Asian Journal of Education and Social Studies

In the field of education, practitioners such as teachers lead to search for effective pedagogical strategies in Mathematics, that are not only relevant but also pressing in inclusive education. Game-based learning is currently one of the widely used teaching strategies that promotes student engagement and academic achievement in the 21st century. This study was conducted to investigate the utilization of FEJ (Friendly, Educational, and Jumpstart) game-based approach to enhance the learner engagement and Mathematical skills among students with autism spectrum disorder (ASD). The study aimed to determine the level of learner engagement and level of Mathematical skills of the students with ASD. A pre-experimental one group pretest and posttest design was employed to assess the utilization of FEJ game-based approach (a web-based platform consists of existing online math games); to describe the level of these variables; and to assess their correlation. The study was conducted in Leon C. Arcillas National High School, Santa Rosa City, Laguna, Philippines between September 2025 to March 2026. Due to the limited number of students with ASD in the research locale the study included a sample of fifteen (n=15) students diagnosed with ASD enrolled in the research locale of the study. Given the study’s manageable group size, the researcher benefited from close monitoring of students’ mathematical skills and engagement during the intervention period. The selection of the participants was done using a purposive sampling technique. Participants were selected based the criteria: (1) school records confirming an ASD diagnosis, (2) enrolled in the inclusive education program in the current academic year of the study, and (3) the ability to participate in classroom and game-based activities with minimal support. A validated research-made questionnaire consists of teacher observation checklist and Math test, as well as the web-based platform  (FEJ game-based approach)  were used as the primary data collection tools. The study followed a systematic procedure ethical clearance, school approval, and parental consent were secured prior to data collection. Pretest and posttest data on the level of learner engagement and level of mathematical skills were gathered using a teacher-observation checklist and a researcher-made Math test. Data were analyzed using mean and standard deviation, paired t-test to determine significant differences, and Pearson’s r correlation to examine the relationships between the learner engagement and mathematical skills. The findings revealed that before the intervention participants of the study demonstrated a low level of engagement in Mathematics (M = 1.89, SD = 0.589) and a “Needs Intervention” performance in Mathematical skills (M = 10.46, SD = 3.226). After the implementation of the FEJ game-based approach, engagement increased to a very high level (M = 3.55, SD = 0.212), while Mathematical skills improved to a “Strong Understanding” level (M = 17.12, SD = 1.552). Results showed a significant difference in both learner engagement (t = -12.163, p < .001) and Mathematical skills (t = -12.163, p < .001) before and after the intervention. Furthermore, a significant positive relationship was found between learner engagement and Mathematical skills (r = .583, p < .001), indicating that increased engagement was associated with improved Mathematical performance among learners with ASD (n = 15). The study concludes that the FEJ Game-Based Approach is an effective instructional strategy for improving both engagement and mathematical skills among students with ASD. An action plan was proposed to institutionally maintain and increase the level of learner engagement and Mathematical skills of the students with autism spectrum disorder (ASD).