Authors : Annie A. Niere; Maedel Joy V. Escote

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/289sjpcs

Scribd : https://tinyurl.com/475aw8b6

DOI : https://doi.org/10.38124/ijisrt/26May2082

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the effectiveness of playful math as a strategy to enhance the proficiency levels of elementary learners. By integrating fun and engaging activities into mathematics instruction, the approach aimed to reduce stress and increase motivation among students. A quasi-experimental pretest-posttest group design was employed, allowing researchers to measure the impact of playful math compared to traditional teaching methods. Statistical tools such as class proficiency measures and t-tests were used to analyze the data and determine the significance of the results. Learners participated in both pretests and posttests, with playful math serving as the intervention during the instructional period. Findings revealed a significant improvement in students’ performance from pretest to posttest, demonstrating that playful math was more effective than conventional approaches. The results highlight the importance of incorporating enjoyable and interactive strategies in mathematics education to foster better learning outcomes. Consequently, the study concluded that playful math should be recommended as a valuable intervention for improving proficiency levels among elementary learners, as it not only enhances academic achievement but also promotes a positive attitude toward mathematics. This suggests that playful learning can serve as a powerful tool in transforming classroom experiences and boosting student success.

Keywords : Educational Administration, Playful Math, Proficiency Level, Quasi-Experimental Study

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