Effectiveness of Cinco (Card for Improving Numeracy and Calculating Operations) As an Intervention for Grade 7 Mathematics Learners

Abstract

Mathematics is essential in developing learners’ logical reasoning and problem-solving abilities; however, many Grade 7 learners experience difficulties in numeracy and foundational algebra skills, particularly in solving linear equations. This study aimed to determine the effectiveness of the CINCO (Cards for Improving Numeracy and Calculating Operations) Card Game as an intervention to enhance the numeracy skills of selected Grade 7 learners at Sta. Cruz National High School. Specifically, the study identified learners’ least mastered algebra competencies, developed a game-based intervention, and evaluated its effectiveness in improving academic performance. The study employed a quantitative research approach using a true-experimental pretest–posttest control group design. Thirty Grade 7 learners identified as not proficient in Mathematics through the Rapid Mathematics Assessment were selected through stratified random sampling and assigned to experimental and control groups. Data were collected using a researcher-made achievement test and analyzed through paired and independent t-tests. The CINCO Card Game consisted of 55 cards, including 25 problem cards, 25 answer cards, and 5 bonus cards designed to reinforce algebraic concepts through interactive learning. Results revealed a significant improvement in the post-test scores of learners in the experimental group compared to those in the control group. The findings indicate that the CINCO Card Game effectively enhanced learners’ numeracy and problem-solving skills. Moreover, the study highlights the value of game-based learning in increasing student engagement, motivation, and achievement in Mathematics. The CINCO Card Game is therefore recommended as an effective instructional intervention for strengthening foundational algebra skills among struggling Grade 7 learners.