The Development of Multiplication Achievement of the third years Students Using the 7E Learning modal combined with Math Games

Abstract

This study aimed to: (1) compare Grade 3 students’ mathematics learning achievement in multiplication before and after learning through the 7E Learning Cycle integrated with mathematical games, and (2) examine their satisfaction with the instructional approach. A pre-experimental one-group pretest-posttest design was employed. The sample comprised 30 Grade 3/1 students at Chaveewan Kindergarten School in the 2025 academic year, selected by cluster random sampling using the classroom as the sampling unit. The research instruments consisted of 15 lesson plans integrating the 7E Learning Cycle with mathematical games, a mathematics achievement test with a KR-20 reliability coefficient of 0.82, and a satisfaction questionnaire with a Cronbach’s alpha coefficient of 0.89. Data were analyzed using the mean, standard deviation, and a dependent-samples t-test.
The findings showed that:
1. The posttest achievement mean score was significantly higher than the pretest mean score.
2. Students’ overall satisfaction was at the highest level. Content received the highest mean score, followed by knowledge and perceived benefits, and learning activities. The findings suggest that integrating the 7E Learning Cycle with mathematical games is a promising approach for supporting primary students’ learning of multiplication. However, interpretation of the results should take into account the absence of a comparison group.