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Abstract
This study sought to determine the effectiveness of utilizing game-based strategies in learning mathematics in the junior school specifically grade 10 students. In this study, embedded mixed methods research design was used to gather both quantitative and qualitative data from the participants in which the second served as supporting data to supplement the first. The results of the study revealed that game-based strategies provided a strong influence in maximizing learning mathematics and retention was also evident in the result of students’ test performance allowing them to recall concepts learned and skillfully solve problems from the different activities they experienced with the use of the game-based strategies. Moreover, the participants shared meaningful experiences learning mathematics after the intervention. With the use of such strategies, they were able to recognize how lessons were discussed in a different manner with full of insights and realization that learning can be both engaging and rewarding. Moreover, the test performance result analyzed using mean showed an increasing average score indicating that the participants could still recall how to solve mathematical problems which took place after the intervention was utilized. Furthermore, results in the inferential statistics analyzed using Repeated Measures ANOVA also revealed that there were significant differences in the pretest, post-test, and retention test of the participants specifically majority on pretest and post-test, and pretest and retention test using post-hoc analysis. These results imply that with constant practice of utilizing teaching strategies like integrating games in class, it can improve learning outcomes, increase engagement, provide short-term retention, and promote pedagogical innovation. In education, these long-term knowledge and skills in mathematics will lead to higher test performance while aligning the 21st century skills essential in the success of teaching and learning.
