JuMathji as a Game-Based Learning Material Proposed to Enhance the Performance of Grade 5 Learners

Author(s): Mosquito, Kielvin D.
Publication year: 2026
Material type: Research paper
Subject: Elementary Mathematics Education — Fraction Operations and Game-Based Learning
Program: Teacher Education

Description

Adding and subtracting similar fractions, dissimilar fractions, and mixed numbers can be difficult for elementary learners because the operations require several steps and a clear understanding of fractional relationships. This study developed and evaluated JuMathji, an adventure-themed board game designed as a Strategic Intervention Material to help learners visualize and practice fraction operations. It focused on determining the material’s educational acceptability for Grade 5 learners at Maonon Elementary School in Ligao City.

The study used a descriptive-developmental approach guided by design-based research. Ten mathematics and elementary school teachers were selected through purposive sampling to serve as expert validators. They evaluated the physical board game using a customized instrument adapted from the Learning Resource Management and Development System guidelines. JuMathji consists of 20 winding tiles, character tokens, problem cards, and strategic power cards managed by a game master. Weighted mean and a four-point Likert scale were used to determine its acceptability across instructional and technical criteria.

Local Rapid Mathematics Assessment results indicated low baseline performance among the intended learners. The validators’ ratings, however, showed that the developed game had strong pedagogical potential in relation to content, factual accuracy, age appropriateness, typographic layout, and visualization. The material addresses competencies under Number and Algebra, with particular emphasis on the addition and subtraction of fractions.

The study concludes that JuMathji is an acceptable instructional scaffold for connecting concrete game-based activities with abstract fraction concepts. Mathematics teachers may use it during regular lessons, remediation periods, and intervention sessions after addressing the validators’ recommendations. Further development should improve the clarity of the game mechanics, correct remaining conceptual issues, strengthen the material’s physical durability, and test its direct effects in comparison with conventional instruction.