EFFECT OF TRADITIONAL GAMES ON FUNCTIONAL ARITHMETIC SKILLS AMONG CHILDREN WITH MILD INTELLECTUAL DISABILITY

Abstract

Functional arithmetic is important for everyday participation, including handling money, making simple purchases, counting objects and solving practical addition and subtraction problems. Children with mild intellectual disability may benefit from instruction that is concrete, repeated, motivating and connected to familiar activities. This study examined the use of two traditional games—Snakes and Ladders and Marbles—as instructional activities for functional arithmetic skills among children with mild intellectual disability. Original study data were collected from 20 children aged 11–14 years selected through purposive sampling. The study received approval and permission from the GRIID Ethics Committee. A single-group pre-test/post-test design was used, with no control group. The intervention lasted four months, with sessions of approximately 30–40 minutes per day. A 20-item Functional Arithmetic Skills Assessment Scale was prepared with reference to the Functional Assessment Checklist for Programming (FACP) and the Madras Developmental Programming System (MDPS). The reported mean score for Snakes and Ladders increased from 42.30 (SD = 9.92) at pre-test to 50.85 (SD = 9.21) at post-test. For Marbles, the reported mean increased from 42.55 (SD = 9.20) to 48.65 (SD = 8.60). The presentation also reports a difference between game-related scores (Snakes and Ladders: M = 8.14, SD = 2.81; Marbles: M = 5.80, SD = 2.82). However, the reported t- and p-values appear inconsistent and should be recalculated from the original dataset before statistical significance is claimed. The descriptive pattern indicates higher post-test scores for both activities, but the single-group design does not establish that the intervention alone caused the changes. The study suggests that familiar, low-cost games may offer a practical context for arithmetic instruction and recommends further research with verified analyses and clearly documented assessment procedures.

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