Square Root Maze with a Twist: Effects on Grade 9 Learners’ Achievement Levels in Radicals

Abstract

This study investigated the effects of the Square Root Maze with a Twist (SRMT), a collaborative, game-based intervention, on the achievement levels and learning experiences of Grade 9 learners with low mathematics performance. The study employed a quasi-experimental nonequivalent control-group design. An experimental group engaged in SRMT for two weeks, while a control group received traditional remedial instruction. Quantitative analysis revealed no statistically significant differences in radicals achievement scores, either within or between groups. This finding is contextualized by the study's low statistical power due to small sample sizes. In contrast, qualitative data from learner journals and interviews showed that SRMT was highly effective in the affective domain. Thematic analysis revealed prominent themes of enhanced engagement, motivation, and the value of peer collaboration. Learners reported increased confidence and a strong preference for the game-based approach over traditional methods. The study concludes that while SRMT did not produce statistically significant achievement gains in this context, it holds considerable promise for improving learner motivation and engagement. The findings highlight the importance of considering affective outcomes alongside achievement scores when evaluating innovative pedagogical tools.