Enhancing Grade 5 Learners’ Performance in Division Through Computer- Based Games: An Explanatory Sequential Study
DOI:
https://doi.org/10.5281/zenodo.20143487Keywords:
computer- based games, division skills, game- based learning, learner engagement, Mathematics performanceAbstract
This study investigated the effectiveness of computer-based games in improving the mathematics performance of Grade 5 learners in dividing whole numbers, including money with and without remainder (M5NS-Ie-f-11), and in solving routine and non-routine problems involving division using appropriate strategies at Dupax del Norte Central School during the School Year 2025–2026. Employing a mixed methods explanatory sequential design, the study combined quantitative and qualitative approaches to obtain a comprehensive understanding of learners’ academic performance and learning experiences. A total of 89 Grade 5 learners were selected through purposive sampling. The quantitative data from pretest and post- test were analyzed using descriptive statistics of frequency, percentage, mean, standard deviation, paired t-test, while the qualitative data from the answer of open-ended items were analyzed using thematic analysis. Findings revealed that learners initially demonstrated low and inconsistent performance in division, as reflected in the pretest mean score of 64.54 and the high variability of scores. Following the implementation of computer-based games, learners’ performance improved significantly, with the posttest mean increasing to 80.80 and score distribution becoming more consistent. Statistical analysis further confirmed a significant difference between the pretest and posttest results, indicating the effectiveness of the intervention. Qualitative findings also showed that learners became more engaged, motivated, and interested in mathematics activities through the use of interactive games. Some learners, however, had problems with cognitive difficulty, technical problems, and instructions during the game. The study findings indicated that computer games can be used effectively in developing the division ability, involvement, and conceptual understanding of learners, provided they are used in conjunction with suitable learning aids and proper teaching.
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