Interactive Learning Tools and Problem-Solving Skills of Student

Jelly Ann  J. Saludares,

Interactive Learning Tools and Problem-Solving Skills of Student

Discipline: Education

Abstract:

This study aimed to examine the effectiveness of interactive learning games in enhancing the problem-solving skills of Grade 7 students in integer operations. A quasi-experimental, non-equivalent pretest-posttest control group design was utilized. The participants included 25 students from Cabaruan Integrated School (experimental group) and 30 from Dipintin High School (control group), selected through purposive sampling. Data were collected using a validated teacher-made test administered before and after the intervention. The experimental group engaged in game-based activities— Integer Quest, Respect the Majority, and Just Keep Solving—while the control group received traditional instruction through lectures and worksheets. Findings showed that both groups significantly improved their posttest scores. However, the experimental group demonstrated a greater mean gain (30.90) compared to the control group (21.25), with the difference being statistically significant (t = 4.043, p < .001) and a large effect size (Cohen’s d = 1.085). Further analysis revealed that both high- and low-performing students in the experimental group benefited from the games, with no significant gap in their respective gains, suggesting that the intervention supported inclusive learning outcomes. The results indicate that interactive learning games can effectively enhance students’ skills in fundamental integer operations. They also promote engagement and equitable learning across ability levels. It is recommended that teachers integrate game-based strategies in mathematics instruction to improve learning outcomes and sustain students’ interest in the subject.

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