<b>The effect of the GASING method on elementary school students' self-efficacy in mathematics learning</b>

Source abstract

Purpose – This study examined the effect of the GASING (Easy, Fun, and Enjoyable) method on elementary students’ mathematical self-efficacy in multiplication learning, addressing limited evidence on its affective outcomes beyond cognitive achievement. Methodology – A quasi-experimental, non-equivalent control-group design involved 40 fourth-grade students in Tasikmalaya Regency, Indonesia, including 22 experimental and 18 control participants. The experimental group received GASING-based instruction, while the control group received conventional instruction. Self-efficacy was assessed using a 26-item questionnaire covering Bandura’s dimensions of magnitude, strength, and generality. Data were analysed using descriptive statistics, t-tests, N-Gain, Cohen’s d, and linear regression. Findings – Mean self-efficacy increased from 72.05 to 81.73 in the experimental group and from 70.67 to 73.89 in the control group. The post-test difference was statistically significant (p < 0.001), with a large effect size (Cohen’s d = 1.92). Regression analysis yielded R² = 0.349. Although both groups demonstrated low N-Gain, improvement was greater in the experimental group (0.29) than in the control group (0.09). Conclusion – GASING shows potential for strengthening elementary students’ mathematical self-efficacy through gradual, concrete, and enjoyable multiplication learning. Significance – This study extends GASING research beyond cognitive outcomes by providing quasi-experimental evidence concerning mathematical self-efficacy. It highlights the value of integrating affective development into elementary mathematics instruction through structured, accessible, and engaging learning experiences.