DEVELOPING BASIC MATHEMATICAL SKILLS IN SEQUENCING PATTERNING THROUGH EDUCATIONAL GAMES FOR PRESCHOOLERS
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Abstract
The development of basic mathematical skills, particularly sequencing and patterning, is a crucial foundation for higher-order logical and algebraic thinking. This study employed educational games, which align with the natural learning processes of early childhood, with the objectives of: 1) comparing the basic mathematical skills in sequencing and patterning of kindergarten 3 students before and after participating in learning activities using educational games, and 2) investigating the students’ satisfaction with the learning activities through educational games. The sample consisted of 28 students from kindergarten 3/1 at Sarasas Witaed Bangbon School, who were studying in the first semester of the academic year 2025 and were selected through simple random sampling. Research instruments included: 1) lesson plans for learning activities, 2) a basic mathematics skills test on sequencing and patterning, and 3) a satisfaction questionnaire. The research employed a one-group pretest-posttest design, and data analysis involved percentage, mean, standard deviation, and the dependent t-test.
The findings revealed that 1) the students’ basic mathematical skills in sequencing and patterning after participating in educational game-based learning (M = 24.18, SD = 8.87) were significantly higher than those before the activities (M = 15.86, SD = 6.00) at the .05 level of significance, and 2) the students’ overall satisfaction with the educational games-based learning was at a high level (M = 2.72, SD = 0.40). The results demonstrate that educational games are effective in developing sequencing and patterning skills, as they facilitate learning through hands-on experience and the use of concrete materials. These elements help transform abstract concepts into concrete understanding. Furthermore, the activities were structured to progress from simple to complex and encouraged students to use language to explain their thinking, which aids in cognitive organization. Learning through games also enhanced students’ motivation. Therefore, the continuous implementation of educational games and concrete materials, along with the consistent adjustment of activity difficulty to suit individual student capabilities, is recommended to maximize students’ learning efficiency and satisfaction.
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