Relationship Between Digital Game-Based Learning and Numeracy Skills of Primary School Pupils in Calabar, Cross River State

This study investigates the relationship between digital game-based learning and the development of numeracy skills among primary school pupils in Calabar, Cross River State, South South Nigeria. Digital educational games represent an engaging instructional modality for early arithmetic learning, combining interactivity with immediate feedback mechanisms that align with the developmental needs of young learners. A quasi-experimental design was employed involving 100 Primary Three pupils from two private primary schools in Calabar Municipality. The experimental group used tablet-based numeracy games for 30 minutes per day over six weeks as a supplement to regular mathematics instruction. The control group received regular instruction only. A validated Numeracy Skills Assessment administered as pre-test and post-test measured performance in counting, addition, subtraction, and simple multiplication. Analysis of covariance results reveal significantly higher numeracy post-test scores for the experimental group. Low-achieving students at baseline recorded the greatest improvement. The study recommends that primary schools in Calabar integrate approved numeracy game apps into mathematics lesson plans and that the Cross River State government subsidise tablet provision for lower primary classes as part of its early literacy and numeracy strategy. Keywords: digital game-based learning, numeracy skills, primary school, Calabar, educational games