Enhancing Elementary Mathematics Learning through Taragutog: A Game-based Intervention for Multiplication Skills

Abstract

Aims: This study was conducted to determine the effect of taragutog in the multiplication skills of the grade V learners of Luna Central School. Specifically, this study aimed to answer the following questions: (1) What is the level of performance in the pre-test of the following: (a) control group? (b)experimental group? (2) What is the level of performance in the post-test of the following: (a) control group? (b)experimental group? (3) Is there a significant difference between the pre-test and post-test of the control group? (4) Is there a significant difference between the pre-test and post-test of the experimental group? (5) Is there a significant difference between the pre-tests of the control and experimental group? (6 Is there a significant difference between the post-tests of the control and experimental group? Study Design: This study used descriptive-quasi experimental design using pre-test and post-test to the control and experimental group. Place and Duration of Study: This was conducted at Luna Central School, Poblacion, Luna, Apayao, School Year 2022 – 2023. Methodology: Mean, frequency and percentage were used to show the level of performance in the pre-test and post-test of the control and experimental group. Pearson – R was used to show the comparison of the pre-test and post-test of the control group, the pre-test and post-test of the experimental group, the pre-tests of control and experimental group, the post-test of the control and experimental group. The respondents of the study were the forty-eight (48) Grade V learners of Luna Central School. Twenty-four (24) learners were from the control group (section blue) and twenty-four (24) learners were from the experimental group (section pink). Results: In the pre-test, the control group exhibited a range of scores from 6 to 20, with the majority of participants falling into the "Average" and "Moderately Low" performance categories. The mean pre-test score for the control group was 11.9167, with a standard deviation of 2.79622. On the other hand, the experimental group had a similar distribution of scores in the pre-test, with a mean score of 11.6250 and a slightly lower standard deviation of 1.83712. In the post-test, the control group showed a significant improvement, with a mean score of 20.2083 and a standard deviation of 2.24537. The experimental group, which employed the use of taragutog, exhibited even higher post-test scores, with a mean score of 21.5417 and a slightly higher standard deviation of 2.39527. Statistical analysis revealed that the improvement in the control group's post-test scores was statistically significant, as evidenced by a P-value of 0.000. Similarly, the experimental group's post-test scores were significantly higher than the control group, with a p-value of 0.048. These findings suggest that both the control and experimental groups demonstrated an increase in performance from the pre-test to the post-test. However, the experimental group, which utilized the taragutog intervention, exhibited a greater improvement in learning outcomes compared to the control group. This indicates the potential effectiveness of incorporating game-based interventions, like taragutog, in enhancing student performance. Conclusion: The comparison of pre-test scores indicated that the control and experimental groups were initially similar in terms of their baseline performance. However, the post-test scores revealed a significant improvement in both groups, with the experimental group achieving higher scores. Taragutog isa game-based intervention used to address the deficiencies of learners in multiplication. This game is essential and important to use because this a cultural-based game and is widely known in the Philippines.