Review of Arts and Humanities

June 2014, Vol. 3, No. 2, pp. 217-229

ISSN: 2334-2927 (Print), 2334-2935 (Online)
Copyright © The Author(s). 2014. All Rights Reserved.
Published by American Research Institute for Policy Development

Snake and Ladder Games in Cognition Development on Students

with Learning Difficulties

Associate Professor Dr. Suppiah Nachiappan1, Nurain Abd. Rahman1,

Harikrishnan Andi1 and Fatimah Mohd Zulkafaly1

Abstract

The usage of various suitable learning mediums in teaching and learning

Mathematics enhances cognitive development of the students with learning
difficulties. The aim of this study is to examine the using of snake and ladder game
as a learning medium for those students with this learning difficulties. This study is
using qualitative methods. Data was collected by observation of the game that has
been conducted. The respondents for this study involve five students in the school
A which have learning problems. Observation and outcome of data have been
analyzed in order to make the researcher more convenient in gaining the
information. The finding of this study showed that the usage of snake and ladder
game enhances the cognitive development of the student with learning difficulties in
learning Mathematics.

Keyword: Sanke and Ladder Games, Learning mediums in teaching and learning
Mathematics, Cognition Development, Students with Learning Difficulties

Introduction

Education for all emphasize on the rights of every child to be educated

regardless of their social background or intellectual development of the child. The
need to provide education for every child has become one of the important social
responsibilities in the community. Students with special needs who are in Special
Education Programs Integrated Learning Problems in Malaysia consists of various
categories such as down syndrome, Late Development (Slow Learner), Austisme,
Hyperactivity and others (Ministry of Education, 2004).

1 Sultan Idris University of Education.

218 Review of Arts and Humanities, Vol. 3(2), June 2014

According to Noraini Idris (2005), Mathematics is a very important subject

and is very challenging for most of the students. Mathematics also plays an important
role in our daily life. Mastering in Mathematical concepts and skills are related to each
other. Effective learning of Mathematics involves further understanding of the
learning process, the characteristics of students who are at different stages of
development and the factors that influence student motivation. Effective teaching and
learning strategies are needed to ensure a successful learning process.

Teaching and learning program is designed to meet the needs of special needs
students under the Special Education Programs Integrated Learning Problems which
are flexible in accordance with the Education (Special Education) Regulations 1997.
In this regulation states that "... teachers may make modification to the teaching and
learning methods or techniques, the time allocated for each activity, the activities
arrangement and also the teaching aids to achieve the aims and objectives of the
Special Education ..." (Ministry of Education, 2004).

Implementation of teaching and learning in special education requires teachers

to use a variety of appropriate strategies for self-development, skills, abilities, talents,
interests and backgrounds of students. Before planning for the teaching method,
teachers should take into account the weaknesses and strengths of students. This is
because every student has their own capabilities and to ensure students' participation.
At the same time, it aids the teaching and learning process to be more effective,
meaningful and enjoyable.

Advances in technology provide facilities for teachers in the process of

teaching and learning for students with learning difficulties. Teachers can use a variety
of media to suit the learning and development of students' problems such as in the
form of printing, audio, visual or computer-aided. However, game-based learning is
able to attract students with learning difficulties as it gives a fun learning environment.

Thus, researchers suggested that snake and ladder game should be used as a
medium of learning Mathematics for those students with learning difficulties in
enhancing their development of cognition. Through this game, teachers are able to
make the teaching and learning process to be more effective and meaningful and also
to ensure the full participation of students in learning activities.
Nachiappan et al. 219

Literature Review

Cognitive Development

Cognitive Development studies on how mental skills are developed and

changed based on physiological maturity and experience in which a student had gone
through since childhood. Meanwhile, cognitive psychologists study on the differences
and similarities in the processes that occurs in the mind for different ages. According
to Suppiah el al. (2008), changes in cognition is associated with quality changes in
thinking, for instance on how one's knowledge and ability have been upgraded.
Cognition psychologists believe that any changes that occur in students is due to the
interaction of students with their growing environment and also learning environment
that they had gone through in school. Besides that, it is related to the background of
family, friends and neighborhood as well. All life experiences will deeply influence the
changes in students’ cognition.

According to Adenan Ayob et al. (2011), the theory of cognition or

information processing theories of memory has been classified into three main
sections, namely:

 Long term memory

 Short term memory
 Sensory memory

Marilyn (2011) stated, students with learning difficulties is having problems in

their long-term memory and short term memory. They are unable to remember what
they had learned either in long-term memory or short term memory and also to
ensure those concepts that they had learned to be processed and saved in their brain,
too.

Based on the principles of cognitive theory, learning would take into account
the ability of a student to receive the information provided. This means that the
quantity of information to be presented at a time must be controlled so that it does
not exceed the capacity of short-term memory for a student with learning difficulties.
220 Review of Arts and Humanities, Vol. 3(2), June 2014

Therefore, reading about cognitive learning theory provides a suitable

material for researchers to conduct a research fulfilling the objective of the research.
The use of snake and ladder game in class is to ensure that the students with learning
disabilities are able to understand the concept of Mathematics.

Snake and Ladder Game

According to Mohd Hafis Muaddab (2012), snake and ladder game was created in the
2nd century BC by the name of “Paramapada Sopanam” (Ladder to Salvation). The
game has been developed by the Hindus to teach their children as a lesson of morality
whereby the snakes are bad omens and the staircase represents good values. Then the
game has become part of the traditional game in Indonesia although there is no
detailed information about its emergence in Indonesia. This game can also be used as
a tool to educate, entertain and to build up interactive communication among the
players.

A game board for snake and ladder game is with squares measuring 10 x 10.
Squares on the board are counted starting with the number 1, which is from the
bottom left corner up to number 10 in the lower right corner, from right to left
starting number 11 on the second line until number 20 and so on until the number
100 in the upper left corner. The parcels have pictures with a message and deed.
Order or good deed will usually via a ladder to reach the higher box while bad deeds
will recoil into the lower compartment through the snake. According to Arinil Janah
(2009), the report states that there is no standard game board for snake and ladder
game. Everyone can create their own game boards with the total number of
compartments, different number of snakes and ladders respectively that suit the
players.

According to Rahman Faizal (2010), there are some rules in snake and ladder game:

 Every player must begin the game at the compartment number 1 and ended in
the compartment number 100.
 There are certain amount of snakes and ladders located on particular parcels
on the board.
 Each player will be represented by a piece of dice and a few objects.
 Snakes and ladders of various sizes are being used whereby the snake will
cause the players to take a few steps of backward compartment and the
advanced players will make some forward compartment.
Nachiappan et al. 221

 Each player must throw the dice in order to determine the highest value
during the first round of the game.
 The player gets a turn to throw the dice again when getting number six and
move forward to the appropriate compartments according to the figures
shown.
 There can be more than one object that represents the players in a parcel.
 If the player is in the box with the snake, the player must go down to the box
indicated by the head of the serpent.
 If the player is in the box with the ladder, the player must move to the boxes
indicated by the peak of the ladder.
 The player who made it to the box of 100 will be the winner of this game.

Concepts and principles that have been introduced in snake and ladder game
could help those with learning difficulties to enhance their cognitive development.
Through the research that have been conducted, it is highly recommended that snake
and ladder game is to be exposed among students even though most of the teachers
may not agree as this method will take a long teaching and learning session which is
the major limiting factors of this activity. The relevance of this study is to use a variety
of media-learning of Mathematics for students to overcome their learning difficulties.
As a result from the research conducted, hopefully the use of snake and ladder game
will enhance the cognitive development and to overcome the learning difficulties in
mastering the concepts and skills in Mathematics.

Mathematics as a Subject

Mathematics is a branch of knowledge that arises from the reasoning of the

environment and celestial events. According to Mok Soon Sang (1995), the main
elements in Mathematics including symbols such as numbers, points of line, form,
language of mathematics, the principles, laws, theorems, and mathematical rules.

Mastering in Mathematical concepts and skills are interrelated. In order to

solve a Mathematics question and also to apply on Mathematical skills which is too
abstract, students need reasoning and to think out of the box (Sabri et al., 2006).
Learning the concepts and skills in Mathematics is an active process. Mathematics is
not only about counting, memorizing the formulas or theories, but it also involves
research, testing and problem solving.
222 Review of Arts and Humanities, Vol. 3(2), June 2014

Teaching Mathematics should start with concrete experience for students to

solve a problem. The next is to teach Mathematics in the semi-concrete ways in which
the process in solving Mathematics can be done visually, and finally the abstract
Mathematics question is given by using symbols (Sharif Ali Sharif Othman, 1988). All
these measures are to facilitate students in developing an understanding of
mathematical concepts and skills of Mathematics is considered as a difficult subject.

According to Sharif Ali Sharif Othman (1988), Mathematics is an abstract and

boring subject. To overcome this problem, teachers should use a variety of media-
learning and doing some activities to meet their requirements, giving benefits and
bringing fun for them. To play games is one of the suggested activities that can meet
the learning needs of the students because it is fun and interesting. Some of the
purposes to conduct games in the classroom are:

 To give the students some experiences. Students are exposed to a variety of

games.
 To add on the students’ vocabulary in Mathematics, for instance: "many",
"few", "more", "same", "long", and so on.
 To reduce the stress of students because it does not emphasize on the use of
numbering and counting.
 To create awareness and to attract their attention on the subject.

According to Noraini Idris (2005), students have to develop the concept and
mathematics skills through their knowledge and experiences while learning
Mathematics. Teachers’ pay less attention on group activities, communication in
mathematics, and games in Mathematics because they are lack of the time to fulfill the
Mathematics curriculum. However, these activities actually bring benefits to the
students to improve their understanding of Mathematics and also to improve their
cognitive development as well as involving other skills such as socializing, interaction
and communication.

Students with learning difficulties are unable to process the information given
especially in language-based activities and cause disruption in the learning activities.
These students have the average or above-average intelligence but with significant
problems in learning experiences such as reading, writing and calculating (Marilyn,
2011).
Nachiappan et al. 223

Persons With Disabilities Act 2002 (Malaysia, 2002) defined that “persons
with disabilities” include those who have long term physical, mental, intellectual or
sensory impairments which in interaction with various barriers may hinder their full
and effective participation in society. It depends on age, gender, social and cultural
factors.

Cognitive changes for students with learning disabilities are not in line with
the changes in their physiology. At the age of adolescence, the development of
students' cognition should rise up and they have begun to think abstractly, so called
formal operational thinking. According to Piaget (1969), a student should be able to
do the following things:

 Solving concrete and abstract problems.

 Examine their own feelings and thoughts.
 Applying some principals in problem solving.
 Forming hypothesis when solving problems.
 Increasing the schemata for mental structure.

However, students with learning disabilities have a weakness in the aspect of

cognition including attention, perception, memory and thinking or processing
information.

According to Zera and Lucian (2001), these types of students have a weak
selective attention. This is because they are hard to have a significant boost to their
environment. They are unable to identify the instruction from teachers properly if
they had been given many instructions at the same time.

Perception will not affect what a student sees or how it sounds like but it
involves how the brain interprets what they hear and how they respond to it (Lerner
and Kline, 2006). Students with visual perception problems can see the words on
paper, but they cannot read it properly and sometimes they even left out reading some
words.

Meanwhile, students with auditory perception problems is having trouble

hearing spoken sounds. They will misunderstanding on the instructions given and are
unable to interact well with people around them.
224 Review of Arts and Humanities, Vol. 3(2), June 2014

Fletcher et al., (2007) state that students with learning difficulties also
experience memory-related problems. This problem is related to either their long-
term memory or short term memory.

In addition, information processing also involves thinking. Students are

unable to identify how to relate the new information that they had received with the
information that they already have in their mind. According to Schiff et al. (2009),
they also do not know how to apply the existing knowledge in their learning.

Students with learning difficulties also having problems in their academic.

This research is focusing on Mathematics. According to Bryant and Bryant (2008),
students are unable to understand basic concepts in Mathematics or calculating skills.
They are having difficulties to solve the problems too because it requires the ability to
read.

In the context of this research, students with learning difficulties have

difficulties in mastering the concepts and mathematical skills. Therefore, they need
appropriate learning media so that they are capable to get the same education as other
students. Through the research conducted, researchers would like to suggest for the
exposure of media-learning in games because this method is much more interesting
and suitable for implementation in the process of teaching and learning.

Arinil Janah (2009) had conducted a research on the use of snake and ladder
game in class to enhance students' understanding in learning at one of the schools in
Indonesia. The study involved the students in primary two of the school. The results
shown is that snake and ladder game successfully enhance students’ active
participation and be expressive during learning. In addition, learning becomes fun
with the use of media-learning. Honesty is involved in this game too.

Novarina Dina (2010) has conducted a research in FY ABA 01 Miles,

Indonesia in relation to the use of the snake and ladder game, too. The research which
is entitled "The Use of Snake and Ladder Game in order to Improve Cognitive Ability
Among Children to Understand the Concept of Number 1-10 at TK ABA 01 Batu" is
to describe the use of the snake and ladder game to enhance students' cognitive ability
to understand the concept of numbers up to ten and to describe an increase in the
cognitive ability of students to understand the concept of numbers up to ten in group
A TK ABA 01 Batu. Through the observation, the results are:
Nachiappan et al. 225

 The use of snake and ladder game in learning had proven that it can enhance the
cognitive ability of kindergarten students to understand the concept of numbers
up to ten.
 Students are able to recite number one up to ten smoothly according to the
sequences.
 Students can indicate a number of objects up to ten.
 Adjust the number of objects using a number of cards up to ten correctly.
 Through the experience of this activity, it is proven that this learning activity is
fun and meaningful.
 Learning quality has been more innovative and can be used as motivation to do
other research.

Research Objectives

The objective of the research is to identify the use of a snake and ladder game
in order to improve the cognitive development of students with learning difficulties.
Besides that, it is to identify the role of snake and ladder game as a medium in
learning mathematics. This research had highlighted some element and also the role
of snake and ladder game. Some of the questions for research are as follows:

Research Questions

i. How does the use of the snake and ladder game can improve the cognitive
development of students with learning difficulties?
ii. What is the role of the snake and ladder game as a medium for learning
mathematics?

Research Methodology

The research was conducted through qualitative research methods.

Observations were carried out on five people with learning difficulties from one of
the secondary schools in the district of Hulu Selangor to find out whether snake and
ladder game can be used as a medium in learning mathematics. Cognitive
development is the same because they are in the same class even though they are from
different ages.
226 Review of Arts and Humanities, Vol. 3(2), June 2014

During the observation, data collection was using two approaches, namely (i)
data recorded when the game was going on and (ii) analysis of the documentary
evidence actively to collect much data for researchers to have a comprehensive
report. The findings of the research are reported in order to answer the research
question.

Research Result

Snake and Ladder Game is Able to Improvise the Cognitive Development of

Students with Learning Difficulties

Based on the research that has been conducted, the use of the ladder snake
drafts is proven to be able to increase the cognitive development of students with
learning difficulties. The respondent of the research shows that mathematical
concepts can be established well through the game. This can be seen when every
player is able to reach at the last compartment in snake and ladder game.

Apart from that, this research answered the questions that have been written
by the researcher about the impact of the figures of the dice throughout the game.
The question is different for every respondent. This is because every respondent
acquiring the different figures to move from box 1 to box 100.

This includes the addition in Mathematics, which is a number with another

number and two numbers with one number. The aim of the researchers for asking the
questions is to check on the cognitive development of respondents after the game. In
the end, cognitive development is happening as expected.

Therefore, it can be concluded that the snake and ladder game is able to be
used to improve the cognitive development of students with learning difficulties in
Mathematics. The concept of learning through playing a game brings positive results
in the cognitive development of students with learning difficulties.

The Role of Snake and Ladder Game as a Medium in Learning Mathematics

Through the research, it shows that snake and ladder game helps in
understanding and mastering the basic concepts and the sequence of numbers.
Nachiappan et al. 227

This is because, each sample should be developed from box to box on the
game board from number 1 to 100, in order to finish the game. The respondent in
this research is able to calculate and remember well the concept in numbers.

Besides that, snake and ladder game also act as a tool to understand and
mastering addition and subtraction. The result from the research shows that
respondent can understand addition in Mathematics better through throwing the dice
and moving up on the ladder in the game. The respondent have to add up the figures
shown on the dice whenever they throw to determine on how many steps that they
have to take.

Whereas, the ladder in the game will give a better understanding of the
addition of the numbers.

Through the research, it also shows that snake and ladder game teaching us
about the subtraction in Mathematics. This is because the respondent has to reverse
to appropriate compartment if they had over the finishing line through the amount
that they got from the dice thrown. Subtraction has to be done for the compartment
with snakes. They have to reverse either from the head of the snakes or the tail of the
snakes to the appropriate compartment.

Not only that, the research also showed that snake and ladder game is able to
build up interest among the respondent to learn Mathematics easily. Before this,
learning Mathematics is found to be boring and most of the students are not
interested to learn. In addition, playing snake and ladder game is able to improvise
social skills among respondents, too. They are able to interact better with others
throughout the research and they are able to follow the game and complete the game
successfully.

Conclusion

Mathematics is a foundation in the management of one's life. Calculating skills

mastered by students during the days at school enable them to calculate correctly and
also to improve their cognitive development.
228 Review of Arts and Humanities, Vol. 3(2), June 2014

Teachers have to use many interesting and appropriate ways in the teaching
and learning process so that every student can master on whatever that they have
been taught and especially to the students with learning difficulties.

For students with learning difficulties, the use of snake and ladder game is
effective for students to master on calculating skill. Snake and ladder game allows
students to understand the concept of Mathematics easily. In addition, students can
be exposed to the operations of addition and subtraction indirectly and it is also a
suitable activity for leisure time. This is to promote social skills and interaction among
the players. Good interaction among the players is very important for the game to go
on smoothly and also to make sure that everyone is having fun with it.

In conclusion, learning while playing can be used as a strategy and appropriate

teaching methods for students with learning difficulties. This is to enhance their
cognitive development and also to build up their interest to be involved actively in
learning.

Bibliography

Adenan Ayob, Kamariah Abu Bakar, Zakaria Kasa & Aida Suraya Md Yunus. (2001).
Multimedia dalam pengajaran bahasa melayu. Tanjong Malim: Emeritus Publications.
Arinil Janah. (2009). Laporan Pelitian Tindakan Kelas Ular Tangga. Diperoleh pada 12
Disember 2012 daripada http://arinilwordpress.com/2009/10/28/laporan-ptk-ular-
tangga.
Bryant, B. R., & Bryant, D. P. (2008). Introduction to the special series: Mathematics and
learning disabilities. Learning Disability Quartely, 31, 3-8.
Fletcher, J. M., Lyon, G. R., Fuchs, L., & Barnes, M. A. (2007). Learning disabilities. New
York: Guilford Press.
Kementerian Pendidikan Malaysia. (2004). Sukatan pelajaran pendidikan khas bermasalah
pembelajaran sekolah rendah dan menengah. Kuala Lumpur.
Lerner, J., & Kline, F. (2006). Learning disabilities and related disorders: Characteristics and
learning strategies (10th ed.). Boston: Houghton Mifflin.
Malaysia. (2002). Draf Akta Orang Cacat 2002. Warta Kerajaan.
Marilyn. F. (2011). Special education: contemporary perspectives for school professionals.
New Jersey: Pearson Education.
Mohd Hafis Muaddab. (2012). Sejarah Permainan Ular Tangga. Diperoleh pada 14 Disember
2012 daripada http://hafismuaddab.wordpress.com/2012/05/22sejarah-permainan-
ular-tangga.
Mok Song Sang. (1995). Pedagogi 2: pelaksanaan pengajaran. Selangor: Kumpulan Budiman
Sdn. Bhd.
Noraini Idris. (2005). Pedagogi dalam pendidikan matematik. Selangor: Utusan Publications.
Novarina Dina. (2010). Penggunaan Permainan Ular Tangga untuk Meningkatkan
Kemampuan Kognitif Anak dalam Memahami Konsep Bilangan di TK. Diperoleh
pada 15 Januari 2013 daripada http://library.um.ac/id/...pengguna.
Nachiappan et al. 229

Piaget, J. (1969). The Psychology of the Child. New York: International Universities Press.
Sabri Ahmad, Tengku Zawawi Tengku Zainal & Aziz Omar. (2006). Isu-isu dalam pendidikan
matematik. Selangor: Utusan Publications & Distributors Sdn. Bhd.
Schriff, R., Bauminger, N & Toledo, I. (2009). Analogical problem solving in children with
verbal and nonverbal learning disabilities. Journal of Learning Disabilities, 42, 3-13.
Sharif Ali Sharif Othman. (1988). Permainan Matematik di Peringkat Sekolah Rendah. Kursus
Sijil Lanjutan Perguruan (Pendidikan Matematik). Tanjong Malim: Institut Perguruan
Sultan Idris.
Suppiah Nachiappan, Ramlah Jantan, Abd Aziz Abd Shukor. (2008). Psikologi Pendidikan.
Shah Alam: Oxford Fajar Sdn. Bhd.
Rahman Faizal. (2010). Permainan Ular Tangga. Makalah Politeknik Bandung. (Tidak
diterbitkan).
Zera, D. A., & Lucian, D. G. (2001). Self-organization and learning disabilities: A theoretical
perspective for the interpretation and understanding of dysfunction. Learning
Disability Quarterly, 24, 107-118