Non-digital card game and year 8 students’ performance in integers
Wendy Wen Ni Chong 1 , Masitah Shahrill 2 , Daniel Asamoah 2 * , Siti Norhedayah Abdul Latif 2
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1 St. George’s School, Bandar Seri Begawan, BRUNEI DARUSSALAM2 Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Jalan Tungku Link, BRUNEI DARUSSALAM* Corresponding Author


Understanding integers is fundamental in enhancing students’ performance in other mathematical concepts. However, the majority of year 8 students in the government schools in Brunei Darussalam have inadequate understanding leading to unsatisfactory performance in the operations of integers. Despite this challenge, there has not been any systematic empirical attempt to provide an intervention to enhance students’ performance. In this action research study, we provided a non-digital card game intervention to assess its efficacy in improving the performance of year 8 students in the operations of integers. A total of 39 students were purposively selected. Data were collected through pre-test and post-test and analyzed with the Wilcoxon-signed rank test and the paired sample t-test. By comparing pre-test and post-test scores, the non-digital card game intervention significantly improved the performance of students in the operations of integers. Approximately 18.8% of students’ performance was accounted for by the non-digital card game intervention provided. This study concluded that a non-digital card game can be a helpful tool in teaching and learning of the operations of integers.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2022, Volume 2, Issue 1, Article No: em007

Publication date: 26 Mar 2022

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