CONCLUSION
The introduction of the Arithmelympic board game into the weekly learning routine has
demonstrated a significant and positive impact on the arithmetic proficiency of Grade 2 learners.
Over the one-month intervention, clear improvements were observed across all proficiency
levels. The percentage of students in the "Beginning" category declined to 25%, signaling a
steady development in foundational arithmetic skills. At the same time, 20% of students
progressed to the "Approaching Proficiency" level, demonstrating a growing mastery of basic
mathematical concepts. Most notably, 5% of students reached the "Advanced" level, which
reflects a substantial improvement in their ability to confidently grasp and apply arithmetic
concepts in problem-solving situations.
The increase in the overall mean score from 24.4 in the pretest (categorized as the "Beginning"
level) to 30.1 in the posttest (categorized as "Developing") underscores the overall effectiveness
of the intervention. Additionally, the posttest’s lower standard deviation of 4.00, compared to the
pretest’s 7.04, suggests that not only did students improve, but their performances also became
more consistent. This uniform improvement is a testament to how effective game-based learning
can be in leveling the playing field and supporting learners at all stages of proficiency.
Research has long supported the integration of game-based learning in classrooms, and the
findings of this intervention are aligned with these studies. Raj’s (2022) research highlights how
incorporating educational games enhances critical thinking and problem-solving skills, while
studies by Seruni (2019) and Dwirahayu (2016) found that game-based learning directly
contributes to the development of numeracy skills. Similarly, Gasteiger et al. (2021) reported that
students showed marked improvements in early numerical competencies after just seven game-
based sessions. Furthermore, Ma’touk (2020) emphasized that mental computation plays a
critical role in the development of arithmetic fluency and overall mathematical ability. Together,
these studies confirm the validity of using educational games as a strategy for strengthening
numeracy skills and enhancing student learning outcomes.
Beyond just improving test scores, the Arithmelympic board game also created a more engaging
and dynamic learning environment. The game format fostered collaboration, healthy
competition, and self-confidence, as students experienced small successes along the way. Many
students who initially struggled with arithmetic concepts were able to build their confidence, feel
more empowered to participate in lessons, and adopt a more positive attitude toward math. By
providing a hands-on, interactive approach to learning, the game encouraged students to think
critically and apply what they learned in meaningful ways.
Ultimately, the Arithmelympic board game proved to be an invaluable educational tool for
promoting growth in arithmetic proficiency and mental computation skills among Grade 2
learners. It not only helped students build confidence in their abilities but also laid a stronger
foundation for future learning in mathematics. This intervention serves as a powerful reminder of
how meaningful and effective game-based learning can be, and it paves the way for continued
exploration of innovative, student-centered teaching strategies that make learning both fun and
impactful.
