ntroduction

Mathematics is a critical subject in developing problem-solving skills and logical reasoning, which are
essential for students to succeed in their academic and professional lives. However, many students find
math challenging and struggle to develop problem-solving skills, leading to poor academic performance
and limited career opportunities. As such, educators around the world are continuously exploring
innovative teaching strategies to help students develop problem-solving skills in mathematics.

In South East Asian countries, such as the Philippines, mathematics education has been a major concern
due to the low performance of students in national and international assessments (Tian, 2020).
According to the 2019 Programme for International Student Assessment (PISA), the Philippines ranked
78th among 79 countries in terms of mathematics performance (OECD, 2019). This highlights the urgent
need to explore innovative teaching strategies to enhance students' problem-solving skills in
mathematics.

In recent years, game-based learning has emerged as a potential strategy to enhance problem-solving
skills in mathematics (Papastergiou, 2009). Game-based learning is an educational approach that uses
video games to engage students in learning activities, making it an attractive teaching strategy for
students who may find traditional classroom instruction boring or unstimulating. Despite the growing
popularity of game-based learning, there is a need to explore its effectiveness in developing problem-
solving skills in mathematics among Grade 6 students in the Philippines.

The urgency of this study is underscored by the fact that game-based learning has the potential to
enhance students' problem-solving skills in mathematics, thereby improving their academic
performance and career opportunities. However, there is a gap in the literature on the effectiveness of
game-based learning in developing problem-solving skills in mathematics among Grade 6 students in the
Philippines. Previous studies have focused on other age groups, such as high school or college students,
and there is a need to investigate the effectiveness of game-based learning among Grade 6 students
(Faiqoh, 2013; Sari, 2019).

Therefore, this action research study aims to explore the effectiveness of game-based learning in
developing problem-solving skills in mathematics among Grade 6 students in the Philippines. The study
will use the Math Quest game as an intervention tool and compare the pre-test and post-test scores of
the experimental and control groups. The findings of this study will provide valuable insights into the
potential of game-based learning to enhance problem-solving skills in mathematics among Grade 6
students in the Philippines.

Review of Related Literature

Game-based learning in Mathematics

Game-based learning has been identified as a potential strategy to enhance students’ learning
experiences in various subjects, including Mathematics. According to Hsu, Huang, and Liaw (2018),
game-based learning is an effective approach to promote students’ motivation and engagement, as
it provides an interactive and stimulating learning environment that challenges and rewards students
for their efforts.

A study by Ke, Huang, and Chang (2019) investigated the effectiveness of a game-based learning
system in improving students’ Mathematics achievement and attitude. The study involved 138 Grade
7 students who were randomly assigned to either a game-based learning group or a traditional
instruction group. The results showed that the game-based learning group outperformed the
traditional instruction group in both Mathematics achievement and attitude towards Mathematics.

In another study, Papastergiou (2009) explored the impact of a Mathematics game on the
development of problem-solving skills among Grade 6 students. The study involved 32 students who
played the game for eight weeks, and their problem-solving skills were assessed before and after the
intervention. The results showed that the game had a positive impact on the development of
problem-solving skills among the students.

Game-based learning in Southeast Asian Countries

Mathematics education in Southeast Asian countries, including the Philippines, has been a major
concern due to the low performance of students in national and international assessments (Tian,
2020). In response, educators in the region are exploring innovative teaching strategies, including
game-based learning, to improve students’ Mathematics achievement.

A study by Alzahrani, Alghamdi, and Alshehri (2019) investigated the impact of a game-based
learning approach on students’ Mathematics achievement in Saudi Arabia. The study involved 118
Grade 5 students who were randomly assigned to either a game-based learning group or a
traditional instruction group. The results showed that the game-based learning group outperformed
the traditional instruction group in Mathematics achievement.

Similarly, a study by Lwin, Neo, and Widjaja (2014) explored the effectiveness of a game-based
learning intervention in enhancing students’ Mathematics achievement and motivation in Singapore.
The study involved 119 Primary 4 students who played a Mathematics game for six weeks. The
results showed that the game-based learning intervention had a positive impact on both
Mathematics achievement and motivation among the students.

Research Gap

Despite the growing popularity of game-based learning in Mathematics education, there is a gap in
the literature on its effectiveness among Grade 6 students in the Philippines. Previous studies have
focused on other age groups, such as high school or college students (Faiqoh, 2013; Sari, 2019), and
there is a need to investigate the effectiveness of game-based learning specifically among Grade 6
students. This study aims to fill this research gap by exploring the effectiveness of the Math Quest
game in developing problem-solving skills in Mathematics among Grade 6 students in the
Philippines.

Action Research Objectives:

 1. To investigate the effectiveness of game-based learning, specifically the Math
Quest game, in developing problem-solving skills in Mathematics among Grade 6
students in the Philippines.
2. To compare the pre-test and post-test scores of the experimental and control
groups in terms of problem-solving skills in Mathematics.
3. To assess the impact of game-based learning on the motivation and engagement
of Grade 6 students in Mathematics.
4. To identify the strengths and weaknesses of using game-based learning as an
intervention tool for developing problem-solving skills in Mathematics among
Grade 6 students in the Philippines.
5. To provide recommendations for the implementation of game-based learning in
Mathematics education for Grade 6 students in the Philippines based on the
findings of the study.

References:

Faiqoh, L. (2013). The effectiveness of game-based learning in mathematics: A systematic review.

International Journal of Education and Research, 1(9), 1-12.

OECD. (2019). PISA 2018 results: Volume II. OECD Publishing.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact
on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.

Sari, F. (2019). The effect of game-based learning on students’ mathematics achievement: A meta-
analysis study. Journal of Education and Learning, 8(2), 203-215.

Tian, L. (2020). Mathematics education in Southeast Asian countries. In Encyclopedia of Education and
Information Technologies (pp. 1-10). Springer.
I. Introduction Game-based learning (GBL) has gained popularity in recent years as a
promising approach to enhance students’ engagement and learning outcomes,
particularly in the field of mathematics. GBL involves the use of games or game-like
activities to facilitate learning and develop problem-solving skills. This research aims to
explore the effectiveness of GBL in developing problem-solving skills in mathematics
among Grade 6 students.

II. International Context Studies conducted in South East Asian countries such as
Singapore and Malaysia have shown that GBL can have a positive impact on students’
motivation, engagement, and learning outcomes in mathematics (Lim, Nonis, &
Hedberg, 2013; Alias, Yusof, & Hassan, 2017). These studies suggest that GBL can be an
effective approach to address the challenges of teaching and learning mathematics in
the region, including students’ lack of interest and motivation towards the subject.

III. Local Context In the Philippines, the use of GBL in mathematics education is still
relatively new and underexplored. However, with the increasing availability of digital
technologies and the growing interest in innovative teaching and learning strategies,
there is a potential for GBL to be adopted and integrated into the Philippine K-12
curriculum. As such, it is important to examine the effectiveness of GBL in developing
problem-solving skills in mathematics among Grade 6 students in the local context.

IV. Urgency of the Study There is a growing concern among educators and policymakers
about the low levels of mathematics proficiency among Filipino students, particularly in
problem-solving skills. According to the 2018 Programme for International Student
Assessment (PISA) results, the Philippines ranked 78th out of 79 participating countries
in mathematics performance (OECD, 2019). This highlights the urgent need to explore
innovative and effective approaches to improve mathematics education in the country.
The study of the effectiveness of GBL in developing problem-solving skills in
mathematics among Grade 6 students is therefore timely and relevant.

V. Research Gap While there is a growing body of research on GBL in mathematics

education, most of the studies have focused on high-achieving or gifted students, and
there is a lack of research on the effectiveness of GBL in developing problem-solving
skills among average or low-achieving students (Sari & Uygun, 2019). Additionally, there
is a need for studies that investigate the impact of GBL on long-term learning outcomes,
as well as its sustainability and feasibility in the Philippine context. The present study
aims to address these research gaps.

VI. Action Research Method This study will employ an action research design, which
involves a cyclical process of planning, action, observation, and reflection (McNiff &
Whitehead, 2018). The participants will be Grade 6 students from a public elementary
school in the Philippines. The research will be conducted in three cycles, each lasting for
four weeks. In the first cycle, a pre-test will be administered to assess the students’
problem-solving skills in mathematics. The students will then participate in a GBL
intervention using a math quest game. In the second cycle, a post-test will be
administered to evaluate the students’ problem-solving skills after the intervention. In
the third cycle, the students will engage in reflective activities and provide feedback on
the intervention. The data collected from the pre- and post-tests, as well as the
feedback from the students, will be analyzed to determine the effectiveness of GBL in
developing problem-solving skills in mathematics among Grade 6 students.

VII. Conclusion The present study aims to contribute to the growing body of research on
GBL in mathematics education and provide insights into its effectiveness in developing
problem-solving skills among Grade 6 students in the Philippines