The Impact of Using the Bingo Game Instructional Strategy on the Basic Addition and Subtraction Skills of 1 st Grade Learners in Early Mathematics Alfie Klein D. Penequito 1 , Gabriel O. Aluad 2 , Mechelle Earl L. Defiesta 3 , Michaela S. Gonzales 4 Corresponding Author: 1. Alfie Klein D. Penequito,
[email protected], 09311081253, College of Education, Quezon City University, 673 Quirino Hi-way, San Bartolome, Novaliches, Quezon City, PH-1118 Philippines 2. Gabriel O. Aluad,
[email protected], 09383852521, College of Education, Quezon City University, 673 Quirino Hi-way, San Bartolome, Novaliches, Quezon City, PH-1118 Philippines 3. Mechelle Earl L. Defiesta,
[email protected], 09207505179, College of Education, Quezon City University, 673 Quirino Hi-way, San Bartolome, Novaliches, Quezon City, PH-1118 Philippines 4. Michaela S. Gonzales,
[email protected], 09381660407, College of Education, Quezon City University, 673 Quirino Hi-way, San Bartolome, Novaliches, Quezon City, PH-1118 Philippines Abstract. The abstract should be written in a concise manner with a maximum of 150 words. It consists of one sentence about the overview of the study and then followed by the research objectives, summary of the methodology that includes the respondents, locale, and instrument used. Key results or findings should be highlighted here and the last sentence should include the research conclusion and at least one important recommendation. Keywords: The keywords serve as identifier. Minimum of five key words related to the study are expected to be found in this part. Separate by commas.
Introduction Early mathematical learning is essential for a child’s growth and development. It builds the foundation for important thinking skills and problem-solving abilities that are useful both in school and in daily life. Among these, addition and subtraction are some of the first skills young learners acquire. These skills are not only necessary for understanding more advanced topics like multiplication and division but are also important for simple, everyday tasks such as counting money, measuring items, or comparing quantities (Muliani & Muniksu, 2020). According to Temnikova (2021), when children understand addition and subtraction well, they develop logical thinking and recognize how operations relate to one another. A solid grasp of these operations prepares them for future learning in mathematics and other subjects. To support this, early math instruction should go beyond memorizing facts. It should help children understand concepts and apply them in different situations. Even though addition and subtraction are basic skills, many challenges exist when teaching them to Grade 1 learners. A common problem is the focus on rote memorization and traditional teaching strategies, where children are expected to remember facts without truly understanding how numbers work together (Chang, 1985). This limits their ability to use addition and subtraction in different situations, making it harder for them to solve real-life problems. Another challenge is the way these operations are sometimes taught separately, without showing how they connect to their engagement. Thompson and Hendrickson (1986) explain that when addition and subtraction are taught this way, children miss chances to see how these skills are useful in everyday life. As a result, students often struggle with word problems—not because they can’t do the math, but because they haven’t practiced applying it in meaningful ways (Carpenter & Moser, 2020). In recent years, many teachers has already adopted several integrative teaching strategies beyond traditional teaching methods in teaching basic addition and subtraction lessons to children. Many researches emphasized the importance of teachers using varied and
effective strategies to help students understand mathematics better. For example, the “Jarimatika” technique uses finger movements to make addition and subtraction easier to understand (Muliani & Muniksu, 2020). Another example is the ‘Integer Operations Board,’ which uses visual tools to explain concepts like positive and negative numbers (Annisa, 2024). These tools help make difficult ideas more concrete and easier for young learners to grasp. Furthermore, many researches shows that adding games, puzzles, and problem- solving activities to math lessons, especially in basic arithmetic skills can make learning more enjoyable and help students think critically about numbers (Mageed, 2024). These fun activities not only improve how well students remember math concepts but also help them use math skills in real-life situations, solving one of the most common problems in teaching addition and subtraction. The integration of gamification as an instructional strategy in mathematics education has gained increasing attention in recent years, particularly in the teaching of fundamental operations such as addition and subtraction. Gamification involves the application of game- like elements such as points, rewards, levels, and challenges into non-game contexts to enhance learner engagement, motivation, and understanding. In the context of mathematics, this approach transforms traditional lessons into interactive, dynamic experiences that encourage active participation and make abstract concepts more tangible and accessible to young learners. One of the primary benefits of incorporating gamification in mathematics instruction is its ability to boost student engagement and motivation. According to Romero et al. (2024), gamification shifts the learning environment from passive to active, fostering collaboration, competition, and intrinsic motivation among students. Learners exposed to gamified instructional settings often report higher levels of satisfaction and develop a more positive disposition towards mathematics as a subject. A recent study conducted by Rodriguez (2023) supports this, finding that students participating in gamified activities exhibited increased interest and enjoyment in mathematics classes, leading to improved classroom participation and attentiveness. Beyond engagement, gamification has demonstrated positive effects on students’ academic performance and cognitive skills. Empirical evidence suggests that the use of
gamified teaching materials can significantly enhance learners’ problem-solving abilities, critical thinking skills, and conceptual understanding of mathematical operations (Lukman, 2023). Specifically, Párraga et al. (2024) found that students who engaged with gamified resources exhibited substantial improvements in their comprehension of addition and subtraction. These learners not only performed better in computational tasks but also displayed enhanced abilities to apply these operations in varied problem-solving contexts. Mathematical games have been identified as an effective strategy for imparting basic arithmetic skills to young learners, fostering stress-free and engaging educational experiences for students (Obodo, 1997). Activities such as puzzles, magic tricks, or paradoxes stimulate curiosity, refine critical thinking, and promote teamwork and amicable competition. Research indicates that games captivate students’ attention, rendering them more enthusiastic about learning mathematics (Coco et al., 2001). Games establish a learning atmosphere that aligns with students’ interests and behavioral tendencies (Prensky, 2001). They generate joy and excitement, thereby encouraging active participation (Mustafa et al., 2011). By emphasizing action rather than traditional lectures, games accommodate varied learning styles, reinforce competencies, and provide interactive decision-making opportunities (Mansureh et al., 2010; Charles & McAlister, 2004). Defined as enjoyable, social endeavors with explicit objectives and regulations (Stephen & Cary, 1994), mathematical games furnish immediate feedback, foster a positive classroom ambiance, and facilitate social interaction (Pehkonen, 1993). They incorporate essential elements of “flow”, clear objectives, balanced challenges, and a sense of agency, that maintain students’ focus and motivation (Shute et al., 2009; Csikszentmihalyi, 1990). In short, mathematical games makw the learning process immersive and enjoyable, thereby propelling student engagement and academic achievement. The Present Study In this study, the Bingo Game Instructional Strategy (BGIT) is a method in which pupils engage with mathematical operations such as addition and subtraction through an interactive and structured Bingo format. In this approach, each pupil is provided with a Bingo card that contains a variety of numbers representing the correct answers to basic arithmetic problems. Simultaneously, the teacher prepares a collection of arithmetic problem cards, which are to be randomly selected and read aloud during the session. These problem cards are drawn one at a time from a container and presented to the pupils, who are expected to solve
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