Effectiveness of Game-Based Learning in Improving Mathematical Word Problem-Solving Skills Among Grade 6 Learners

Mathematical word problem-solving remains a challenge among elementary learners, particularly in understanding problem statements, identifying appropriate operations, applying computational procedures, and verifying solutions. This study examined changes in the mathematical word problem-solving performance of Grade 6 learners following a six-week game-based learning intervention at San Jose Integrated School, San Mariano II District, Schools Division of Isabela, Philippines. A quantitative, one-group pretest–posttest pre-experimental research design was employed involving 30 Grade 6 learners selected through purposive sampling. The intervention incorporated mathematical board games, collaborative problem-solving challenges, operation-matching activities, and solution-verification games aligned with Polya's problem-solving framework. Data were gathered using a researcher-developed 20-item mathematical word problem-solving assessment with a maximum score of 80 points. Descriptive statistics and a paired-samples t-test were used to analyze performance differences. Results showed that the overall mean score increased from 46.80 (58.50%) in the pretest to 61.20 (76.50%) in the posttest, representing a mean gain of 14.40 points. A statistically significant difference was reported, t(29) = 14.08, p < .001, with a large standardized within-group effect (dz = 2.57). Verifying solutions demonstrated the greatest mean improvement (3.70 points), although it remained the lowest-performing competency in the posttest. The findings indicated improved mathematical word problem-solving performance during the intervention period and highlighted the importance of structured mathematical games, guided feedback, and continued support for solution verification.