Enhancing Mathematical Skills of Grade 6 Learners Through Simple Word Problems Using PEMDAS: Basis for Development of Play-Based Instructional Material
DOI:
https://doi.org/10.65339/ijsair.V2.I2.499Keywords:
Concrete–Pictorial–Abstract Approach, Grade 6 Learners, Instructional Materials, Mathematical Performance, Order of Operations, PEMDAS, Play-Based Instructional Material, Snake and Ladder Anchored to the Wizard, Word ProblemsAbstract
This study aimed to enhance the mathematical skills of Grade 6 learners through simple word problems using PEMDAS as the basis for developing a play-based instructional material titled Snake and Ladder Anchored to the Wizard. Anchored on constructivism, sociocultural, cognitive load, spiral curriculum, behaviorist theory, and the Concrete–Pictorial–Abstract (CPA) approach, the study used a quasi-experimental one-group pretest–posttest design. The respondents were 55 Grade 6 learners from Paratong Integrated School during School Year 2025–2026, selected through total enumeration. Data were gathered using a researcher-made PEMDAS achievement test, supported by learning modules, activity sheets, visual organizers, guided exercises, and the play-based instructional material. Mean, standard deviation, and paired sample t-test were used for data analysis. Results showed that learners’ mathematical performance improved from a low pretest mean score of 8.89 to a high posttest mean score of 15.02. The paired sample t-test revealed a significant difference between pretest and posttest scores, with a t-value of -14.64 and a p-value of <0.001. The findings indicate that the CPA-based PEMDAS instructional material improved learners’ conceptual understanding, procedural fluency, problem-solving accuracy, engagement, and confidence in solving multi-step word problems. The study concludes that structured, scaffolded, visual, and play-based instructional materials can strengthen foundational mathematics skills and guide classroom remediation. It recommends integrating CPA-based and PEMDAS-focused activities in mathematics instruction. The study supports SDG 4, SDG 5, and SDG 9 by promoting inclusive, equitable, and innovative mathematics learning through low-cost, localized, and adaptable instructional support for resource-constrained classrooms and similar educational settings nationwide.
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