Aug 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3688· 0 citations
Abstract
This study investigates the implementation of mathematical games as a pedagogical strategy to promote student engagement and meaningful learning in the context of elementary education. It is based on the observation that traditional mathematics teaching, often disconnected from students’ realities, contributes to disengagement and learning difficulties. The research was developed using a qualitative, exploratory approach with a case-study design in a rural public school in the municipality of Arapiraca, Alagoas (Brazil), involving a class of 30 seventh-grade students. The pedagogical intervention, grounded in Piaget’s constructivist theory and Ausubel’s theory of meaningful learning, lasted four weeks and used educational games to teach first-degree (linear) equations. Data were collected through classroom observations, semi-structured interviews, and questionnaires administered before and after the intervention, and were analyzed using Content Analysis (BARDIN, 2016). The results revealed significant improvements in students’ performance and attitudes toward mathematics, indicating that integrating playful activities with constructivist approaches can make teaching more enjoyable and relevant, while fostering critical thinking and problem-solving.
Physical Education instruction in elementary schools often faces challenges, including low student engagement and limited use of contextual learning approaches. This study aims to analyze the implementation of traditional games in Physical Education (PE) learning at SD Muhammadiyah Ambarketawang 02 and identify the supporting and inhibiting factors influencing its application. This study employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using data reduction, categorization, data display, and conclusion-drawing techniques. The findings indicate that traditional games such as gobak sodor, engklek, long clogs, and tug-of-war were systematically integrated into PE learning activities. Based on observations and participants’ responses, implementing traditional games led to more active, participatory learning situations and encouraged cooperation, social interaction, and student involvement during learning activities. The study also found that traditional games contributed to contextual and culturally relevant learning experiences in elementary schools.
Unknown authors· ACITYA Journal of Teaching &...· 0 citations
Student engagement is one of the key factors contributing to successful learning. However, student engagement in Science and Social Studies (IPAS) continues to face several challenges, resulting in learning outcomes that have not yet reached the expected objectives. One effort to address this issue is the implementation of a student-centered instructional approach. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) approach in improving student engagement. This study employed a quantitative method using a quasi-experimental design with a Nonequivalent Control Group Design. The participants consisted of 54 fifth-grade students at SDN Srengseng Sawah 15, including 28 students in the experimental group and 26 students in the control group. Data were analyzed using the N-Gain, Shapiro–Wilk normality, and Mann–Whitney U tests. The results showed a Mann–Whitney U significance value of 0.000 (p < 0.05), indicating a significant difference in student engagement between the experimental and control groups, with a large effect size (r = 0.67). The experimental group achieved a mean N-Gain score of 0.769 (high) with an effectiveness level of 76.92%, whereas the control group obtained a mean N-Gain score of 0.460 (moderate) with an effectiveness level of 45.99%. These findings indicate that the Contextual Teaching and Learning (CTL) approach is effective in improving student engagement in Science and Social Studies (IPAS).
This study examined the effectiveness of the existing mathematics curriculum in enhancing students’ mathematical literacy and developed a framework for improving mathematics instruction in higher education. Using a mixed-methods research design, quantitative data were gathered from 270 students and 12 mathematics faculty members through validated survey instruments, while qualitative insights were obtained through interviews. Descriptive statistics, correlation analysis, and t-tests were employed to analyze the quantitative data, whereas thematic analysis was used for qualitative responses. Findings revealed that most students came from low- to middle-income families, with limited participation in mathematics-related extracurricular activities. Although innovative teaching methods such as inquiry-based learning, technology integration, student-centered learning, and differentiated instruction were perceived as seldom employed, students reported a high level of mathematical literacy. Both students and teachers perceived the curriculum as effective in promoting mathematical literacy. Significant positive relationships were found between curriculum effectiveness, teaching methods, and students’ mathematical literacy. Family income and extracurricular participation also influenced literacy development. Furthermore, significant differences existed between students’ and faculty members’ perceptions of mathematical literacy. Qualitative findings identified goals centered on conceptual understanding, confidence-building, teacher development, and equity, while challenges included mathematics anxiety, resource limitations, and contextual disconnects. In response, the study proposed the HOLISTIC Framework, grounded in the Zone of Proximal Development, integrating culturally responsive pedagogy, scaffolding, inquiry-based learning, technology integration, inclusivity, and continuous assessment to strengthen mathematical literacy among learners.
Rolando Villamor, Razil M. Gumanoy· International journal of res...· 0 citations
Mathematics 7 serves as a crucial foundation for learners transitioning to junior high school, yet many students experience low engagement and difficulty in understanding abstract mathematical concepts. Traditional teaching approaches often fail to address diverse learning needs and motivation levels. In response, game-based learning (GBL) has emerged as a learner-centered instructional strategy that integrates play, challenge, and feedback to enhance understanding and participation. This study examined the integration of game-based learning—both ICT-based and non-ICT-based—in teaching Mathematics 7 and its influence on learner performance and classroom instruction using a quasi-experimental non-equivalent control group design combined with a descriptive-evaluative approach involving 100 Grade 7 students and 25 mathematics teachers. Findings revealed a systematic and effective process for integrating GBL into lessons. Teachers expressed favorable assessments of GBL, particularly in enhancing instructional clarity, content relevance (mean = 4.06), student engagement (mean = 4.04), and classroom interaction. While both groups showed improvement, the experimental group demonstrated significantly higher post-test gains (mean = 82.22, Satisfactory) compared to the control group (mean = 74.98, Needs Improvement). Statistical analysis confirmed a significant difference between the post-test performances (p < 0.001), indicating the positive effect of GBL on student achievement. The study concludes that GBL is an effective and viable instructional strategy for teaching Mathematics 7.
Mary Joy B. Etorma· World Journal of Advanced Re...· 0 citations
Purpose of the study: This study aimed to examine the effectiveness of differentiated teaching in fostering mathematics learning engagement and improving mathematics achievement among secondary school students with diverse academic abilities through the implementation of classroom action research in a collaborative learning environment.
Methodology: This study employed a classroom action research design conducted in two cycles involving 35 tenth-grade students of Madrasah Aliyah Pembangunan UIN Jakarta. Data were collected using mathematics learning engagement observation sheets, formative tests, interview guidelines, field notes, and documentation. Descriptive statistics and qualitative coding techniques were used, while data trustworthiness was established through triangulation procedures.
Main Findings: The findings showed that students' mathematics learning engagement increased from 67.61% in Cycle I to 81.11% in Cycle II. The mean score improved from 5.39 to 6.76, while learning mastery increased from 34.3% to 63.0%. Standard deviation decreased from 2.57 to 1.50. Peer tutoring, handouts, quizzes, challenge tasks, and reward systems supported active participation and improved mathematics achievement.
Novelty/Originality of this study: The novelty of this study lies in integrating differentiated teaching with cooperative learning mechanisms supported by peer tutoring, handouts, challenge tasks, quizzes, and reward systems to foster mathematics learning engagement. Unlike previous studies emphasizing achievement outcomes, this study highlights learning engagement as the primary focus while addressing students with diverse academic abilities.
Wandari Kameilia, Rani Sundari· Interval: Indonesian Journal...· 0 citations
With the growing emphasis on integrated STEM education globally, there remains a need to understand its impact on younger learners within authentic classroom contexts. This mixed-methods study investigates the impact of integrated STEM instruction on elementary students’ academic achievement and attitudes within the context of a design-based science unit. Conducted in a public school in western Türkiye, the study involved 34 fourth-grade students who participated in a fifteen-hour instructional sequence on light and sound technologies. The experimental group engaged in structured, hands-on STEM activities grounded in the engineering design process, while the control group followed the standard curriculum. Quantitative analysis revealed significant improvements in the experimental group’s academic performance and STEM attitudes. Qualitative fieldnotes highlighted students’ contextual application of scientific reasoning, persistence during iterative design revisions, and social-emotional investment in group work. By integrating into the standard curriculum and involving the classroom teacher, the study offers a replicable, scalable model of early STEM integration. These findings contribute to global conversations around elementary STEM pedagogy and inform design-based learning practices that bridge science content with real-world problem-solving.
Arzu Tanış Özçelik, Güler Akkor· Erzincan Üniversitesi Eğitim...· 0 citations