Effects of board game-based instruction on mathematics achievement and retention

This study examined the effects of board game-based and conventional instruction on Grade 3 students’ mathematics achievement and delayed retention in the Money and Currency unit. A quasi-experimental intact-group design was employed with 50 third-grade students. The experimental group received instruction supported by the Parapolly board game, play money, a mock marketplace, peer interaction, and teacher-guided feedback, whereas the control group received conventional instruction aligned with the same learning outcomes. Data were collected using a researcher-developed 25-item achievement test comprising multiple-choice, problem-posing, and problem-solving items. Both groups demonstrated significant pretest-to-posttest gains in mathematics achievement. However, the experimental group significantly outperformed the control group on the posttest and the retention test administered five weeks later, with large and medium effect sizes, respectively. Neither group showed a significant within-group gain from pretest to retention test. These findings suggest that board game instruction may enhance immediate achievement and delayed performance in primary mathematics.