Asian Journal of Arts, Humanities and Social Studies

Mathematics, particularly division, is an essential skill that develops learners’ problem-solving and critical thinking abilities, yet many Grade 4 pupils experience difficulties in understanding division concepts and processes. To address these challenges, the researchers introduced the Spin and Solve Game as an interactive and engaging strategy to improve the division skills and mathematical performance of learners at Mualbual Elementary School.

This study investigates the impact of the Spin and Solve Game in enhancing division skills among Grade 4 learners at Mualbual Elementary School. The study employs an experimental design, utilizing a pre-test and post-test to assess students’ mathematical performance before and after the intervention. The Spin and Solve Game, a strategic educational tool, is introduced to engage learners actively in learning division concepts. The findings indicate a significant improvement in learners’ division skills, suggesting that incorporating game-based learning strategies can effectively enhance mathematical proficiency among elementary learners. This approach aligns with educational practices that emphasize interactive and student-centered learning.

This study was conducted in Mualbual Elementary School, Laoang, Northern Samar. The participants in this study consist of 17 Grade 4 pupils of Mualbual Elementary School who are officially enrolled for the Second Quarter of the School Year 2024-2025. The researchers give a permission letter to ask for the approval of the school head of the Mualbual Elementary School to gather the needed data in this study, explaining the purpose and details of this study. Upon approval, the researchers ask permission from the Grade 4 teacher to gather the needed data in this study. This study utilized pre-test and post-test research instruments. The pre-test and post-test consisted of 10 items. Before the collection of the data, informed consent forms were obtained from the Head Teacher of Mualbual Elementary School. After these consents were secured, the researchers, with the help of the adviser of grade four adviser, gave parental consent forms to the pupils to inform their parents of the study and to ask for permission for their child to participate as respondents in the study about Spin and Solve.

The pre-test results of Grade 4 learners showed they obtained ‘’good’’ scores in solving division problems. However, after implementing the intervention Spin and Solve Game, the post test results showed significant improvement of ‘’very good’’ results compared to the pre-test, indicating a positive outcomes. This suggests that the Spin and Solve Game is effective in enhancing the division skills of Grade 4 learners.

Based on the findings showed that the use of the Spin and Solve Game likely capitalizes on the principles of active learning, where learners engage in hands-on activities that promote deeper understanding and retention of mathematical concepts. This study supports the integration of game-based learning strategies such as the Spin and Solve Game to enhance learners’ division skills. By making learning interactive and enjoyable, such approaches can motivate learners and lead to improved academic outcomes in mathematics for Grade 4 learners in Mualbual Elementary School.