Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Pedagogy and Learning Community (IJPLC)
Januard D. Dagdag
Isabela State University – Roxas Campus
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
DigiMath Laro: Effects of Digital Game-Based Instruction on Grade 9 Students’ Mathematics Achievement, Problem-Solving Skills, and Attitudes Bernadette N. Canceran; Januard D. Dagdag
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 3 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Persistent difficulties in mathematics learning highlight the need for more engaging and effective instructional approaches. This study examined the effects of DigiMath Laro, a teacher-facilitated digital game-based instructional approach, on Grade 9 students’ mathematics achievement, problem-solving skills, and attitudes toward mathematics. A quantitative-dominant mixed-methods, quasi-experimental pretest–posttest design was employed involving 40 students from two intact classes. Twenty-two students received Digital Game-Based Instruction, while 18 received Regular Classroom Teaching for four weeks. Data were gathered using mathematics achievement and problem-solving tests, attitude scales, and student interviews. Results showed that the digital game-based instruction group significantly improved in mathematics achievement, problem-solving skills, and attitudes toward mathematics, with large effect sizes. Although the regular instruction group also improved in mathematics achievement, no significant gains were observed in problem-solving skills or attitudes. After controlling for pretest scores, the digital game-based instruction group achieved significantly higher posttest scores across all outcomes. Student interviews revealed increased engagement and enjoyment, improved understanding and retention, interactive learning experiences, and preference for digital game-based instruction. The findings suggest that DigiMath Laro can enhance cognitive and affective mathematics outcomes when aligned with curriculum competencies and supported by purposeful teacher facilitation.
Co-Authors Bernadette N. Canceran