THE IMPACT OF DAMATH ON THE

NUMERACY SKILLS OF
GRADE 10 STUDENTS
Mohammad Rajih P. Bih
UMMAT National High School
MBHTE-Tawi-Tawi
Mongkay, Simunul, Tawi-Tawi
[Link]
rajihbih@[Link]

INTRODUCTION

The World Bank report is just the tip of the iceberg. In 2018, the Programme
for International Student Assessment (PISA) showed that only 1 out of 5 Filipino
students achieved a minimum proficiency level in reading and mathematical
literacies. Moreover, the Filipino students' average scores for both literacies were
significantly lower than those of the member countries of the Organisation for
Economic Co-operation and Development (OECD) and the Association of Southeast
Asian Nations (ASEAN) (Bautista & Aranas, 2023). Aside from the PISA results, the
Trends in International Mathematics and Science Study (TIMSS) reveal the poor
performance of Grade 4 students in the 2019 assessment of their math and science
proficiencies. Of 58 countries in the study, Filipino students had the lowest
proficiency in math and science (Mullis et al. 2020). These results highlight the
following observations: low proficiency across the board; better performance from
private schools; and multiple interconnected challenges (Bautista & Aranas, 2023).
Knowing, applying, and reasoning are exercised in varying numeracy skills
when students display their mathematical competency, which goes beyond content
knowledge. These TIMSS cognitive domains encompass the competencies of
providing a mathematical argument to support a strategy or solution, representing a
situation mathematically, creating mathematical models of a problem situation, and
using tools to engage and motivate the students (Mullis, et al, 2023).
The National Achievement Test assesses Filipino students’ academic
performance yearly. Grade 6 pupils had a mean percentage score (MPS) of 37.44% in
the NAT result in 2017 - 2018, indicating room for improvement in numeracy skills
(Gatchalian, 2019).
According to Bernardo as he interviewed, poor – performing pupils in math
and science have more negative experiences in the classroom and social environment.
They tend to report feeling a low sense of belonging, have higher self-reports of being
bullied, and perceive lower cooperation among pupils (Sison, 2022).
The need for effective interventions to improve student's numeracy skills
emphasized in the result of global and national assessment. DaMath an educational
game –based learning that combines math principles with strategy, improves
numeracy skills in grade 6 pupils across the Philippines.
The aims of this study, the influence of DaMath on grade 6 pupils in numeracy
skills. Evaluate advantages and challenges of using DaMath as an intervention for
math achievement. Examine improvements in numeracy skills and pupils/teacher
experiences with DaMath in classrooms.

Statement of the Problem

In the Philippines, the math board game DaMath has gained popularity for
improving pupils' numeracy skills. The purpose of this study to evaluate the
effectiveness of DaMath in enhancing the academic performance of grade 6 students,
particularly in critical thinking, problem-solving, and numeracy skills.
Specifically, this study seek to answer the following:
1. What is the proficiency level of numeracy of grade 6 pupils in a traditional
teaching method/before using DaMath?
2. What is the proficiency level of numeracy skills of grade 6 pupils after the
implementation of DaMath as an intervention strategy?
3. How do grade 6 pupils perceive their own numeracy skills before, during
and after the intervention of DaMath?
4. Is there a significant difference between the pre-test and the posttest on the
use of DaMath in academic performance grade V pupils?

Literature Review
This section focuses on research related to Damath an educational intervention tools,
numeracy skills development with the aid of this tool and research gap that provides learning
variables for the provision of information of the study.
Conceptualization of DaMath
According to Gervasoni, et al. (2010), the collaborative and rigorous approach
for designing highly effective learning environments is having a positive impact on
mathematics learning and instruction. Constructivism is the concepts of “learning by
doing” and this can be implemented in the digital era through game-based learning
where individual students can learn themselves how to solve problems and make
decisions through games. Game-based learning (GBL) is one of the modern trends in
education in the 21st century. The study results show that GBL has positively
impacted students when they are learning mathematics. It is comprised of two types of
cognitive domain (knowledge and mathematical skills) and five types of affective
domain (achievement, attitude, motivation, interest, and engagement). The findings of
this study are anticipated to encourage educators in the classrooms more effectively
(Hui, & Mahmud, 2023).
The game as innovative technique was created and or invented with adopted
modification so designed to train, teach and helps learners learn the ideas, concepts,
theories, and algorithm which in the long run can apply solving real life problem.
Based on his findings, it increases the level of performance of grade 6 pupils (Pitoral,
2022), primarily result were positive (Silva-Van Persil et al. 2020).
DaMath short for Developing Arithmetic and Mathematics skills, is an interactive
mathematical game designed to promote active problem – solving and critical thinking. The
invention of DaMath contributed techniques for educators to improve numeracy skills among
students, especially on primary and secondary education (Ramos, et al, 2013), by equipping
them with competitive life – long learning for understanding and ICT fluency skills (Mcbride,
2016, Brago, 2010).

The Effect of DaMath on Numeracy Skills

Elementary education is the optimal window to ensure that all children are
equipped with foundational skills, given relatively higher marginal returns. At the
same time, the need to support higher graders who are in school without adequate
foundational skills also remains substantial (Igarashi & Suryadarma, 2023).
As cited by Blancia (2023), the teacher’s role is to be creative and resourceful
to be able to tailor instructional materials and instructional activities to the needs and
capacities of the learners. What the learners learn depends largely on the skill and
ability of the teacher to prepare and use such materials to capture the learners’
attention, spark their interest and develop skills.
From the results of the study of Singh, et al (2021), it is found that the Math
Zap card game is a highly effective learning tool in so far as the enhancement of
students’ numeracy computation skills in the areas of fractions, percentages and
decimals are concerned. This is evidenced by a statistical significant pre-post test
score increment. Furthermore, students were rather positive and receptive towards the
game, further substantiating the claim of it being a useful pedagogical tool.
Board Game Based Cognitive Training Programme (BGBCTP) had a
significantly positive effect on the cognitive developments of the children in the
experimental group. Besides the qualitative research findings revealed that the
BGBCTP has a positive effect on children’s linguistic, shape-space, reasoning,
discrimination and numerical abilities. In conclusion, BGBCTP is an effective
programmed on the cognitive development of children (Türkoğlu, 2019).
The effectiveness of DaMAth in teaching integers revealed that the students
agree on the effectiveness of using DaMath in teaching integers in terms of computing
their pre-test and post-test and their perception about this game. It appeared in this
study that they enjoy Damath with friends whether younger or older, male or female
opponents with or without audience (Red, 2013).
According to Ricafrente (2019) on her study on Damath: its effect in the
computational skills of grade 5 pupil of Salcedo, that the mean score was 40.58 and
the standard deviation of 5.15 of grade 5 in their posttest, it shows that there
performance in computational skills of the whole number was increase to 27% of their
pre-test. It means that the use of Damath is effective (Magsombol, 2021).

Research Gap and Need for Further Research

The limited existing literature on DaMath has evidence in improving the
computational abilities, enhancing problem-solving and overall performance in
numeracy. However, in regards to the effectiveness of DaMath on the numeracy skills
of grade 6 pupils mostly in the contextualized fraction, there is a research gap.
Furthermore, a need for more studies that investigate the effectiveness of DaMath in
different educational perspective to provide more comprehensive understanding on its
impact.
 This research review highlights the importance of further investigation into the
effect of DaMath on the numeracy skills of Grade 6 pupils. By addressing this
research gap, educators and policymakers can gain valuable insights into the potential
benefits of incorporating DaMath into the curriculum, ultimately enhancing
mathematics education and improving pupil’s outcomes.

METHODS
Research Design
In this study, a mixed method was used and it was carried out within the
framework of embedded design. The mixed method is a research approach whereby
the researcher collects, analyzes data, integrates the findings and draws inferences
using both qualitative and quantitative approaches and methods in a single study or a
series of studies to understand a research problem (Creswell, 2014; Johnson et al .,
2007). Creswell (2014) described the purpose of the embedded design as "to collect
quantitative and qualitative data simultaneously or sequentially, but to have one form
of data play a supportive role to the other form of data". In one variant, qualitative
data are embedded within a quantitative design; in another variant, the quantitative
data are secondary to the qualitative and the interpretation is qualitatively led. The
quasi-experimental design was a quantitative method, whereas interview schedule
were a qualitative method. Protest/Protest design is used to identify differences
between numeracy proficiency levels using DaMath.

Research Locale
This research study will be conducted at Omar Ali Memorial Elementary
School, West Simunul District, Mongkay, Simunul, Tawi – Tawi.

Respondents and Sampling

This study will use a non-random sampling method to select 19 grade 6 pupils
from Omar Ali Memorial Elementary School who had poor academic performance
from the previous grading period. Non-random sampling techniques allow for the
purposeful selection of appropriate participants for the study, ensuring that the results
accurately reflect the impact of the intervention on the target population.
Data Collection Procedures
The researcher will prepared the research design and tools utilized in the
study. A request letter to conduct this study will be sent to the Office of the Schools
Division Superintendent. Upon approval, permission from the School Principal will
be secured before the actual gathering of data. Orientation of the participants and
administration of the pre-test will be done after the approval of the permit from the
parents of the respondents. After accomplishing the pre-test, intervention will be
using within four weeks. The integration of game to the mathematical concepts during
the implementation of DaMath will be utilized in the study. After the four-week
intervention, the post-test will be administered followed by interview to gather the
perceptions before, during and after the implementation of DaMath. Results of the
tests will be collected. Data will be tallied and submitted for statistical treatment.

Data Analysis
The Descriptive statistics will be employed to evaluate the pre-test and post –
test numeracy performance of the Grade 6 pupils before and after the utilization of
DaMath. t-Test of Mean Difference was used to determine the significant difference
in the pre – test and post-test performances of the Grade 6 pupils. Interviewed data
will be using thematic analysis to identify common themes and patterns in the
perceptions and experiences of the grade 6 pupils.

References:
Bautista, M.C.R. B. & Aranas, M.V. R. (2023). The learning crisis in Philippine
education: An overview. PIDS Policy Notes. 2023 – 17.
[Link]
Blancia, G. (2023). Effectiveness of Remedial Activities in Teaching Numeracy in
Improving the Performance of Identified Grade 6 Non-Numerates.
International Journal of Advanced Multidisciplinary Studies, 3(2), 2799-
0664. [Link]
[Link].
Brago, P. L. (2010, February 20), DepEd promotes Damath. Philstar News Headline.
[Link]
Creswel, J. (2014). Research design: qualitative, quantitative, and mixed methods
approaches (4th edition). SAGE Publication, Inc.
Apistar, E. et al. (2016). Putting Fractions and Mixed Numbers Together. Soaring 21st
Century Mathematics (pp. 70 -111). Phoenix Publishing House, Inc.
Gatchalian, S. (2019, December 05). 19th Congress in the Senate of the Philippines.
[Link]
Gervasoni, A., Parish, L., Upton, C., & Hadden, T. (2010). Bridging the numeracy
gap for students in low SES communities: the power of a whole school
approach. Conference Mathematical Education Research Group of
Australasia (MERGA). [Link]
Hui HB and Mahmud MS (2023) Influence of game-based learning in mathematics
education on the students’ cognitive and affective domain: A systematic
review. Front Psychol, 14:1105806.
[Link]
Igarashi, T. & Suyardarma, D. (2022). Foundational mathematics and reading skills of
Filipino students over a generation. International Journal of Educational
Development. [Link]
Johnson, BR, Onwuegbuzie, AJ, Turner LA. (2007). Toward a definition of mixed
methods research. Journal of Mixed Methods Research, 1, 112-133.
[Link]
Magsombol, E. (2021). The Effectiveness of DaMath in enhancing the earning
process of four fundamentals operations of whole numbers in Mathematics
for elementary pupils. International Journal of Academic Multidisciplinary
Research, 5(11), 133-136.
[Link]
Mcbride, B. (2016, Novemeber 11). Damath: Bridging Culture, Education, and
Technology. [Link]
Mullis, I. V.S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMMS
2019 international results in Mathematics and Science. TIMMS & PIRLS
International Study Center. IEA.
[Link]
[Link].
Mullis, I. V.S., Martin, M. O. and Davier, M. (2021). TIMMS 2023 Assessment
Framework. TIMMS & PIRLS International Study Center. IEA.
[Link]
Pitoral, K. (2022). Numeracy: A challenge in secondary school.
[Link]
Ramos, S. M., Legazpi, I., & Doroja, G. (2013). Mobile DaMath: Game for Basic
Numeracy Exercise. International Journal of Arts and Technology. 6(3):246-
254. [Link]
Red, A. (2013). Effectiveness of using DaMath in teaching grade 7 students of fourth
district of Quezon. [Link] -
research/41357834.
Ricafrente, N. (2019). DAMATH: its effect in the computational skills of grade 5
pupils of Salcedo. Ascendens Asia Journal of Multidisciplinary Research
Abstracts, 3(2).
[Link]
Silva – Van Persil, J, Rizzo, G., & Silveira, I. (2020). FracPotion: An open
educational game for learning fractions in the Brazilian context. 10.1007/978-
3-030-45344-2_6. [Link]
Singh, P. et al. (2021). Card game as a pedagogical tool for numeracy skills
development. International Journal of Evaluation and Research in Education
(IJERE). 10(2), p. 693 – 705.
[Link]
Sison, M. (2022, December 5). The Philippine struggle to make the grade in STEM
education. [Link]’s Asia &Pacific.
[Link]
Türkoğlu, B. (2019). A mixed-method research study on the effectiveness of board
game based cognitive training program. International Journal of Progressive
Education, 15(5). [Link]
 Mindanao State University
Tawi-Tawi College of Technology and Oceanography
Sanga-Sanga, Bongao, Tawi-Tawi
COLLEGE OF EDUCATION
Graduate Education Department

QUESTIONNAIRE

Name: ______________________________ Date: ____________

School: ______________________________ Grade & Section: _______

A. Directions: Evaluate the following and express the answers in their simplest form.

2 4 17 15 28
1. + + = 6. x =
5 5 30 7 45

2. ( 36 x 49 )÷ 1612 = 7.
70 7
÷ =
9 3

3. ( 35 x 1012 )+( 57 x 1521 ) = 8.

16 40 2
÷ + =
7 49 5

5 4 3 4 7 5
4. + − = 9. + −
12 9 8 9 12 18

16 40 2 14 28 1
5. ÷ + 10. ÷ −
7 49 5 13 39 2

B. Directions: Look at the picture. Solve the problems. Write the answers in the
simplest form. (2 pts.)

2
1. There are 50 students in a class and of them are girls. How many boys are
5
there in the class?

30
2. Nebula runs km in two hours. How much distance she will cover
4
in 4 hours?
 210
3. A shopkeeper sells the a note book for ₱ . The number sold by him
7
on a particular day is 60. Find the total at by him on the day?

3
4. Steve takes of the remaining pizza. What fraction of the whole
5
pizza does he take?

3 2
5. Marbel’s age is of Uncle Ronald’s. If Kelly’s age is 1 times of
8 3
Marbel’s, what is Kelly age?

.
INTERVIEW SCHEDULE (Pupils)
1. How was your experienced been with DaMath so far? Can you describe any
changes or improvements you have acquired in your numeracy skills?
2. In what ways has DaMath helped you in understanding and applying
mathematical concepts? Can you provide specific examples?
3. Reflecting on your overall experience with DaMath, how do you feel it has
impacted on your numeracy skills?
4. Can you identify any specific areas or topics in mathematics where you feel
DaMath has helped you improve the most?
5. How do you perceive the overall effectiveness of DaMath in enhancing your
understanding and enjoyment of mathematics?
6. Do you feel more motivated or engaged in learning mathematics as a result of
the DaMath interventions?
7. Are the any challenges or difficulties you encountered during the
implementation of DaMath? If so, how did you overcome them?