Board Games as Tools in Developing Student’s Cognitive Engagement and Performance in Mastering Integers
DOI:
https://doi.org/10.67167/vertex.625Keywords:
gamification strategies, manipulative learning materials, number operations, learner participation, academic achievement, interactive instruction, learner-centered pedagogy, secondary mathematics educationAbstract
Mathematics plays a vital role in developing learners’ critical thinking and problem-solving abilities. However, many students experience difficulties in mastering integer concepts using conventional instructional approaches. This study examined the effectiveness of gamified board game activities in improving learners’ academic performance and cognitive engagement in mathematics, particularly in the topic of integers. A quantitative approach employing a quasi-experimental two-group pretest-posttest design was utilized. The participants were Grade 7 learners from Infanta National High School during the School Year 2025–2026. Data were collected using validated assessment and engagement instruments, while weighted mean and t-test analyses were used to evaluate the validity of the activities and determine differences between groups. Results showed that the developed gamified board game activities were rated valid in terms of clarity of instructions, alignment with learning competencies, lesson relevance, learner diversity, and activity variety. Pretest findings revealed no significant difference between the control and experimental groups, indicating comparable prior knowledge. Following the intervention, the experimental group obtained significantly higher posttest scores and demonstrated greater cognitive engagement in self-regulation, learning behavior, class participation, peer collaboration, and learning management. The findings indicate that gamified board game activities are effective instructional tools for enhancing mathematics achievement and learner engagement. These activities provide an interactive and learner-centered approach that promotes active participation and meaningful learning, making them a valuable strategy for mathematics instruction in secondary education.
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