DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.

Bachelor of Elementary Education

Brgy.1 San Lorenzo, Laoag City

CHAPTER 1

Background of the Study

Mathematics is one of the most important subjects in elementary school because

it

develops reasoning, logical thinking, and problem-solving skills. Among the four

fundamental operations, multiplication is considered very essential since it serves as a

foundation for higher mathematical concepts such as division, fractions, and algebra.

However, many pupils in the elementary level struggle to master multiplication facts.

Teachers often rely on drills and memorization, but these strategies do not always sustain

the learners’ interest.

Based on observations, many pupils lose focus when multiplication is taught in the same

routine way every day. They tend to find the subject boring and difficult, which affects
their

performance not only in multiplication but also in other areas of mathematics that require

this skill. This suggests that the problem is not only about practicing enough but also
about

how the lesson is delivered.

The difficulty of learners in mastering multiplication can be attributed to several factors.

Traditional strategies such as drills and worksheets, although effective for some, often fail
to engage learners and sustain their interest. Many students become passive during
mathematics sessions and develop anxiety toward problem solving. The COVID-19
pandemic also disrupted consistent practice and mastery of foundational skills, leading to
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
learning loss that is still evident among today’s learners. Teachers also face constraints in
providing individualized remediation due to time limitations and large class sizes.

However,during classroom observations at school where we deployed, it was noted that

many learners, especially in the intermediate grade levels, encounter serious difficulties
in solving multiplication problems. Some learners lack mastery of basic multiplication
facts, while others struggle with multi-digit multiplication and applying multiplication in
word problems. This weakness often results in low performance in other areas of
mathematics such as division, fractions, and problem solving. Teachers

also observed that when faced with multiplication tasks, many learners hesitate to answer,
rely heavily on guessing, or show signs of frustration and disengagement.

A possible solution is the integration of math games in the teaching of multiplication.

Games naturally capture pupils’ attention and encourage active participation. They make

learning enjoyable and less stressful, which can increase motivation and confidence. The

researcher believes that through math games, pupils will have more opportunities to

practice multiplication in a fun and meaningful way.

This study will therefore investigate the effect of using math games on the multiplication

skills of elementary pupils.

Analysis of the Problem

Multiplication is one of the most important foundation skills in mathematics, yet many

elementary pupils continue to struggle with it. In classroom observations, pupils often
rely

on slow counting strategies, repeated addition, or guessing instead of recalling facts

 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
automatically. This lack of mastery not only affects their performance in multiplication

tests but also causes difficulties in solving higher-order problems involving division,

fractions, and algebra.

One of the major causes of the problem is the traditional reliance on drills and

memorization. While drills can build speed, they often become monotonous and

disengaging for young learners. Pupils lose interest, which leads to less practice and

slower improvement. Studies have shown that when children are not actively engaged in

their learning, their retention of mathematical facts decreases. Another factor is the lack

of variety in teaching strategies. Without meaningful and enjoyable activities, pupils are

less motivated to participate and less likely to achieve fluency.

If this problem is left unaddressed, it may lead to long-term consequences. Pupils may

develop negative attitudes toward mathematics, experience lower self-confidence, and

struggle with more complex math concepts in higher grades. Teachers may also spend

more instructional time reteaching basic skills instead of moving forward to advanced

lessons.

Difficulties in Multiplication Fluency

Several studies have documented that learners in the elementary grades often struggle

with achieving automaticity in basic multiplication facts. Without fluency, learners tend
to

perform calculations slowly, commit frequent errors, and experience anxiety when
solving
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
more complex mathematical problems such as fractions and algebra,due to insufficient
practice, reliance on rote memorization, and limited exposure to

engaging and structured drills (Sanchez et al., 2020; National Mathematics Advisory
Panel, 2008).

The Role of Practice and Retrieval

Cognitive psychology has emphasized at the importance of retrieval

practice and spaced repetition in developed fluency. Baroody (2006),

repeated opportunities to recall number facts strengthen memory connections and reduce

the cognitive load when solving higher-level tasks. Furthermore Campbell & Beech 2014,
cognitive interference

studies is effective in sequencing of facts, rather than blocked and repetitive drills,
because it

can help minimize confusion and strengthen recall.

Game-Based and Digital Interventions in Mathematics

Meta-analyses and systematic reviews show that mathematical games, whether digital
or

traditional, have positive effects on student achievement and attitudes toward learning,for

games provide motivation, immediate feedback, and enjoyable practice opportunities,

which sustain student engagement compared to traditional drills (Bragg, 2012; Tokac,

Novak, & Thompson, 2019). Random controlled trials confirmed that digital

and app-based math games significantly improve fact fluency and computation skills

compared with conventional methods (Cheung & Slavin, 2013; Riconscente, 2013).
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City

Timed Drills and Technology-Enhanced Practice

Timed drills are another widely used intervention for developing arithmetic fluency.
When

implemented in short, structured sessions, they encourage speed and accuracy while

reducing over-reliance on counting strategies. Teachers have increasingly adapted these

drills using PowerPoint presentations and slide-based tools, which present problems

within a limited time before answers are revealed. This approach aligns with retrieval

practice principles and has been shown to increase student focus and motivation in class

settings (Beattie, 2014; King & Wiseman, 2021).

Statement of the Problem

The study determine the effect of Games in enhancing the multiplication skills of the
pupils.Specifically it aims to answer the following questions:

1. How do math games affect learners’ motivation and interest in participating in

mathematical lessons?

2. What changes in pupils’ performance can be observed between the pre-test and post-
test after the intervention?

3. How practical and effective is the use of math games as a classroom strategy for
teaching multiplication?

1.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City

Significance of the Action Research

The study addresses one of the most common challenges faced by elementary pupils
mastery of multiplication facts. The results of this study will benefit the following
stakeholders:

 Pupils. The use of math games is expected to help them develop faster and more

accurate recall of multiplication facts in an enjoyable and less stressful way. This

can improve their confidence, lessen math anxiety, and encourage active

participation in class.

 Teachers. Findings from the study may provide teachers with alternative
strategies

in teaching multiplication. By integrating math games into daily lessons, teachers

can make learning more engaging while also addressing learners’ difficulties.

 School Administrators. The study can serve as a basis for school leaders to

support innovative classroom practices that improve mathematics performance. If

effective, math games may be recommended as part of remedial or enrichment

programs in mathematics.

 Parents. The results may guide parents in supporting their children’s learning at

home through simple and fun math activities that reinforce school lessons.

 Future Researchers. This study may serve as a reference for future action
research

projects that focus on using interactive and learner-centered strategies in teaching

mathematics.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
In general, the study is significant because it offers a practical and engaging intervention

that can improve the multiplication skills of elementary pupils, thereby contributing to

their overall success in mathematics.

 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
Research Design

This study will use an action research design because it aims to solve a specific

classroom problem the difficulty of elementary pupils in mastering multiplication facts.

Action research is appropriate since it allows the teacher-researcher to test an intervention

within the classroom setting and directly observe its effect on the learners.

The intervention to be used in this study is the integration of math games in teaching

multiplication. A pre-test and post-test design will be applied. First, a pre-test will be

given to determine the initial multiplication skills of the pupils. Then, math games will be

introduced and used during mathematics lessons for a specific period. After the

intervention, a post-test will be administered to measure the improvement in the pupils’

multiplication skills.

The data will be analyzed by comparing the pre-test and post-test results to find out if
there

is a significant difference in the pupils’ performance after using math games. This design

will provide direct evidence of whether the intervention is effective in improving

multiplication skills.

Research Setting

This action research will be conducted at Filipinas East Elementary School (Barangay
6, San Nicolas) and Filipinas West Elementary School (Barangay 7, San Nicolas). Both
are public elementary schools serving mixed urban communities with diverse learner
backgrounds. The focus group is Grade 4 learners enrolled in the current school year.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City

EMPLOYING MATH GAMES TO STRENGTHEN

MULTIPLICATION COMPETENCE AMONG ELEMENTARY
LEARNERS OF FILIPINAS EAST AND WEST ELEMENTARY
SCHOOL

Submitted by:
Leader: ADRIANO,MARIZ
Co-Leader: CALVENTAS,JEREMY
Members: DELA CRUZ,NIKKA
PERALTA,EDIELYN
TAMARGO,SUERTE CONE
VIERNES,ANDREA GAYLE
(Researchers)

Submitted to:
Mrs. FEBE BELISARIO
(Research Adviser)
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City

CHAPTER II

Research Intervention
The intervention of the study to be tested is the integration of math games in teaching
multiplication. These games are designed to make multiplication practice fun,interactive
and meaningful,thereby reducing the monotony of drills, and increasing learner
engagement.They will be aligned with the MATATAG Curriculum,which emphasizes
mastery of fundamental skills and learner-centered pedagogies.
The following are the math games to be used:
1. Multiplication Bingo - Pupils are given cards filled with products. The teacher calls
multiplication problems,and learners cover the correct answer. This builds quick
recall of facts.
2. Human Multiplication Machine - Pupils stand in two lines.One line represents one
factor, and the other line represents the second factor.When two learners meet,they
state the product aloud.
3. Musical Multiplication Chairs - Like musical chairs, but when the music stops,each
chair has a multiplication flashcard.Pupils must answer before continuing the game.
A pre-test and post-test design will be adopted. A pre-test will first be administered to
establish learners’ baseline multiplication competence.The selected math games will then
be introduced durinng mathematics lessons over a specific period.After the intervention,a
post-test will be conducted to measure the improvement in multiplication skills.

Conceptual Framework
This study is anchored on Constructivist Learning Theory and the principles of Game-
Based Learning,which highlight that learners build knowledge more effectively when
actively engaged I meaningful activities.Traditional approaches such as drills and rote
memorization often fail to sustain learner’ motivation and mastery of multiplication facts.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
OUTPUT
INPUT PROCESS
 Strengthen
 Profile of learners  Pre-test multiplication
Administration competence
 Pre-test scores among learners
measuring baseline  Intervention of
multiplication math games  Increased learner
engagement,motiv
competence
 Observation & ation and
 Selected Math Monitoring confidence in
Games mathematics
 Post-test
 Practical,classroo
Administration
m-based strategy
 Data Analysis for teacherts
aligned with the
MATATAG
Curriculum

Theoretical Framework
This action research is anchored on several learning theories and principles that support the use of
game-based learning in mastering the multiplication table.

First, it is grounded on Constructivist Theory (Piaget, Vygotsky) which emphasizes that learners
build their knowledge through active engagement and interaction. By using multiplication games,
learners construct understanding through hands-on practice and meaningful play.

Second, Vygotsky’s Zone of Proximal Development (ZPD) supports the idea that learners can
perform better with the aid of scaffolding and guided practice. Game-based multiplication
provides progressive levels of difficulty and immediate feedback, helping learners move from
what they can do with assistance to independent mastery.

Third, Behaviorist Theory (Skinner) is evident in the reinforcement used in games. Rewards,
points, and recognition motivate learners to practice multiplication facts repeatedly until mastery
is achieved.

Fourth, Gamification Principles and the MDA Framework (Mechanics, Dynamics, Aesthetics)
explain how games engage learners. The rules (mechanics), interaction and competition
(dynamics), and enjoyment (aesthetics) make learning multiplication both effective and fun.

Finally, this study is guided by the Action Research Framework of Kurt Lewin, which follows the
cycle of planning, acting, observing, and reflecting. The multiplication game is implemented,
monitored, and refined based on learners’ performance and engagement.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
Research Instrument
The research instrument of this study is a researcher-made Multiplication
Competence Test administered as a pre-test and post-test.The test is composed of items
covering multiplication facts,multi-digit multiplication and problem solving applications
aligned with the competencies of the MATATAG Curriculum.It is designed to measure
the learners’ baseline skills prior to the intervention and to assess the improvement in
their multiplication competence after the integration of math games.

Sources of Data
The main participants of this study will be selected learners from Filipinas Elementary
School and West Elementary School who are identified as having difficulties in
multiplication. These learners will be chosen because they represent the group that needs
the most support in strengthening their competence in basic math operations.
Teachers who handle mathematics in the said grade levels may also serve as secondary
sources of data by sharing their insights and observations about the learners’ performance
who are in Grade 3,5 and 6 participation. Their feedback can provide valuable
information that supports the results gathered from the tests and observations.

Data Gathering Procedure

The following steps will be taken in conducting the study:
1. Seeking Permission and Consent – Before starting, the researcher will secure approval
from the school heads and ask permission from the parents of the learners. This ensures
that everyone involved is properly informed about the purpose of the study.
2. Administering the Pre-Test – A multiplication test will be given to the learners to
determine their baseline knowledge and skill level. This will help measure their progress
later.
3. Implementation of Math Games – Over the course of four to six weeks, math games
will be introduced and conducted during mathematics class. The games will be adjusted
depending on the learners’ grade level and needs.
Observation During the Games – While the games are being conducted, the researcher
will observe and record the learners’ participation, behavior, and level of engagement
using the observation checklist.
 DATA CENTER OF THE PHILIPPINES OF LAOAG CITY, INC.
Bachelor of Elementary Education
Brgy.1 San Lorenzo, Laoag City
4. Administering the Post-Test – After the intervention, the same multiplication test will
be given again to measure the improvement of the learners.
5. Gathering and Organizing the Results – The results of the pre-test, post-test, and
observations will be collected, organized, and prepared for analysis.

Data Analysis
The collected data will be analyzed both quantitatively and qualitatively. The scores from
the pre-test and post-test will be compared by computing the mean, percentage, and level
of improvement. This will show if there is a significant difference in the learners’
performance after the intervention.
Meanwhile, the qualitative data from the observation checklist will be summarized and
described. The analysis will focus on how learners participated in the games, their
motivation, and their attitudes toward learning multiplication. Combining both numerical
and descriptive data will provide a clearer understanding of the effectiveness of math
games as an intervention.

Ethical Considerations
The study will strictly follow ethical guidelines to ensure that all participants are
respected and protected. Permission will be obtained from school authorities, teachers,
and parents before the study begins. The learners’ participation will be voluntary, and
they will be free to withdraw from the study at any time without any negative
consequences.
The identity and personal information of the learners will be kept confidential, and only
the researcher will have access to the raw data. The intervention will be designed in such
a way that it will not interrupt other important lessons and will only serve to enhance the
regular learning activities. Most importantly, the researcher will make sure that the study
brings a positive and beneficial experience to the learners.