Evaluating the Effectiveness of Game-Based Learning Strategies in Elementary Mathematics Education

Aims: The study aims to examine the effectiveness of Game -Based Learning Strategies in Mathematics at Elementary level (Class-VI) learner. Background: Mathematics is considered as most difficult subject among students. Effective strategies make the concept easier and interesting for the subject like Mathematics. So primary intension of GBL in mathematics to make it fun and increase enthusiasm among learners. Several studies have examined but the integration of GBL in Indian classrooms is limited. Study Design: One group Pre-test post-test design of Pre-Experimental Research. Design used to conduct the study. Place and Duration of Study: The pace of research was Mission Girls High School from MPL Block of Balasore District., Odisha, India and the duration for the intervention 4 weeks i.e. from 1/9/24 to 30/9/24. Methodology: A quantative research methodology used to conduct the study. The population of the present study includes all the Government Schools form MPL Block of Balasore district. Multi stage sampling techniques used to choose sample from the population. The sample consists of all the class-VI students of Mission Government Girls High school. The intervention administered among 34 class VI students by Four self-developed lesson plans based on game-based activities. Before and after intervention pre-test and post-test of Mathematics Achievement Test administered respectively. The data also collected through Active participation and interest Questionnaire. Results: The findings indicate that game-based teaching strategies significantly enhance students’ engagement, interest, and motivation in learning mathematics. The interactive and enjoyable nature of games not only made mathematics more accessible and enjoyable for all students but also fostered active participation, collaboration, and the development of essential problem-solving skills. Conclusion: The study concluded that game-based learning strategies significantly boost students’ mathematical performance, especially in geometry. The more substantial improvement in understanding geometrical concepts, compared to fractions, suggests that students may respond more strongly to the visual and spatial elements facilitated by games. This study will helpful for curriculum frame workers, researcher, teacher, teacher educators, researcher etc. Implications: These findings emphasize the potential of game-based approaches to make mathematics instruction more learner-cantered and engaging.