. (2019). Mathematical literacy as the 21st century
skill. Journal of Physics: Conference Series, 1157(4), 0–5.
https://doi.org/10.1088/1742-6596/1157/4/042088

Rohendi, D. (2019). Game-based multimedia for horizontal numeracy

learning. International Journal of Emerging Technologies in Learning,
14(15), 159–170. https://doi.org/10.3991/ijet.v14i15.10679

Romanvican, M., & Istiyono, E. (2020). Development learning media based

traditional games engklek for achievements mastery of the material
and tolerance attitude. Journal of Physics: Conference Series. 1440(1)
(pp. 012044). IOP Publishing. https://doi.org/10.1088/1742-
6596/1440/1/012044

Rondina, J. Q., & Roble, D. B. (2019). GAME-BASED DESIGN

MATHEMATICS ACTIVITIES AND STUDENTS’LEARNING
GAINS. Turkish Online Journal of Design Art and
Communication, 9(1), 1-7.

Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham,
J. Martinez, M. E. (2014). A Randomized Trial of an Elementary
School Mathematics Software Intervention: Spatial-Temporal Math.
Journal of Research on Educational Effectiveness, 7(4), 358–383.

S. H. Lee and D. H. Song, “Functional usability analysis of top korean mobile

role-playing games based on user interface design,” Indones. J. Electr.
Eng. Comput. Sci., vol. 13, no. 1, pp. 123–128, 2019.

S. Kim, K. Song, B. Lockee, and J. Burton, Advances in Game-Based

Learning Gamification in Learning and Education Enjoy Learning Like
Gaming. 2018.

Salihu, L., & Räsänen, P. (2018). Mathematics skills of Kosovar primary

school children: A special view on children with mathematical learning
difficulties. International Electronic Journal of Elementary Education,
10(4), 421–430.

Samad, F., Salasa, M., & Ramadali, W. O. R. L. O. (2021). Improving

numeracy skill through leng kali leng traditional game in learning early
 49

math to young learners. Journal of Physics: Conference Series,

1832(1). https://doi.org/10.1088/1742- 6596/1832/1/012031

Santos-trigo, M., & Gooya, Z. (2015). Mathematical Problem Solving. In: Cho
S. (eds) The Proceedings of the 12th International Congress on
Mathematical Education. Springer, Cham.
https://doi.org/10.1007/978-3-319-12688-3_40

Sapsağlam, Ö. (2018). Changing game preferences of preschool children.

Kırşehir Faculty of Education Journal (KEFAD), 19(1), 1122–1135.

Schultes, & Shannon. Comparison of the final grades of students in

intermediate algebra taught with and without an etnomathematical
Pedagogy. Diambil pada tanggal 11 Juli 2017, from
http://www.rpi.edu/~eglash/isgem.di, 2001.

Sepúlveda, F., Rodríguez, C., & Peake, C. (2020). Differences and

Associations in Symbolic and Non-Symbolic Early Numeracy
Competencies of Chilean Kinder Grade Children, considering
Socioeconomic Status of Schools. Early Education and Development,
31(1), 137–151. https://doi.org/10.1080/10409289.2019.1609819

Shakespeare, T. (2017). Disability: the basics. Routledge.

Sharma, M. (2020). Mathematics for all. Mathematics education workshop

series at Framingham State University. Mathematics Education
Workshop Series.

Sharma, R. C. (2020). Education in normal, new normal, and next to normal:

Observations from the past, insights from the present, and projections
for the future. Asian Journal of Distance Education, 15(2).

Sherman, M. (2021). Play It Again Mathematics. Retrieved from

https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1371&a
mp;context=education_masters&fbclid=IwAR0jRhRW9xXPeCk
CjljyMyxqSzctmYqyZif52tt-889JiN2tS9w4pnjYYFI

Shuttleworth, M. (2009) Pretest-Postest Designs Retrieved Jan 31, 2023 from

Explorable.com https://explorable.com/pretest-posttest-designs

Singer, F. M., & Voica, C. (2015). Is problem posing a tool for identifying and
developing mathematical creativity? Mathematical Problem Posing:
From Research to Effective Practice, December 2014, 141–174.
https://doi.org/10.1007/978-1-4614-6258-3_7

Soares, N., & Patel, D. (2015). Dyscalculia. International Journal of Child and
Adolescent Health, 8(1), 15-26.

Sparrow, P. R., & Cooper, C. L. (2016). The employment relationship: Key

challenges for HR. Routledge.

Subaidi, A. (2016). Self-Efficacy Siswa Dalam Pemecahan Masalah

 50

Matematika. Jurnal ∑igma. Universitas Madura, 1(2), 64–68.

Tacadena, J. E. (2021). Classroom management and students’ learning in

Mathematics. International Journal of Research and Innovation in
Social Science, 5(3), 418-423.

Thomas, L. (2022, Dec. 5). Quasi-Experimental Design | Definition, Types &

Examples. Scribbr. https://www.scribbr.com/methodology/quasi-
experimental-design/

Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based

learning on students’ mathematics achievement: A meta‐analysis.
Journal of Computer Assisted Learning, 35(3), 407-420.

Toklucu, S. K., & Bayram, T. A. Y. (2016). The effect of cooperative learning

method and systematic teaching on students’ achievement and
retention of knowledge in social studies lesson. Eurasian Journal of
Educational Research, 16(66), 315-334.

Tuiza, L. J. C., Cuenca, N. C., & Tabasa, A. W. (2022). Effectiveness of

Gomoku in Improving Problem Solving Skills of Grade 9 Students
Using Mole Concept to Express Mass of a Substance. Retrieved from
https://www.ijtsrd.com/papers/ijtsrd49465.pdf

Tükle, H. (2020). The effect of educational escape room game designed for
mathematics course on students' achievement and students' opinions
about escape room game [Master thesis]. Retrieved from YOK
National Thesis Center (Order no: 636349).

Turgut, S., & Temur, Ö. D. (2017). The effect of game-assisted mathematics

education on academic achievement in Turkey: A meta-analysis
study. International Electronic Journal of Elementary Education, 10(2),
195-206.

Ülküdür, M. A. (2016). The efect of project based learning activities and game
based learning activities on academic success, attitude and
motivation. Unpublished Master’s Thesis, Amasya University,
Amasya.

Vasileva, Marina, Verica Bakeva, Tatjana Vasileva-Stojanovska, Toni

Malinovski, and Vladimir Trajkovik. 2014. “Grandma’s Games Project:
Bridging Tradition and Technology Mediated Education.” TEM Journal
3 (1): 13–21.

Velez, A. J., Dayaganon, D. G., Robigid, J., Demorito, J., Villegas, J., &
Gomez, D. (2023). Difficulties and Coping Strategies in Understanding
Mathematical Concepts in a Private Higher Education in Tagum City,
Davao del Norte, Philippines. Davao Research Journal, 14(1), 45-54.

Vohra, D.K. (2022, May 16) What are Mathematical Skills? Leverage Edu.
https://leverageedu.com/blog/mathematical-skills/
 51

Wardat, Y., Jarrah, A. M., & Stoica, G. (2021). Understanding the Meaning of
the Equal Sign: A Case Study of Middle School Students in the United
Arab Emirates. European Journal of Educational Research, 10(3),
1505-1514.

Watson, R. (2015). Quantitative research. Nursing standard, 29(31).

White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude

and achievement in elementary mathematics. Networks: An Online
Journal for Teacher Research, 21(1), 5.

Wijaya, A. (2017). The relationships between Indonesian fourth graders’

difficulties in fractions and the opportunity to learn fractions: A
snapshot of TIMSS results. International Journal of Instruction, 10(4).

Wilkins, J. L., & Norton, A. (2018). Learning progression toward a

measurement concept of fractions. International journal of STEM
education, 5(1), 1-11.

Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing
cognitive complexity and gaming level: Effects of a cognitive
complexity-based competition game on EFL students' English
vocabulary learning performance, anxiety and behaviors. Computers
& Education, 148, 103808.

Zach (2021) Pretest-Posttest Design: Definition & examples, Statology.

Available at: https://www.statology.org/pretest-posttest-design/
(Accessed: 05 June 2023).

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B.
(2020). TIMSS 2019 International Results in Mathematics and
Science. Retrieved from Boston College, TIMSS & PIRLS
International Study Center

Ramli, I. S. M., Maat, S. M., & Khalid, F. (2020). Game-based learning and
student motivation in mathematics. International Journal of Academic
Research in Progressive Education and Development, 9(2), 449-455.

Kapp, Karl M. 2012. The Gamification of Learning and Instruction: Game-

based Methods and Strategies for Training and Education. New York:
Wiley.

Lawlor, A. (2014b, February 5). For mathematician and teacher Zoltan

Dienes, the play was the thing. The Globe and
Mail. https://www.theglobeandmail.com/news/national/education/for-
mathematician-and-teacher-zoltan-dienes-the-play-was-the-
thing/article16701934/#:~:text=His%20theory%20was%20that%20by
,of%20manipulative%20materials%20in%20schools

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning

and development. Prentice Hall.