Culturally Driven Game-Based Strategies: A Tool for Developing Students’ 4C’s in Mathematics Education

Rhelene Kaye D. Bercades and Allan Jay S. Cajandig
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Rhelene Kaye D. Bercades: New Pangasinan National High School, Sultan Kudarat, Philippines
Allan Jay S. Cajandig: Sultan Kudarat State University, Tacurong City, Philippines

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 5, 550-567

Abstract: This study investigated the effectiveness of culturally driven game-based instruction in enhancing the 21st-century skills—creativity, critical thinking, collaboration, and communication (4C’s)—of Grade 10 students in mathematics. In response to persistent challenges such as math anxiety, disengagement, and low performance in standardized assessments, culturally relevant pedagogical approaches are becoming increasingly vital in Filipino classrooms. This research aimed to bridge traditional culture and modern instruction by integrating indigenous Filipino games into mathematics lessons to promote deeper engagement and skill development. The study employed a quasi-experimental design involving 64 students from New Pangasinan National High School during the 2024–2025 academic year. Participants were randomly divided into control and experimental groups. The experimental group received a culturally driven game-based instructional intervention using validated modules infused with traditional games such as Tumbang Preso and Luksong Tinik, while the control group was taught using conventional teaching strategies. Pretest and posttest instruments measuring the 4C’s skills were administered to both groups. Statistical analyses including mean, standard deviation, and paired t-tests revealed that students in the experimental group exhibited significantly higher gains across all four domains compared to those in the control group. The integration of traditional games created an interactive and culturally familiar learning environment that boosted student motivation, improved problem-solving abilities, and encouraged collaborative learning. These findings underscore the potential of game-based instruction rooted in local culture to not only enrich mathematics learning but also foster essential 21st-century competencies. The study recommends the broader implementation of culturally contextualized strategies in other subject areas to enhance both academic performance and cultural identity.

Date: 2025
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