Effectiveness of Game Based Instructional Program in Improving the Fraction Solving Abilities of Sixth Grade Students

Fractions are a fundamental concept in mathematics, yet many students experience difficulties in understanding and applying fraction operations due to the abstract nature of thetopic. Traditional teaching methods often emphasize rote procedures rather than conceptual understanding, leading to confusion, low confidence, and disengagement among learners. To address these challenges, this study investigated the effectiveness of a game-based instructional program in improving fraction-solving abilities among sixth-grade students. The research was conducted using a mixed-methods experimental design grounded in constructivist learning theory, active learning, and game-based learning approaches. The intervention program incorporated a series of structured and interactive activities such asCard Games, River Crossing Race, Picker Wheel, Train Station, Bingo Card, Pizza Slice, and Bakery Shop, implemented over a period of fifteen days. Quantitative data were collected through researcher-made pre-tests and post-tests and analyzed using mean, standard deviation, and paired t-test analysis. Qualitative data were gathered through interviews, observations, and student feedback and analyzed using thematic analysis. The quantitative findings revealed a statistically significant improvement in students’ fraction-solving abilities after the implementation of the game-based instructional program (t = 2.75, p = 0.01).Qualitative findings further indicated enhanced conceptual clarity, increased confidence, active participation, collaborative learning, and greater enjoyment in learning fractions. Students reported that the activities made mathematics more engaging, meaningful, and less stressful. The study concludes that game-based learning is an effective pedagogical approach for improving students’ understanding of fractions and promoting positive attitudes toward mathematics learning. The research supports learner-centered and experiential teaching practices aligned with the goals of quality education and innovative pedagogy in contemporary mathematics education.