The Efficacy of Digitized Mathematical Games in Improving the Least-Learned Competencies of Mathematics IV

Abstract.This study explored the effectiveness of digitized mathematical games in addressing the least learned competencies (LLCs) in Mathematics 4 at Daan Taligaman Elementary School. Utilizing a descriptive-evaluative research design, the study involved 24 randomly selected Grade 4 pupils. The intervention focused on two identified LLCs: measuring and constructing angles using a protractor and solving for the perimeter of composite figures. To address these gaps, interactive digitized games were developed using the Kotobee application and validated by three mathematics education experts. The materials were assessed across three dimensions content accuracy, instructional coherence, and gamification elements and received an overall weighted mean rating of 3.83, interpreted as “Very Effective. “Results showed substantial improvements in learners’ performance following the implementation of the digitized games. In solving composite figures, the proportion of pupils classified as Proficient increased from 0% to 50%, while those at the Developing level dropped from 46% to 4%. In angle measurement, the number of Proficient learners rose from 16% to 50%, accompanied by a decrease in Developing learners from 50% to 13%. Statistical analysis using paired t-tests confirmed significant learning gains, with t = 18.70 (p = .000) for composite figures and t = 16.47 (p = .000) for angle measurement. These findings demonstrate that well-designed and expert-validated gamified digital tools can effectively enhance conceptual understanding and procedural fluency. The study concludes that digitized mathematical games are powerful instructional resources for improving mathematical proficiency and addressing persistent learning gaps in elementary mathematics. Keywords: Digitized Mathematical Games, Least Learned Competencies, Mathematics 4, Game-based Learning, Instructional Intervention