From Story to Strategy: An Action Research on the Effects of Narrative-Based Notebook Games on High School Students’ Mathematical Engagement and Problem-Solving Skills

Abstract

This action research study investigates the effects of narrative-based interactive notebook games on high school students’ mathematical engagement and problem-solving skills. Action research, as an inquiry methodology, enables practitioner-researchers to systematically examine and improve their own pedagogical practice through iterative cycles of planning, action, observation, and reflection. A convergent mixed-methods design was employed with 24 students (Grades 9–10, ages 14–16) over a three-week classroom intervention aligned with the Turkish national mathematics curriculum. Quantitative data were collected using a pre-test/post-test problem-solving assessment and a 12-item student engagement scale (Cronbach’s α = .87), while qualitative data were obtained through student reflective journals and structured classroom observations. Results indicate statistically significant improvements in both engagement (t(23) = 5.87, p < .001, d = 0.68) and problem-solving performance (t(23) = 4.12, p < .001, d = 0.72), with large effect sizes in both cases. Three qualitative themes emerged: persistence under difficulty, emotional engagement with the narrative, and emergent strategic thinking. The study demonstrates that narrative-integrated game structures can serve as a pedagogically effective, low-cost, and scalable tool in secondary mathematics education, requiring no digital infrastructure while producing meaningful gains in both effective and cognitive outcomes.