This study aimed to examine the effectiveness of math games in improving multiplication skills among elementary students compared to traditional teaching methods. Conducted at Albuera North Central School, Poblacion Albuera, Leyte, the research involved 40 Grade 4 students divided into two groups: a control group exposed to traditional instruction and an experimental group exposed to game-based learning. A quasi-experimental design using pre-test and post-test measures was employed over a four-week period. The intervention included structured math games such as flashcard races, multiplication bingo, peer competitions, and simple digital quiz games adapted to classroom conditions. Results indicated that both groups improved after the intervention; however, the experimental group demonstrated significantly higher gains in multiplication accuracy and speed. The mean score increase of the game-based group was 75.8%, compared to 49.6% in the traditional group. Additionally, observational data revealed higher engagement, participation, and motivation among students exposed to game-based strategies. Learners in the experimental group displayed improved confidence, faster recall, and greater willingness to participate in class activities. The findings suggest that integrating interactive and play-based strategies enhances conceptual understanding and retention of multiplication skills. The study concludes that game-based learning is a more effective and engaging approach than traditional teaching methods for elementary mathematics instruction.
Sumaljag et al. (Sat,) studied this question.