Utilizing of Differentiated Task Card Memory Game for Grade 1 Learners

Abstract

This action research investigated the effectiveness of utilizing Differentiated Task Card Memory Games (DTCMG) in enhancing the numeracy skills of Grade 1 learners at Pandayan Elementary School during the 2021–2022 academic year. The study focused on improving the ability of 11 priority learners to identify and visualize numbers from 0 to 100. A quantitative approach employing pre-test and post-test measures was used to assess the learners’ skills before and after the intervention. Results indicated a significant improvement in the participants’ performance, demonstrating the potential of DTCMG as an innovative, engaging, and adaptable instructional tool. The findings suggest that incorporating game-based, differentiated strategies in mathematics instruction can address diverse learning needs and foster better understanding and retention of foundational numeracy concepts. This study recommends the integration of DTCMG in early-grade mathematics teaching to support differentiated learning and improve learner outcomes.