The challenge of attaining proficiency in fundamental mathematical competencies,

notably multiplication, persists as a critical concern within the educational landscape of

the Philippines. The deficiency in numerical aptitude, specifically in mastering

multiplication tables, impedes academic progression in more advanced mathematical

disciplines. The prevalent reliance on conventional pedagogical approaches across

many educational institutions has proven insufficient in stimulating student engagement,

resulting in a considerable proportion of learners failing to achieve the baseline

numerical standards. This predicament is further aggravated by the scarcity of

innovative and captivating teaching methodologies within certain regions, necessitating

the exploration of alternative pedagogical frameworks. Game-based learning (GBL),

characterized by its interactive and gamification attributes, emerges as a viable solution

in mitigating these educational challenges. The incorporation of dynamic and engaging

components within GBL has been empirically shown to enhance student involvement,

bolster retention rates, and deepen the comprehension of mathematical principles.

Fundamental numeracy encompasses the ability to understand and utilize mathematical

concepts in daily scenarios, with multiplication being a core skill within this domain.

Globally, scholarly investigations have consistently illuminated the enduring difficulties

encountered in acquiring basic arithmetical operations. For instance, Chamorro (2020)

underscored the inadequacies of traditional educational methodologies in sufficiently

captivating learners within the Spanish context, prompting advocacy for innovative

pedagogical approaches. Concurrently, Udjaja et al. (2018) documented the substantial

improvements in mathematical achievements facilitated by gamified learning

interventions, which integrate interactive elements such as audiovisual supports to

Student Assessment (PISA) in 2022 divulged that the Philippines was positioned

amongst the lowest echelons in global mathematical proficiency, which underscores

pervasive inadequacies in foundational numeral capabilities. This demonstrative

shortfall accentuates the imperative for interventions aimed at augmenting student

engagement and retention of mathematical competencies. The deployment of

technological resources, epitomized by game-based learning applications, has been

identified as a promising avenue in surmounting these educational obstacles,

particularly through enhancing comprehension and application of multiplication

principles (Huang et al., 2020). Within the local context, empirical inquiries have

consistently underscored the pressing necessity to address numerical challenges

confronting Filipino pupils. Fababaer (2019) expounded on the correlation between the

inability to master multiplication and subsequent academic struggles in mathematics,

thereby obstructing students' educational advancement. Moreover, investigations

carried out in Cateel, Davao Oriental, have accentuated the critical demand for

innovative educational instruments, as traditional pedagogical modalities remain

ineffectual in bridging foundational learning deficiencies (Moreno & Susada, 2024).

Subsequent research posited that gamified learning platforms exhibit particular efficacy

within the Philippine milieu, where the accessibility to quality educational resources is

markedly varied (Rahayu & Rukmana, 2022). In light of this contextual foundation, the

current study is devoted to examining the potential of the “Multiplication Quest”

application in tackling the aforementioned educational hurdles. This application's

interactive multiplication times-table feature stands out as especially germane,

stimulating educational experience through gamified mechanics. With functionalities that

include quizzes, progression tracking, and competitive modes, the app fosters an

adaptive learning ecosystem, attuned to contemporary pedagogical requisites. This

research endeavor is aimed at assessing the utility of “Multiplication Quest” in

augmenting the multiplication abilities of Grade 3 learners within the Philippines.

particularly multiplication, continues to be a significant issue within the

educational sphere of the Philippines. The deficiency in basic numerical

proficiency, especially in terms of memorization and application of

multiplication tables, constitutes a barrier to academic progression in more

advanced mathematical topics. The widespread adherence to traditional

teaching methodologies in numerous educational settings has been

demonstrated to be inadequate in fostering student engagement, leading to

a substantial portion of students failing to meet minimum numerical

proficiency standards. This situation is exacerbated by a lack of innovative

and engaging teaching methods in some regions, highlighting the need for

alternative pedagogical strategies. Game-based learning (GBL), with its

interactive and gamification elements, offers a potential solution to address

these educational challenges. The integration of dynamic and engaging

aspects within GBL has been shown through empirical research to improve

student participation, increase retention rates, and enhance understanding

of mathematical concepts.

Numeracy, defined as the capability to comprehend and employ

mathematical ideas in everyday life, with a particular emphasis on

multiplication as a key skill, has been recognized as challenging globally.

Research has consistently highlighted the difficulties faced by students in

acquiring basic arithmetic skills. For example, Chamorro (2020) pointed out
the limitations of conventional teaching approaches in engaging students in

Spain, calling for innovative pedagogical methods. Similarly, Udjaja et al.

(2018) observed significant enhancements in mathematical performance

resulting from gamified learning interventions that incorporate interactive

components like audiovisual aids to strengthen comprehension.

In an international context, the results from the Programme for International

Student Assessment (PISA) in 2022 indicated that the Philippines ranked

among the lowest in terms of global mathematical proficiency. This reveals

widespread deficiencies in foundational numerical skills, emphasizing the

necessity for measures aimed at improving student engagement and the

retention of mathematical knowledge. The adoption of technological tools,

exemplified by game-based learning applications, has been highlighted as a

promising approach to overcome these educational challenges, particularly

through the improvement of multiplication understanding and application

(Huang et al., 2020).

Within the Philippine context, empirical studies have persistently illustrated

the urgent need to address the numerical challenges faced by learners.

Fababaer (2019) discussed the link between the struggle to master

multiplication and subsequent academic difficulties in mathematics,

hindering students' educational progress. Additionally, research conducted in

educational tools, as traditional pedagogical methods prove ineffective in

remedying foundational educational gaps (Moreno & Susada, 2024). Further

research suggested that gamified learning platforms are particularly effective

in the Philippine context, where access to quality educational resources

significantly varies (Rahayu & Rukmana, 2022).

Given this backdrop, the present study focuses on exploring the efficacy of

the “Multiplication Quest” application in addressing the educational

challenges. This application's interactive multiplication times-table feature is

particularly relevant, transforming the tedious task of memorizing through

repetition into an engaging and stimulating learning experience by

employing gamification techniques. With features that include quizzes, and

progress tracking, the app cultivates an adaptive learning environment that

aligns with modern pedagogical needs. This research aims to evaluate the

effectiveness of “Multiplication Quest” in enhancing the multiplication skills

of Grade 3 students in the Philippines.