THE EFFECT OF GAME-BASED LEARNING EXPERIENCES ON MATHEMATICAL ACHIEVEMENT IN ADDING AND SUBTRACTING WHOLE NUMBERS OVER 100,000 AND 0 FOR GRADE 4 STUDENTS
DOI:
https://doi.org/10.55003/JIE.25114Keywords:
Game-based learning, Mathematical achievement, Addition and subtractionAbstract
This study focused on the outcomes of game-based learning (GBL) experiences. This instructional model has gained significant attention for its ability to create an enjoyable and challenging learning atmosphere, encouraging full student engagement. The learning process comprises five stages: knowledge exploration, explanation, game playing, idea presentation, and discussion and conclusion. The study aimed to enhance the mathematics achievement of grade 4 students in the topic of "Addition and subtraction of whole numbers greater than 100,000 and 0." The sample consisted of 30 Grade 4 students from Namonratsongkrow school during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments included 7 lesson plans, which were evaluated by experts with a mean score of 4.52, a 20-item multiple-choice achievement test on the specified topic, with an Index of Item-Objective Congruence (IOC) of 1.00 and a reliability coefficient of 0.82, and a 17-item satisfaction questionnaire. Data was analyzed using basic statistics, efficiency values (E1/E2), and the effectiveness index (E.I.). The results revealed that: 1) the game-based learning experiences reached an efficiency of 79.83/77.83, which exceeded the set 75/75 criteria; 2) the effectiveness Index of the GBL approach was 0.6243; and 3) the students’ satisfaction toward the game-based learning experiences was at a high level, with 4.43 ± 0.71 ( ± SD).
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