Abstract : This action research explores the impact of an innovative game-based intervention entitled “Math SCRABBLE (Strengthening Critical Thinking and Problem-Solving, Reinforcing Rational Numbers and Integers, Applying Basic Operations for Building Learner’s Excellence in Mathematics),” on the academic performance of grade 7 students at Mount Carmel College of Casiguran, Inc., academic year 2024-2025. The research employs a quasi-experimental design with purposive sampling consisting of an experimental and control group, wherein the experimental group undergoes the intervention. A validated 30-item pre-test and post-test was the main instruments for this study and administered to 52 participants (26 experimental group and 26 control group) to measure the academic performance of both group. This game-based intervention was designed to foster critical thinking and strengthen mathematical skills over 20 days. Results revealed significant differences among learners exposed to Math SCRABBLE (Strengthening Critical Thinking and Problem-Solving, Reinforcing Rational Numbers and Integers, Applying Basic Operations for Building Learner’s Excellence in Mathematics). The experimental group’s post-test mean score increased to outstanding, compared to the control group’s Did Not Meet Expectations. Statistical analysis confirmed a significant difference between the two groups’ performances post-intervention, with a very large effect size indicated. Additionally, a dependent t-test for the experimental group showed a notable improvement from their pre-test mean score. The study’s findings highlighted the effectiveness of Math SCRABBLE (Strengthening Critical Thinking and Problem-Solving, Reinforcing Rational Numbers and Integers, Applying Basic Operations for Building Learner’s Excellence in Mathematics) as an innovative educational tool addressing mathematical challenges and enhancing foundational skills. It also offers valuable insights for educators, emphasizing the importance of engaging and interactive pedagogies in improving learner outcomes in mathematics.