Unlocking Mathematical Success: A Qualitative Case Study on Grade 10 Learners’ Challenges and Triumphs with the DAMATH Strategy

Ismael W. Baog., Joan Loraine D. Bartolome., Marie Ann D. Hayo., Ana Juradell N. Agbon. and Gil Vincent M. Roferos
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Ismael W. Baog.: Associate Professor, City College of Davao, Davao City
Joan Loraine D. Bartolome.: Faculty, Dacudao National High School, Davao City
Marie Ann D. Hayo.: Faculty, Baguio National School of Arts and Trades, Davao City
Ana Juradell N. Agbon.: N/A
Gil Vincent M. Roferos: Faculty, Datu Ambis Diarog Integrated School, Davao City

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 7, 1124-1133

Abstract: Mathematics remains a challenging subject for students, necessitating innovative teaching strategies to enhance engagement and understanding. This study investigates the role of the DAMATH strategy, a game-based learning approach, in boosting academic achievement and cognitive engagement among Grade 10 learners. Using a constructivist theoretical framework, the study explores the issues and concerns students face when implementing DAMATH, their coping mechanisms, and the insights gained. Qualitative data from semi-structured interviews with six purposively selected participants reveal three main challenges: lack of understanding and strategic knowledge, the complexity of mathematical operations, and the pressure of problem-solving to achieve victory. Effective coping strategies identified include consistent practice, focusing on mathematical fundamentals, and collaborative learning. Students reported improvements in cognitive and problem-solving abilities, as well as enhanced mathematical skills, through regular DAMATH gameplay. The study concludes that DAMATH is an effective educational tool that promotes cognitive growth, critical thinking, and mathematical proficiency. Moreover, by integrating DAMATH into the curriculum, educators can enhance students’ learning experiences, making mathematics more accessible and engaging. These insights inform future educational strategies and suggest areas for further research on game-based learning and its broader impacts on student motivation and engagement.

Date: 2024
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