Abstract
Education continually evolves to meet the diverse learning needs of children, particularly those outside formal schooling. Traditional, teacher-centered instruction often limits engagement and active participation, prompting the need for innovative strategies that foster meaningful learning. This study examines the efficacy of the Game-Based Teaching Approach (GBTA) compared with the Traditional Teaching Approach (TTA) in enhancing literacy and numeracy skills among out-of-school children aged 8–12 in Barangay Abanico, Puerto Princesa City. Using a quasi-experimental design, the study involved two groups: the experimental group received literacy and numeracy lessons through GBTA, while the control group received TTA instruction. Data were gathered through pre- and post-tests and structured questionnaires and analyzed using descriptive statistics and percentage computations. Results indicated that learners exposed to GBTA demonstrated greater improvement in literacy and numeracy performance, along with higher levels of motivation, engagement, and collaboration. These findings suggest that GBTA provides a more interactive and effective learning environment than traditional methods, highlighting its potential as a dynamic instructional strategy to address learning gaps, promote active participation, and cultivate positive attitudes toward literacy and numeracy development among out-of-school youth.
