Dandie A. Busquit, Jr. (Author)
Abstract
Amid growing concerns over declining national numeracy proficiency, learning applications play a pivotal role in enhancing learners’ performance in numeracy. This study evaluated the effectiveness of the “Math Games: Math for Kids” learning application in improving the numeracy skills of Grade 3 pupils at Banica Elementary School during the School Year 2024–2025. Specifically, it aimed to determine the learners’ proficiency levels in numeracy before and after the intervention, assess whether a significant difference existed between the pretest and posttest results, and measure the intervention’s effect size. The study employed a quasi-experimental, single-group pretest-posttest design involving 26 Grade 3 pupils who scored below the proficient level in the Enhanced Regional Unified Numeracy Test (ERUNT). A 45-item standardized numeracy test covering addition, subtraction, and multiplication was administered before and after a four-week intervention using the learning app. Data were analyzed using the mean, paired sample t-test at a 0.05 significance level, and Cohen’s d to determine the effect size. Results showed that the pupils’ proficiency level in numeracy before the intervention was “low proficient.” After the intervention, it improved to “proficient.” Statistical analysis revealed a significant difference in the pretest and posttest results, favoring the posttest scores. Moreover, Cohen’s d indicated a very large effect size, suggesting that the “Math Games: Math for Kids” app had a substantial positive impact on learners’ numeracy skills. These findings highlight the app’s effectiveness as a digital learning tool for strengthening foundational math competencies in young learners.
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Keywords: Math Games, Numeracy Levels, Learning Apps, Game-Based Learning, Mathematics Education, Proficiency Levels