Integrating Traditional Games (TG) in Mathematics to Enhance Students' Conceptual Understanding, Social Skills, and Attitudes
Abstract
Integrating traditional games into the classroom enriches educational experiences, promoting cultural preservation and active learning. This quasi-experimental study examined the effects of integrating TG into mathematics lessons on Grade 8 students' conceptual understanding, social skills, and attitudes toward mathematics. Forty-two students from a public secondary high school in the Philippines were selected through purposive sampling based on specific criteria. The study employed t-tests for both dependent and independent samples to analyze the effect of integrating TG in mathematics lessons as activities to students' learning, using data from researcher-made pre-tests and post-tests, along with open-ended survey questions assessing social skills and attitudes toward mathematics. Clarke and Braun's thematic analysis was applied to qualitative data to support the study's findings further. Nine traditional games were integrated into the mathematics lessons. The results demonstrated significant improvements in students' post-test scores, enhanced conceptual understanding of mathematics, developed social skills, and positive attitudes toward mathematics. The study recommends that teachers integrate Traditional Games (TG) into mathematics instruction to enhance student engagement, deepen conceptual understanding of mathematics, and develop students’ social skills. Curriculum and textbook developers may consider incorporating TG-based activities to promote engaging and meaningful learning. Future researchers could further explore the integration of TG in mathematics instruction to gain deeper insights and provide additional support for the findings of this study.
Keywords
attitude towards mathematics, conceptual understanding, social skills, traditional games
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