Development of a Board Game as an Innovative Learning Tool to Enhance Students' Skills in Factoring Polynomials
Abstract: This study developed and evaluated a board game as an innovative instructional tool to enhance Grade 8 students' skills in factoring polynomials at San Francisco National High School during the School Year 2025?2026. Using a quantitative quasi-experimental approach, specifically the one-group pretest?posttest design, the study measured students' performance before and after the implementation of the board game. The 25-item test adopted from the Department of Education Mathematics 8 Module 1A served as both the pretest and posttest, focusing on factoring common monomial factor, difference of two squares, and the sum and difference of two cubes. Descriptive statistics and a paired t-test were used to analyze the data. Results revealed that students initially demonstrated low mastery of factoring polynomials, with a pretest mean score of 76%. After the board game intervention, the posttest mean significantly increased to 87%, indicating improved understanding and problem-solving skills. The paired t-test result (t = 12.40, p
Keywords: board game, factoring polynomials, Grade 8 mathematics, quasi-experimental design, game-based learning
How to Cite?: Angela M. Buen, "Development of a Board Game as an Innovative Learning Tool to Enhance Students' Skills in Factoring Polynomials", Volume 15 Issue 4, April 2026, International Journal of Science and Research (IJSR), Pages: 279-284, https://www.ijsr.net/getabstract.php?paperid=SR26331112210, DOI: https://dx.doi.org/10.21275/SR26331112210