Evaluating the Effectiveness of a Contextualized and Gamified Instructional Intervention in Mathematics for Kindergarten Learners

Abstract

This action research evaluated the effectiveness of Project CLeaR PLAY (Contextualized Learning Resources through Play), a contextualized and gamified instructional intervention designed to improve the mathematics performance of kindergarten learners at Songco Elementary School, Schools Division of Borongan City, during School Year 2025–2026. The intervention was developed in response to the need for engaging, learner-centered, and developmentally appropriate mathematics instruction that promotes active participation and meaningful learning experiences. Project CLeaR PLAY integrates localized learning resources, play-based activities, and gamification strategies to enhance learners’ understanding of foundational numeracy concepts. The study employed a quantitative action research approach using a one-group pretest-posttest design. Thirty kindergarten learners participated in the study through complete enumeration. A researcher-made mathematics achievement test was administered before and after the implementation of the intervention. Data were analyzed using descriptive statistics, including mean and standard deviation, and a paired-samples t-test to determine significant differences in learners’ mathematics performance before and after exposure to the intervention. Results revealed that learners’ mathematics performance improved from a pretest mean score of 5.43 (Low) to a posttest mean score of 13.17 (Very High). Statistical analysis further indicated a significant difference between the pretest and posttest scores (t = 18.62, p = .001), leading to the rejection of the null hypothesis. The findings demonstrate that Project CLeaR PLAY significantly enhanced the mathematics performance of kindergarten learners by providing engaging, contextualized, and play-based learning experiences. The study concludes that integrating contextualization and gamification in mathematics instruction can effectively strengthen foundational numeracy skills among kindergarten learners. It is recommended that teachers adopt and sustain similar instructional innovations and that schools provide support for the continued implementation and enhancement of contextualized and gamified learning resources. The intervention is illustrated through the Project CLeaR PLAY instructional framework.