Game-Based Multiplication: Enhancing Fact Mastery in Grade 4 Learners in Philippine Public Elementary Schools
DOI:
https://doi.org/10.69569/jip.2026.323Keywords:
Fact fluency, Game-based learning, Grade 4 mathematics, Multiplication mastery, Quasi-experimental designAbstract
Multiplication fact fluency remains a persistent challenge among intermediate primary learners, particularly in contexts where instruction is predominantly drill-based, teacher-led, and assessment-driven. This quasi-experimental study examined the effectiveness of structured math games as instructional tools in enhancing the multiplication fact mastery of Grade 4 learners across twelve public elementary schools in Bauang North District, La Union, Philippines. A total of 360 learners participated, with 180 exposed to four weeks of game-based multiplication instruction (e.g., Multiplication Bingo, Salute!, Roll and Multiply, Multiplication War) and 180 receiving conventional drill-based instruction (timed worksheets, flashcards, recitation). The intervention systematically integrated games into warm-up, main activity, and reflection phases aligned with the Department of Education’s Most Essential Learning Competencies for Grade 4 Mathematics. Statistical analyses revealed significant improvements in the experimental group’s multiplication fact mastery scores compared to the control group (p < .001), with a moderate-to-large effect size (Cohen’s d = 0.85). Gains were especially evident in accuracy (percentage correct), with the experimental group shifting from 15.56% Proficient/Advanced at pretest to 48.33% at posttest, while the control group improved only from 16.67% to 28.89%. These findings emphasize the potential of low-tech, play-based, socially interactive pedagogies in primary mathematics education, positioning structured math games as effective scaffolds for developing automaticity and confidence in multiplication facts within the Philippine context.
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