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increasing mathematical performance of grade six pupils using game-based

Working Paper · June 2017

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BOYET BANDOJA ALUAN

ABSTRACT

This action research used quantitative method of research. It specifically

utilized descriptive method in the completion of this study. It was conducted in San Roque

Elementary School involving 15 purposively chosen at risk grade six pupils in

mathematics class during school year 2016-2017.

It aimed to increase performance level of at risk grade six pupils in

mathematics. It specifically examined the significant difference in the mathematical

performance before and after using game-based learning materials among selected

learners.

Based on the results tabulated and computed using t-test for correlated

samples, researcher found out that there is significant difference between the pre and

post test score results. Null hypothesis has been rejected at 0.05 level of significant.

Researcher thereby concluded that game-based learning as teaching

technique has significant effect to increase pupils’ performance in mathematics six.

I. INTRODUCTION

According to Edward Lee Thorndike, “an individual learns best if they have

continuous satisfactory learning experiences doing something”. It was then used as

guiding philosophy of well-known pragmatist John Dewey when he and his colleagues

coined the term learning by doing. Since mathematics is a subjects that deals mostly od

ideas and concepts which are relatively more abstract and focuses on numbers and

mathematical problems. This discipline also inclined on principles, conjectures and

axioms relative to numbers, measurement, geometry, statistics and even on polygons.

These made mathematics difficult particularly to those who found math topics tough and

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challenging. Speed and accuracy are also the focal interest wherein teachers taught

pupils to perform calculation as fast as they could be arriving to the most appropriate

answer using the exact solution.

Lots of innovations, enrichment and intervention has been presented and

some were redesigned to help those pupils who are at risk and pugnacious in this subject.

Different mathematical concepts were integrated in games just to help them learn the

contents and skills needed on every stage of their schooling. These games innovations

add flavor, excitement, challenge and motivation so that pupils enjoy playing the games

and at the same time learning the concepts.

The game as innovative technique was created and or invented with

adopted modification so designed to train, teach and helps learners learn the ideas,

concepts, theories, and algorithm which in the long run can apply solving real life

problems.

San Roque Elementary School adopted the use of games as an intervention

technique utilized to help learners learn mathematical topics with enjoyment. Authors

selected these games since it has already it mechanics available and materials can be

easily made by the learners themselves. To name some few, we have the so called

Damath, Math Checkers, Krypto and Sci-Dama. These games were already taught in

school but without proper documentation.

San Roque Elementary school believed that all learners are uniquely differs

among others so they learn o different manners and on using different media. As children

have their rights to play so this game-based learning tries to support they inclination while

learning and not depriving from the knowledge they deserve.

As learners play the games, they develop their own communicative skills

and strategic skills needed in the formulation of solution to solve problems. As they go

along playing with others, they already enriched their skills and performance particularly

what is intended to teach as mathematical contents and or performance are already

incorporated in the games. Since games is fundamental in eliciting learners interest,

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learners became active learners creating positive attitude toward learning the subject as

well as developing good social behavior.

Game-based learning “Mathlaro, Mathu-two tayo” is an innovative

enrichment strategy that helps increase learners’ mathematical skills and performance

thru the use of adopted mathematic educational games already used in the division of

quezon. Game-based learning is incorporated in every related mathematical topic. This

allows learners to learn at his or her on pace, teacher role is to facilitate and guide learner

who are not yet familiar on the rules and procedure of the games.

Specifically, this undertaking sought to answer the following questions.

1. What is the performance level of grade six pupils in mathematics 6 before

imposing the enrichment activity?

2. What is the performance level of grade six pupils in mathematic 6 after

imposing the enrichment activity?

3. Is there a significant difference between the pre-test and the posttest on

the use of game-based learning materials in mathematics 6 among grade six pupils?

Considering the stated problems, researcher hypothesized that there was

no significant difference on the performance level of grade six learners during the pre-

assessment and post-assessment when tested at 0.05 level of significance or the use of

game-based learning materials did not affect the student’s performance in mathematics

6.

As to the significance, it may be beneficial of course to learners, since game-

based learning is designed to meet their educational needs even they are playing. It may

also be beneficial to grade six teachers so they may find games or adopted games helpful

in planning their lessons in mathematics six. It will also have geared them in developing

localized game which they may adopt to help learners learn mathematical lessons.

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II. BRIEF REVIEW OF LITERATURE

When the child is at play doing the game he or she has constant dialogue

either internally or with their playmates. Hence Lev Vygotsky posited his theory that

information from external world is transformed and internalized through language in

communication. Children learns and develop as they go along with others and playing is

the most effective way in learning since they exchange ideas and somehow read the way

others think even without communication but on the strategies they used on the games.

Children make sense conversing others while on game. Nowadays, online

gaming also adopted communication chat planning details on attacking their opponents.

And so doing in a collaborative games intended for learning. Researches and field test

have been validated that gaming approaches helps students to improve their performance

and achievement in different subject areas. Whether children excel or struggle with

mathematics, gaming really helps (Amick, et al 2007). They insisted that gaming helps

students strengthen skills, content knowledge and gain confidence.

Using the game-based learning, learner will receive the benefits of

individualized instruction, ample practice, immediate feedback and coaching either from

the opponents, friends or teacher maybe from the player himself. Just in time, positive

reinforcement as provided in the game will put student in control of his or her own learning

(Wray and Medwell, 2001).

Since game-based learning is parallel to the contents of the lesson, concept

is automatically developing as the learners continuously playing the game. The

procedural and declarative knowledge are also learning without noticing by the learner.

On gaming activity, learners engage in problem solving and reasoning they also

communicate using multiple representation of math concepts.

Game-based learning provides an opportunity for analysis, extended

investigation and exploration of alternative solution path, techniques and strategies.

Real-world situation can be associated in designing conceptual understanding on the

topic. Frost (1992) also added that game is the primary means of child development of

imagination, intelligence, language and motor skills. Such reason demands that each

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pupil should engage in a game which provides them physical, emotional and mental

development.

The goal of game is to engage students to a fun learning activities which

effectively motivate, challenge and boost their interest toward the subject by learning by

doing in a collaborative, integrative, and reflective manner(Carnegie, 2007).

III. METHODOLOGY AND RESEARCH DESIGN

Generation of Alternative Solution

Relative to the purpose of increasing performance level of grade six pupils

of San Roque Elementary School in Mathematics 6, Game-based Learning “Mathlaro,

Mathu-two tayo” been considered and employed from second quarter to fourth quarter

based on the need as identified by the adviser.

Game-based Learning “Mathlaro, Mathu-two Tayo” is an enrichment activity

that helps pupils develop their procedural and declarative mathematical skills using

adopted games in the division of Quezon like DAmath, Math Checkers and Krypto.

The plan of Action

A. OBJECTIVES

Game-based Learning has the following objectives: introduce the adopted

games like Damath, Math Checker, and Krypto to learners, provide learners conducive

and friendly competition as well as learning math concepts and skills, increase pupils

performance level on mathematics 6, develop learners’ love and appreciation for board

games, and delivers positive learning activities to learn calculation with their

peers/friends.

B. TIME FRAME

Game-based Learning Activities will be integrated in every related math 6

lesson from second to fourth quarter during school year 2006-2017.

C. TARGET SUBJECTS

Respondents are all at risk grade six learners in mathematics six. With the

total of 15 learners of grade six cadena de amor in San Roque Elementary School. They

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will be given ample time to have direct experience on game board assisted with the

performing pupils during their math subject.

D. ACTIVITIES UNDERTAKEN

To successfully implement Game-Based Learning, researcher prepared the

necessary materials, rules and procedures including guidelines in playing the game as to

incorporate them into their related math content or topics.

Pre evaluation and post evaluation has been administered in order to test

the effectiveness of incorporating game in their learning.

t-test for correlated samples was used in comparing the means before and

after the treatment. This also used to test the significant difference between the pre-test

and post-test.

IV. RESULTS AND DISCUSSION

Table 1 on the next page presents the pupil’s score of pre-test and post-test

using the teacher made test based on the competencies for math six. Based on the table

of the result score as shown, pupils’ score increases. This means that game-based

learning “mathlaru mathu-two tayo” increases pupils’ performance in mathematics six.

On the other hand, between the mean of the pre and posttest, score

increases. It can be seen on the comparison between the mean of pre and posttest. Table

2 on the next page implied that the mean of pre-test is 17 and increases to 21.2 on the

posttest results. Based on the comparison, game-based learning “Mathlaru, mathu-two

tayo” is successful in improving performance level of at risk grade six pupil in mathematics

six. The t-calculation also shown that there is significant influence of gaming in increasing

pupils mathematical performance. With t-calculation of -2.20 and 1.761 t-value,

researcher rejected null hypothesis which is significant at 0.05 level. This means that the

result of pre and posttest are totally different from each other.

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 Table 1
Result Score of Some Grade Six Pupils using Game-Based Learning.
NO. PRETEST POST D 𝑫𝟐
TEST
1 19 25 -6 36
2 29 35 -6 36
3 9 25 -16 256
4 14 25 -11 121
5 20 20 0 0
6 10 20 -10 100
7 19 22 -3 9
8 15 20 -5 25
9 14 20 -6 36
10 20 15 5 25
11 18 30 -12 144
12 15 10 5 25
13 15 16 -1 1
15 20 25 -5 25
15 18 10 8 64
17 21.2 -63 903
In this action research, researcher concluded that gaming as a treatment is

successful in improving the mathematical performance among at risk grade six pupils in

mathematics six of San Roque Elementary School as seen on their score.

Table 2
Summary of Statistical Treatment
INCREASING Mean t- Difference t-value Decision Impression at
MATHEMATICAL calculation between
PERFORMANCE Pre Post the mean 0.05 level
AMONG GRADE
SIX PUPILS OF
SAN ROQUE
ELEMENTARY
SCHOOL USING 17 21.2 -2.20 4.2 1.761 Reject H0 Significant
GAME-BASED
LEARNING

V. CONCLUSION

After conducting the research on increasing grade six mathematical

performance using game-based learning, researcher concluded the following:

1. Mathematical performance level among at risk grade six pupils of San

Roque Elementary School were low.

2. At risk grade six pupil’s performance in mathematics six were improve

using game-based learning “mathlaru mathu-two tayo”.

3. there is significant difference in mathematical performance level of grade

six pupils of San Roque elementary school before and after using the game-based

learning activity.

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 4. based on the findings, pupil’s mathematical performance level can

increase using game-based learning technique in teaching the subject. Findings show

that pupils performance in mathematics increases after giving them game-based learning

activity.

VI. RECOMMENDATIONS

Based from the findings of this action research the following are hereby

recommends.

1. Teacher should be familiarized in using or adopting games that can be used in teaching

mathematical concepts and or skills.

2. Teacher should motivate pupils to play games that are related to the learning contents.

This will help them learn skills at their own pace.

3. learners who has difficulty in learning the content should help assistance from their

peers. They may seek assistance in playing games from those who are more

knowledgeable and expertise playing such related games.

4. institution should give ample training to those teachers who are not yet familiar in using

games in their teaching.

5. training in localizing or indigenizing games should be offered, so that many teachers

can create their own games with the purpose of improving pupil’s performance and skill.

BIBLIOGRAPHY

Amick M. E et al (2007) Homewoks Helper, USA: Pitsburg PA

Carnegie L.(2007) Learning Helper, United States of America: Pitsburg PA

Frost, J.L. (1992), Play and Playscapes, NewYork: Delmar Publisher

Wray D. and Medwell J. (2001), Teaching mathematics in Primary Schools, Great Britain:

Letts Educ.l

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