Enhancing Grade 10 Students' Critical Thinking Using Board Games

Abstract

This action research focused on improving Labo National High School’s Grade 10 students’ critical thinking skills in Statistics and Probability using board games during the 2024–2025 school year. Engaging students in more active and critical thinking in mathematics is needed for data interpretation and decision making. However, many traditional methods of teaching fail to capture students’ active participation and critical thinking. This investigation utilized a quasi-experimental framework and comprised two sets of participants: one set practiced critical thinking using board games, while the other received traditional instruction. Each set of participants underwent assessments before and after the intervention. Outcomes indicated that, while students in all groups made improvements to their critical thinking skills, the group that instruction included board games made more significant gains and participated more actively. The use of board games was observed to enhance student motivation, teamwork, and problem-solving skills. In light of these findings, it can be concluded that board games can promote students’ analytical thinking and understanding of more complex statistical concepts. Engaging students using board games into the mathematics curriculum is recommended to promote critical thinking. Learning through games is less monotonous and more meaningful. The provision of resources and materials needed for this effort should come from the school administration.