DigiMath Laro: Effects of Digital Game-Based Instruction on Grade 9 Students’ Mathematics Achievement, Problem-Solving Skills, and Attitudes
Keywords:
digital game-based instruction, mathematics achievement, problem-solving skills, mathematics attitude, Grade 9 studentsAbstract
Persistent difficulties in mathematics learning highlight the need for more engaging and effective instructional approaches. This study examined the effects of DigiMath Laro, a teacher-facilitated digital game-based instructional approach, on Grade 9 students’ mathematics achievement, problem-solving skills, and attitudes toward mathematics. A quantitative-dominant mixed-methods, quasi-experimental pretest–posttest design was employed involving 40 students from two intact classes. Twenty-two students received Digital Game-Based Instruction, while 18 received Regular Classroom Teaching for four weeks. Data were gathered using mathematics achievement and problem-solving tests, attitude scales, and student interviews. Results showed that the digital game-based instruction group significantly improved in mathematics achievement, problem-solving skills, and attitudes toward mathematics, with large effect sizes. Although the regular instruction group also improved in mathematics achievement, no significant gains were observed in problem-solving skills or attitudes. After controlling for pretest scores, the digital game-based instruction group achieved significantly higher posttest scores across all outcomes. Student interviews revealed increased engagement and enjoyment, improved understanding and retention, interactive learning experiences, and preference for digital game-based instruction. The findings suggest that DigiMath Laro can enhance cognitive and affective mathematics outcomes when aligned with curriculum competencies and supported by purposeful teacher facilitation.
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