The Effects of Game-Based Learning Materials

in Problem Solving Skills

Of 1st Year College Students

of St. Anthony College Calapan City Inc.

An Action Research

Presented to

Miss Shiela Rose E. Fortu, LPT

Mathematics Instructor of

St. Anthony College Calapan City Inc.

In Partial Fulfillment

Of the requirements in

Action Research in Math Education

By:

Bagsit, Marc Wendell

Evangelista, Lorie May

Handog, Samuel Alexis A

Macaraig, Alexis Cezar

i
 2020-2021

Table of Contents

Title Page-----------------------------------------i
Table of Contents----------------------------------ii
Acknowledgement------------------------------------iii
CHAPTER 1
Introduction----------------------------------1
1.1 Background of the Study ------------------4

1.2 Statement of the Problem------------------4

1.3 Hypothesis of the Study-------------------5

1.4 Significance of the Study-----------------5

1.5 Scope, Limitation

and Delimitation of the Study------------6

1.6 Definition of Terms-----------------------6

1.7 Conceptual Framework----------------------8

CHAPTER 2

2.1 Related Literature------------------------9

2.1.1 Foreign---------------------------------9

2.1.2 Local-----------------------------------11

2.2 Related Studies---------------------------13

2.2.1 Foreign---------------------------------13

2.2.2 Local-----------------------------------15

CHAPTER 3

ii
 3.1 Introduction------------------------------19

3.2 Research Design---------------------------19

3.3 Respondents of the Study------------------19

3.4 Research Instrument Used------------------20

3.5 Procedure of Data Gathering---------------20

3.6 Reliability and Validity of Instruments---21

3.7 Tabulation and Scoring of Data------------22

3.8 Statistical Treatment---------------------22

CHAPTER 4

Analysis of the Data--------------------------25

Table 4.1.1 ----------------------------------25

Table 4.1.1a ---------------------------------26
Table 4.1.2-----------------------------------27
Table 4.1.3 ----------------------------------30
CHAPTER 5

5.1 Summary------------------------------------35
5.2 Conclusion --------------------------------36
5.3 Recommendation ----------------------------37
Bibliography--------------------------------------38
Appendices----------------------------------------40
Curriculum Vitae----------------------------------45
Documentation-------------------------------------

iii
 Acknowledgement

First and foremost, praises and thanks to our Almighty

God for his showers of Blessings throughout our research
work to complete the research successfully.

We would like to express our deepest sincere gratitude to

our research teacher, Shiela Fortu, LPT. for giving as
the opportunity to do this research and providing
invaluable guidance throughout this research. She has
taught us the methodology to carry out the research and
present the research work as clearly as possible. It was
a great privilege and honor to work and study under her
guidance.

Our sincere thanks also, to Jellier Mores, LPT our

Mathematics teacher for helping us to work out this
research as an instrument to gather data from his first-
year students. And also, for his endless support and
guidance for us to make this research possible.

Our completion of this study could not have been

accomplished, without the essence of the members of this
group, Mr. Marc Wendell Bagsit, Ms. Lorie May
Evangelista, Mr. Samuel Alexis Handog, and Mr. Alexis
Cezar Macaraig. Everyone’s participation could help a
lot.

We are extremely grateful to our parents for their love,

caring, and sacrifices for educating and preparing us in
the future. We are so much thankful for them by
supporting us financially, morally and by giving us
opportunity to perform and make this research possible.

iv
 CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

Students experience a lot of difficulties and

challenges in learning mathematics, because not all of
them are mathematically knowledgeable. Many students are
encountering problems in learning mathematics, especially
in analyzing and understanding problem solving. Some of
the common problems are lack of interest, number facts,
learning disabilities, and computational weakness. To
overcome this difficulties and challenges, teachers and
institutions need to implement newly and effective
strategies that catches the attention of the students and
also help them to engage themselves in teaching and
learning process that develop their problem-solving
skills. According to the Ryan V Dio (Ph.D.), during
learning process, the students shows different skills and
performance in Mathematics because of gam-based learning.
It provides concrete experience for the learners as
expounded by the experiential learning theory of Kolb and
constructivism theory of Bruner emphasizing on how
teacher provision of students’ experiences influences
creation or construction of new knowledge and skills that
prepare them to the world.

Problem solving, according to Altun (2001), is to

know what to do when you

1
don’t know what to do. It is a cognitive process that
requires the memory to select the appropriate activities,
employ them, and work systematically (toluk & Olkun,
2002). This process means doing research by controlled
activities in order to reach the target. Problem solving
is a complex process that requires many skills to be used
together. According to NCTM (The National Council of
Teachers of Mathematics), problem solving skill is among
the most important skills in which mathematical knowledge
and skills are used at highest level. It is an important
skills student must have when they start life after
graduation. It is among the skills that are aimed to
develop as basic education years. When solving a
problem, students not only make use of their mathematical
knowledge but they also develop them.

The main goal in teaching mathematical problem-

solving is for the students to develop a generic ability
in solving real-life situations. One of the main
difficulties in learning problem-solving is the fact that
many skills are needed for a learner to be an effective
problem-solver. Problem Solving is a complex process that
requires many skills to be used together. Kamii suggested
that games can be used as an approach for studying
mathematics. Success in teaching mathematics depends on
the active involvement of students, and its connection to
that, a game that promotes active involvement can help to
create a positive environment. Ernest explained that in
mathematics, games can provide reinforcement and practice
skills; motivate; help in the acquisition and development
of mathematical concept; and students develop a strategy
to solve problems. And game-based learning offers proven
benefits for the student engagement and academic
performances. Usually, it is assumed that the game is a
digital game, but this is not always the case. A

2
corollary to this definition is that the design process
of games for learning involves balancing the need to
cover the subject matter with the desire to prioritize
game play. The empirical support for how game-based
learning materials can improve learning for academic
content in school has been slow to merge. Mayer and
Johnson (2010) conducted a recent review where they
synthesized learning outcome research in three
categories: “cognitive consequences, media comparisons,
and value added” (p. 246). They concluded that the value-
added research (ex., when researchers ask which features
add value in terms of educational effectiveness of the
game) is most important when the goal is academic
learning. Their research synthesis, providing a much-
needed utilitarian analysis of game effectiveness, is
critical of providing definition and articulation of
learning outcomes, as the field of game-based learning
continues to evolve.

Game-based learning describes an approach to

teaching, where students explore relevant aspect of games
in a learning context designed by teachers. Teachers and
students collaborate in order to add depth and
perspective to the experience of playing the game. There
are learners who approach problem solving in mathematics
with difficulty or discomfort, math games provide a more
engaging context for introducing and practicing new
skills. The impact on motivation and engagement alone can
explain much of the positive impact from games. It
provides students with opportunities to drive their own
learning and develop problem solving skills. Children
are encouraged to learn through exploration and play
during their early years of development. Opportunities to
learn in this manner drastically change as children
mature. Experiences allow children to explore and play to

3
learn will develop creative and critical thinking which
is essential to their academic success.

1.1 Background of the Study

The present study entitled “The Effect of Game-Based

Learning Materials in Problem Solving Skills of 1st Year
College Students of St. Anthony College Calapan City
Inc.” will provide recommendation and answers to the
common problem of every individual, not only students but
also teachers.

At the end of this study, the researchers are able

to know the effect of Game-Based Learning Materials in
Problem Solving Skills of students, for them to improve
and use this strategy to catch the attention of the
students and mostly engaging them in participating
teaching and learning process and enjoy playing at the
same time.

1.2 Statement of the Problem

This research will create a compilation of game-

based learning materials that affect problem-solving
skills of 1st year college students of St. Anthony College
Calapan City Inc. It seeks to answer the following
questions:

1. What is the level of mathematical performance in

problem solving of first year students in terms of
their pre-test and post-test scores?
2. What are the benefits of game-based learning
materials to the students in learning mathematics in
terms of
2.1. Availability;
2.2. Features; and
4
 2.3. Activity?
3. What is the impact of game-based learning materials
to the students in terms of
3.1. Interest;
3.2. Topic; and
3.3. Learning Style?
4. Is there a significant relationship between the game-
based learning materials and problem solving skills of
1st year college students of St Anthony College Calapan
City Inc.?

1.3 Hypothesis of the Study

Ho: There is no significant relationship between game-

based learning materials and problem-solving skills of 1 st
year college students of St. Anthony College Calapan City
Inc.

Ha: There is a significant relationship between game-based

learning materials and problem-solving skills of 1st year
college students of St. Anthony College Calapan City Inc.

1.4 Significance of the Study

The aim of the present study is to know “The Effect of

Game-based Learning Materials in Problem Solving Skills
of 1st year college of St Anthony College Calapan City
Inc”. This will show how game-based learning materials
will affect the problem-solving skills of students.
Teacher, students, administration, and fellow researchers
are the beneficiaries of this study.

To the teachers- this research is important to them

so that they know the effect of game-based learning
materials in problem-solving skills of the students.

To the students- This research helps them to show an

interest in solving word problem.
5
 To the administration- this study will benefit the
administration for having a basis for the future
implementations or guidelines that will help the
situations of students having a low skill when it comes
in problem solving.

To the fellow researcher- It will serve as a basis

or guide in conducting their research.

1.5 Scope, Limitation and Delimitation of the Study

This study will be conducted in St. Anthony College

Calapan City Inc. in the academic year 2020-2021. This
research will be limited only to 45 first year college
students. This will be focus on the effects of game-based
learning materials in problem solving skills of the
students.

1.6 Definition of Terms

For better understanding in the part of the readers.

The following terms defines bellow using operational and
denotational definition.

Activity. The condition in which things are happening or

being done. It refers to specific game-based learning
activity that teacher used. For example, word problem
puzzle, word problem relay, etc.

Availability. The quality or state of being available.

It refers to the availability of game-based learning
materials in teaching process of the teacher.

Descriptive-Correlation Method. Is a study in which the

researcher is primarily interested in describing
relationships among variables, without seeking to
establish a causal connection. The descriptive-

6
correlation method it uses to determine the relationship
among two or more variables, (the effect of game-based
learning materials and in problem-solving skills) that
seeks to investigate the extent to which one or more
relationship of types exist.

Digital (GBL). Characterized by electronic and

especially computerized technology. Refers to game-based
learning materials that uses technology like laptop,
projector in presenting.

Game-Based Learning Material. Game based

learning material is where game characteristics and
principles are embedded within learning activities. It
refers to instructional materials that teachers used in
teaching and adapting game-based learning.

Impact. It means to have a direct effect. It refers to

the effect of game-based learning materials in problem-
solving skills of the students.

Learning Modalities. Learning modalities are the sensory

channels or pathways through which individuals give,
receive, and store information. Learning modalities
refers to strategy where teacher and students used in
giving and receiving information. It refers to online
learning modality and modular learning modality.

Non-Digital (GBL). It means not digit. It refers to game-

based learning materials that not use technology in
presenting.

Topic. A matter dealt with in a text, discourse, or

conversation; a subject. It refers to the types of word
problem.

Learning Style. It speaks to the understanding that every

student learns differently. It refers on how the students

7
answer the problem-solving problems based on their own
strategy.

1.7 Conceptual Framework

Independent
Dependent Variable
Variable
Game-based learning
materials in terms Problem solving
of: skills in terms of:
Availability, Interest
Features; and Topic; and
Activity Learning Style

Hypothesize figure of Independent and Dependent Variable

This figure presents the two variables, the

independent and dependent variable. The independent
variable focuses on game-based learning materials in
terms of its availability, features and activity. On the
other hand, the dependent variable focuses in the
problem-solving skills of the students in terms of their
interest, topic and learning style.

The arrow signifies the hypothesized relationship

between the dependent and independent variables.

8
 CHAPTER 2

Related Studies and Literature

2.1 Related Literature

2.1.1 Foreign

According to Carbonaro, Szafron, Cutumisu, &

Schaeffer, 2010, they have indicated that the game-based
learning could be the best way to trigger student’s
learning motivation. In addition, it has been reported
that the game-based learning might provide a good chance
to stimulate student’s abstract thinking during teaching
and learning process and foster their higher order
thinking ability.

Game-based learning also created an ideal

environment for the students to collaborate with their
students and to collaborate with their teachers. Playing
in pair, interacting with each other, giving a large
group activity, may help the students to deepen their
knowledge to the concept while at the same time,
developing their social and teamwork skills. Because
academic games don’t just teach the students about the
content of the lesson, it also teaches the students on
how to think creatively and use the content to solve the
problems. Also, the game-based learning experience
integrates something students likely enjoy the activity
and enjoy their free time with tangible learning, and
that is what learning should be fun, deep and engaging.

In other resources based on Jackson, 2016, GBL or

Game-Based Learning is the use of games to reinforce
learning that may be used to motivate and engage the
students to promote learning. However according to Bragg,
2012 states that in mathematics, GBL with or without game

9
elements can promote learning within the lesson, by
meeting the student’s needs. Differently according to
Naik, 2015, both digital and non-digital GBL within
mathematics, found that GBL can reduce negative behaviors
and attitudes in the students, perhaps it motivates the
students to engage themselves in learning process. Thus,
Bragg’s (2012) and Naik’s (2015) understanding of GBL may
be more reliable and applicable to the different forms of
GBL in mathematics than Jackson’s (2016) definition.
Consequently, GBL may be defined as a flexible approach
to pedagogy in which games and game features can be
applied to activities to meet the needs of the learners
and encourage motivation, engagement and learning.

According to Vandercruysse et al. (2016) when

instructional support, any type of support, direction or
teaching that helps the learners to learn, is applied to
GBL, learners’ learning improves. Accordingly, Hung,
Huang and Hwang (2014) found that feedback and
scaffolding during digital GBL in mathematics promoted
intrinsic motivation as students felt more confident and
competent. Offenholley (2012) also found that
instructional support promotes self-efficacy the
learners, an individual’s belief regarding their ability
to succeed, which improves intrinsic motivation and,
thus, improves confidence to learn. This reflects the
principles of Wigfield and Eccles’ (2000, cited in
Lauermann, Eccles & Pekrun, 2017) expectancy-value theory
in which the motivation of individuals is impacted by how
the individual expects to perform and the level of
intrinsic value the individual has for a subject. Thus,
it appears that instructional support methods can
positively impact intrinsic motivation, which may
encourage learning as students become increasingly
confident. In other word GBL may be effective in

10
promoting deeper learning and engaging the students in
teaching and learning process. This is called
personalized learning. Personalized learning is the
adaptation of education to students learning needs,
interest and pace, which influences the strategy and
approach applied by the teachers in instruction and
activities that promote motivation. GBL can be
personalized using adaptive technology specially in
digital GBL but not suited to non-digitalized form of
GBL. However, personalization can be recognized in the
form of differentiation, which is the content and process
are anchored to the needs of the students, as this
encourages students to feel supported a competent,
motivating students to engage in learning.

2.1.2 Local

The use of application of Alpha-Beta Searching

algorithm and Intelligent Material Evaluation on the
Artificial Intelligence Engine of Dama. This game helps
the player to enhance their abilities and strategies.
They need to apply their critical thinking skills to win
the games. It is a mind game that needs your all focus.
This game will help to sharpen children’s mind and
improve their skills. It needs a variety of strategy,
techniques and deep thinking to win this game. All the
skills that they will develop during this game can be
applied in solving math problems. In solving math
problem, you also need a different strategy, techniques
and your deep understanding to solve those complex
problem.

The digital game-based learning on mathematics has

been implemented in one school in Davao City to test its
effectiveness on mathematics achievement of students.

11
During their experiment they saw how students enjoy the
digital games at the same time they are learning. Digital
game-based learning is a great help in improving
students’ mathematical skills. In this strategy the
students enjoy more than in traditional way of teaching.
They feel more motivated because they have involvement in
the activity and they are interacting with each other.
The activity is easier for them if they do not feel any
pressure and they are enjoying what they are doing. They
saw that digital game-based learning can help the
students to improve their skills in mathematics or their
achievement.

An assessment of the Mobile Games Utilization and

its Effect to One’s Computational thinking skills. The
improvement or enhancing of knowledge can be obtained
anytime anywhere but where and how you will learn make
all the difference. The increasing number of different
online games attracts young children that may turn into
addiction or sometimes it makes them inspired and
motivated. How these online games affect the
computational skills of the students? Computational
thinking skills has a big help in the students to become
problem solvers and innovators. When the students have
the ability to determine what they need to remove from a
system or problem to create a solution, they are forced
to think differently about the most important element of
what they are working on and removing those irrelevant
factors. This shows how mobile games help students to
improve their critical thinking and also their
computational thinking skills.

2.2 Related Studies

2.2.1 Foreign

12
 According to Marija-Lisa Musselman, 2014, “Game-
Based Learning in Problem Solving Method: The Effects on
Students’ Achievement” This study compared the effects of
game-based learning and textbook on student’s
achievement. A problem-solving method was implemented in
learning processes in the classroom. The respondents of
One hundred and thirteen students of grade eight from
three junior high schools in the Province of Yogyakarta,
were selected using convenience sampling, participated in
this study. The study employed a quasi-experiment with a
pretest-posttest control-group design. The data were
gathered through a pre-test, post-test, and
questionnaire. All data were analyze using ANOVA,
indicating that the students who were exposed to the
game-based learning within problem solving approach
significantly outperformed their counterparts who were
exposed on the basis of textbook within problem solving.
The data from questionnaire revealed that the students
preferred game-based learning because they could
understand the materials with enjoyable and easily.

According to this study one of the best strategies

in teaching problem solving in mathematics is the game-
based learning. This study shows how students well
performed in teaching and learning process and how they
learned in a different way of learning. Many students did
not really mathematically inclined and some of them have
a difficulty in solving word problem. In order to help
them in engaging to this topic, the researchers conducted
a research in one hundred and thirteen students of grade
eight. the researchers gathered the data through a pre-
test, post-test and questionnaire. After analyzing the
result shows that most of the students preferred the
game-based learning because of they adopt their learning
style in this teaching strategy. They also easily

13
understand the problem without thinking the difficulties
and aside from this strategy is enjoyable and easy.

Anonther studies entitled “Improving students’

problem-solving ability in mathematics through game-based
learning activities” 0f Nizaruddin, Muhtarom & Sugiyanti,
2017. The rationale of this action research was to
improve the ability of their respondents in solving
problems involving material numbers. This study was
conducted in two cycles, both of which consisted of
planning, action, observation and reflection. The first
cycle showed that 31.25% of students gained mastery in
learning or scored 75 and 68.75% did not or scored < 75.
The average score of the class was 63.44% and problem-
solving abilities of students in the first cycle was
68.8%. In the second cycle, 100% of students gained
mastery in learning or scored 75. The class average score
was 95.71% and problem-solving abilities of students in
the second cycle was 96%. The result of their research is
the student’s ability in solving problem of material
numbers can improved by using the game-based learning.

Through the analysis of their data the researchers

came up with the conclusion of: The use of game-based
learning can improve the student’s ability in solving
problem of material numbers.

Another study that shows that the game-based

learning affects the problem-solving skills of the
students entitled “The effect of simulation games on the
learning of computational problem solving.” The
simulation games are now increasingly applied to many
subjects as they allow students to engage in discovery
processes in their learning process, and also to
facilitate a flow learning experience. This study,
analyzed the data or the feedback and problem-solving

14
behaviors of 117 students in a simulation game, designed
to assist them to learn computational problem solving. It
was concluded that students when learning computational
problem solving with the game were more likely to
perceive a flow learning experience than in traditional
teaching and learning process. In the other aspect, the
students’ intrinsic motivation was also enhanced when
they learned with the simulation game. In particular, the
results of this study found a close association between
the students’ learning experience states and their
problem-solving strategies. The students who perceived a
flow experience state frequently applied trial-and-error,
learning-by-example, and analytical reasoning strategies
to learn the computational problem-solving skills.
However, some of the students who experienced states of
boredom and anxiety did not demonstrate in-depth problem-
solving strategies. For instance, those students who felt
anxious in the simulation game did not apply the
learning-by-example strategy as frequently as those in
the flow state. In addition, those students who felt
bored in the simulation game only learned to solve the
problem at a superficial level.

2.2.2 Local

According to Hydon B. Libradilla, Karen Luz Teves

and Aldwin Tevez in their study entitled “Teaching
Effectively with Use of Game-Based Interactive
Mathematics”. The objective of their study is to
determine if the use interactive mathematics lessons
improved the student’s mathematics performance in
teaching and learning process. This study also sought to
ascertain of significant relationship occurs between
pupils’ responses on the features of the lessons and

15
their performance after game-based learning approach were
implemented. To measure the effect of game-based learning
approach in student’s mathematics performance, the t-test
with two independent samples was used. To determine the
student’s responses on game-based learning approach, the
weighted mean was used. And to determine if relationship
exist between student’s responses on game-based learning
approach and their performance, the spearman rank
correlation was used. After analyzing and interpreting
the data gathered, this study concludes that the
student’s show interest to learn math because of the
features of the game such as colors and graphics, sounds
and time elements that makes it more engaging and fun.
The performance of the students in mathematics was higher
when game-based learning approach were implemented. Game-
based learning approach which is perceived by students as
engaging, exciting and full of fun erases their
perception of mathematics as a difficult subject. This
study recommended that the game-based learning approach
be formally part of the Department of Education
curriculum and trainings and seminars be conducted to
orient the teachers.

Another study entitled “Utilization of Maranao Game-

Based Activity in Teaching Combination Through Problem
Solving” of Doc. Myna E. Lahoylahoy. The purpose of this
study is to determine the performance of the students in
doing the given activity and answering the test in which
problem-solving approach was applied along teaching
process. During their study the students give only
fifteen to twenty minutes on the game activity entitled
Kapadian sa Buntir. The teachers, observed the students
together with the researchers. After the game, the
students were evaluated with the activity sheets.
Moreover, the pre-test and post-test were given to

16
measure the conceptual understanding of the students in
the concept of combination. The test was performed by the
students before and after the implementation of the
activity. And based on their analysis and interpretation
of data the following conclusion were drawn: first, the
Maranao game-based mathematics activity “Kapadian sa
Buntir was appropriate for grade 9 students in terms of
learning objective, mathematical concept, organizational
procedure and materials. Second, the activity was
appropriate in integrating the concept of combination on
the game. Third, the activity provided the students an
ability to collaborate and solve problems on their own.
Also, it developed their higher order thinking skills and
communication skills. Forth, playing the game and
teaching combination through problem-solving approach
provide students an opportunity to learn the concept and
to understand it. And last, students perceived the game-
based mathematics activity as useful and valuable for
their learning.

Another study conducted in Misamis Oriental General

Comprehensive High School in Cagayan de Oro City. This
study was quasi-experimental research that investigate
the effect of game-based design activities on students’
achievement scores in algebra. The respondents were two
sections of junior high school students and one section
was assigned as control group who exposed to traditional
approach with usual motivation and other activities given
to them such as broad works, seat works, assignments and
weekly quizzes. While the other section was assigned in
experimental group which was exposed to game activities
locally. After a long process the researchers followed a
pre-test and post-test under quasi experimental with two
control group design. The finding was the second section
of junior high school shows an interest and progress in

17
teaching and learning process. The game-based design
activity affects their achievement scores higher than the
scores of first section.

18
 CHAPTER 3

Research Methodology

3.1 Introduction

This chapter presents the design and instrument of

the research, the respondents of the study, its procedure
and statistical treatment of data.

3.2 Research Design

The descriptive-correlation method of research and

Pearson’s correlation is used by the researcher to
determine the relationship of game-based learning
materials and problem-solving skills of the students.
Aside from this, the researchers also use the percentage
score to measure if game-based learning materials affect
the problem-solving skills of first year students in St.
Anthony College Calapan City Inc.

The descriptive-correlation method determines the

relationship among two or more variables that seeks to
investigate the extent to which one or more relationship
of types exist.

3.3 Respondents of the Study

This action research was conducted at St.

Anthony College Calapan City Inc. with the standard-level
first year college student with subject mathematics. This
study was implemented into two learning modalities, the
online learning and modular learning during world health
crisis, because of Covid-19. This study used data from 45

19
students with different courses through online and
modular learning modality.

Table I

Respondents of the Study

Year and Section Total Number of Number of the

the Students Samples
BSED 14 13
IT 1 1
NURSING 17 15
BA 8 6
CRIMINOLOGY 12 10
Total 52 45

3.4 Research Instrument Used:

The instrument will be used in conducting research

in time of pandemic are:

Questionnaire. The questionnaire will be used to assess

the student’s problem-solving skills in terms of
interest, topic and learning style.

Game-Based Learning Material. Game-based learning

material in terms of availability, features and activity.

3.5 Procedure of Data Gathering

After the validation of the instrument, the

researcher secured a written permit to the administrators
of St. Anthony College Calapan City Inc., Record from the
registrar office to collect the list of names of the 1st-
year college students who have a mathematics subject.
After given a permission, the researcher explained the
purpose of the study to the selected respondents by means
of their learning modalities and then the researcher made
sure that each participant corresponds to his predefined

20
criteria. The collection of data scope in one week. The
researcher provides game-based learning module for all
the respondent, soft copy of learning materials for
online learners and hard copy for modular learners. The
researchers also collected the data by means of
questionnaire that answers the question how game-based
learning materials affect their problem-solving skills.
After a few days the researchers conducted a paper and
pen test or the traditional activity, to compares the
result of game-based learning activity and traditional
activity. After the respondents have taken the game-
based learning activity, traditional activity and
questionnaire, papers were checked, tallied, interpreted
and analyzed.

3.6 Reliability and Validity of Instruments

To test the reliability of the instrument the

researcher will conduct a test re-tests method. The
survey will give in only to 20 samples of students, then
after 10 days of interval, they will administer again
with the same questionnaire. This is to determine of the
respondents the same answer.

To test the validity of instrument, the researcher

will consult three expert who will validate it.

3.7 Tabulation and Scoring of Data

For scaling and quantification, the researcher will

utilize dichotomous questions to describe the mean
responses of respondents concerning the effect of game-

21
based learning materials in problem solving skills of 1 st
year college students of St Anthony College Calapan City
Inc.

3.8 Statistical Treatment

The following statistical data will be utilized in

this study:

Descriptive Statistics

For Descriptive Statistics, the researcher will use

the Arithmetic Mean to find the average responses of the
respondents for each indicator.

The formula:

x́ =
∑x
n

where:

x́=¿ arithmetic mean

x = score or value of each item

n = sample size

Pearson’s Correlation Coefficient

For Pearson’s Correlation Coefficient, the

researchers measure the statistical relationship or
association between two continuous variables.

22
The formula:

n (∑ x y )−(∑ x)( ∑ y )
r= 2 2
√ [n ∑ x −(∑ x) ]¿ ¿ ¿

where:

r= Correlation coefficient

n= Sample size

Σxy= product of x and y variables

Σx2= Values of x variables square

Σy2= Values of y variables square

Σx= Values of total score in x variables

Σy=Values of total score in y variables

Percentage Score

The researchers use the percentage score to measure

the percentage of scores certain variable.

The Formula:

P= ∑ x x 100
n

Where:

P= Percentage score

Σx= total values of x per variables

N= sample size

23
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is concerned with data presentation of

findings obtained through the study. The findings are
presented in tabular form after being analyzed. This
research is all about the effect of game-based learning
materials in problem solving skills of 1 st year college

24
students at St. Anthony College Calapan City Inc. The
researchers applied the Descriptive Statistics and
Pearson’s correlation that suitable in analyzing and
comparing two different variables.

Analysis of the Data

This section, several analyses are performed as part

of the process of collecting data in this research.

Table 4.1.1 Level of performance in terms of pre-test and

post-test score.

Gender of n Pre-test Post-test

Respondents Activity Activity
Result Result
Male 11 16.82 20.45
Female 34 15.56 20.09
Total: 45 32.38 40.54
4.1.1 Level of performance in terms of pre-test and post-test score.

Table 1.1 shows the computation of arithmetical mean of

independent and dependent variables. This table examined
the scores of game-based learning activity and the
traditional activity of the respondents. The result shows
with the 11 male respondents from arithmetical mean of
16.82 in their traditional activity result their score
increased to arithmetical mean of 20.45. The 34 female
respondents also show an increased on their arithmetical
mean from 15.56 in their traditional activity result to
20.09 arithmetical mean in their GBL activity result.
With this analysis, the game-based learning materials
affect the scores of the students in their activity.

25
Table 4.1.1a Shows the employment of Pearson’s
correlation to examine the relationship between two
variables, the game-based learning material and the
problem-solving skills of the students. To measure that
the researchers need to compare the results of GBL
activity and the results of student’s traditional
activity. The Pearson’s correlation coefficient (r)
ranges from >.70 or <-.70 for strongly correlation,
between .30 and .70 or -.30 and -.70 for moderate
correlation and between 0 and .30 or 0 and -.30 for weak
correlation.

GBL Traditiona
Activit l ∑xy ∑x2 ∑y2 Pearson’
y Activity s r
(x) (y)
906 714 14430 18362 11908 0.65
4.1.1a Level of performance in terms of pre-test and post-test score.

The table show that there is significant

relationship between the two variables, the game-based
learning materials as independent variable and the
problem-solving skills as a dependent variable. The
relationship of two variables stated as 0.65, means there
is a moderate correlation between game-based learning
materials and problem-solving skills of first year
college students in St. Anthony College Calapan City Inc.

Table 4.1.2 Game-based learning materials in learning

mathematics

Questions
YES TOTAL
Game-Based Learning Material in N NO %
% %
terms of Availability
1. Did you experience GBL in 45 60% 40% 100%
your past and present
learning process?

26
(Naranasan mo na ba ang GBL sa
iyong dati at kasalukuyang pag-
aaral?)
2. Is GBL materials available
on the module?
45 0% 100% 100%
(Mayroon bang GBL Materials sa
inyong module?)
3. Is this your first time to
experience GBL Materials in
learning process?
45 40% 60% 100%
(Ang pagkakaroon ba ng GBL
Materials ay una mong karanasan
sap ag-aaral?)
4. Are you want to experience
GBL materials in your
future learning process? 45 82% 18% 100%
(Nais mo bang maranasan ang GBL
sa iyong susunod pag-aaral?)
5. Are you want to experience
different kind of game as
part of learning?
45 96% 4% 100%
(Nais mo bang maranasan ang
iba’t ibang uri ng laro bilang
parte ng iyong pag-aaral?)
Game-Based Learning Material in
terms of features
1. Is the score of your
activities change because
of GBL? 45 93% 7% 100%
(Ang iyo bang mga puntos ay
nabago dahil sa GBL?)
2. Are you answered all the
problems in time?
45 96% 4% 100%
(nasagutan mo ba lahat ng
problems sa tamang oras?)
3. Are you experience joy in 45 71% 29% 100%
doing game-based learning?

27
(Nakaranas ka ba ng kagalakan
sa pag-aaral sa ilalim ng game-
based learning?)
4. Are you become diligent in
answering the problems in
GBL?
45 98% 2% 100%
(ikaw ba ay naging masipag sa
pagsagot ng mga problems sa
GBL?)
5. Are you learn something in
socializing because of the
GBL?
45 91% 9% 100%
(Ikaw ba ay may natutunan
tungkol sa pakikisalamuha dahil
sa GBL?)
Game-Based Learning Material in
terms of Activity
6 Is the activity of GBL bore?
(Nakakainip ba ang gawain ng 45 13% 87% 100%
GBL?)
7 Are you want to answer
another activity under GBL?
(Gusto mo bang magsagot ng iba 45 84% 16% 100%
pang activity sa ilalim ng
GBL?)
8 Are you want paper and pen
activity under GBL?
45 40% 60% 100%
(Nais mo ba ang Paper ang pen
na Gawain sa ilaim ng GBL?)
9 Is this activity inclined on
the topic?
45 100% 0% 100%
(Ang mga Gawain bang ito ng GBL
ay nakaangkla sa inyong paksa?)
10 Is GBL activity better than 45 82% 18% 100%
traditional activity?
(Ang GBL activity ba at mas
maayos kaysa sa tradisyonal na

28
Gawain/pagsusulit?)
4.1.2 Game-based learning materials in learning mathematics

The table 4.1.2 shows the respondents of forty-five first

year college students in St. Anthony College Calapan City
Inc who responded to our questionnaire. In game-based
learning materials in terms of availability. 60% of
students already experienced GBL in their past and
present learning process, and 40% of students are first
time to experience it. 100% of students says that the GBL
materials did not available in their module/ learning
references. 82% of students wants experience GBL
materials in their future learning process and 18% of
them did not. And 96% of them wants to experience
different kind of games as part of their learning and 4%
are not. In other indicator of game-based learning
materials in terms of features. 93% of the students says
that their scores are changed because GBL and 7% are not.
96% of students says that they answered all the problems
in time, and 4% of students did not finished their work
on time. 71% of students says that they enjoy doing GBL,
and 29% of students are not. 98% of students become
diligent in answering GBL activities. And 91% of students
developed their socialization skills because of GBL. The
last indicator of game-based learning materials is
Activity. 13% of students says that they’re bored in GBL
activity and 87% of them not. 84% of students wants an
another GBL activity to answer and 16% are not. 60% of
students wants an another GBL activity aside from paper
and pen, and 40% of them wants only paper and pen GBL
activity. 100% of students says that the GBL activity are
inclined in the topic that the researchers gave. And 82%
of students says that GBL activity is better than
traditional activity.

29
Table 4.1.3 Impact of game-based learning materials to
the students

(N
Questions YES% NO% Total
)
Problem-Solving Skills in terms
of interest
1. At first, game-based
learning materials catches
my attention.
45 98% 2% 100%
Ang game-based learning
materials ay pumukaw sa
aking atensyon.
2. I’m interested to read the
procedures of the game-
based learning materials.
Ako ay interesado na 45 96% 4% 100%
basahin ang mga tuntunin
ng game-based learning
materials.
3. I dedicated to seek the
answers by solving the
given problems.
Dedikado akong sagutan ang 45 78% 22% 100%
mga problems sa
pamamagitan ng pagsagot sa
mga tanong nito.
4. I’m interested to know the
answers in the boxes.
45 98% 2% 100%
Interesado akong malaman
ang sagot ng bawat kahon
5. I’m interested to complete
the correct answers and
finish the activity.
45 96% 4% 100%
Interesado akong masagot
ang lahat ng tanong at
tapusin ang activity.

30
Problem-solving skills in terms
of topic
1. I have a background
knowledge about the topic.
45 93% 7% 100%
Meron akong kaunting
kaalaman tungkol sa paksa.
2. I believe that the given
problems are difficult to
answers.
45 47% 53% 100%
Naniniwala akong mahirap
sagutan ang mga ibinigay
na problems.
3. I better understand the
topic when I looked for the
other example.
Mas nauunawaan ko ang 45 96% 4% 100%
paksa kapag ako ay
tumitingin sa ibang
halimbawa.
4. I have a difficulty in
answering the problems.
45 47% 53% 100%
Nahihirapan akong sagutan
ang mga problems
5. I learned new learnings
about the topic.
45 98% 2% 100%
Natuto ako ng bagong
kaalaman.
Problem Solving Skills in terms
of learning style
1. I solved each problem in a
quiet place.
Sinagutan ko ang mga 45 91% 9% 100%
tanong sa tahimik na
lugar.
2. I better understand when 45 91% 9% 100%
I read the instruction.
Mas nauunawaan ko kapag

31
 binasa ko ang panuto.
3. I read and easily
understand the problem.
45 98% 2% 100%
Binasa ko at madali kong
naintindihan ang problem.
4. I understand the problem
more easily when I make a
representation of it.
Mas madali kong 45 93% 7% 100%
naiintindihan ko ang
problem kapag nagbibigay
ako ng representasyon.
5. I sometimes talk to myself
when I solve the problem.
Minsan kinakausap ko ang
45 9% 91% 100%
sarili ko kapag
sinasagutan ko ang mga
problems.
4.1.3 Impact of game-based learning materials to the students

Table 4.1.3 shows the percentage score of the impact of

game-based learning materials in problem-solving skills
of the students, game-based learning materials catches
the attention of 98% of the students and 2% of them are
not. 96% of them are interested to read the procedure and
4% of them are not. 78% of them are dedicated to seek the
answers by solving the given problem and 22% are not. 98%
are interested to know the answers and 2% of students are
not. And 96% of students are interested to complete the
correct answers and finish the activity and 4% of them
are not interested. In problem-solving skills in terms of
topic, the table shows that 93% of the respondents have a
background knowledge about the topic, and 7% of them have
no idea on how to solve the problem. 47% of the students
says that the given problems are difficult to answers,

32
and 53% of them says that it in not difficult. 96% of the
students looked for another example to better understand
the topic and 4% of them are not. 47% of students says
that they have difficulty in answering the problems and
53% of them says that not. And 98% of the students
acquired new learnings during game-based learning and 2%
of them says that they did not acquire new learnings.
While in problem-solving in terms of learning style. 91%
of the students says that they solved each problem in a
quite place and 9% of them are not. Also 91% of the
students says that they better understand the game-based
learning materials when they read the instruction and 9%
of the are says that they did not understand it even they
read the instruction. 98% of students says that they read
and easily understand the problem while 2% of the
students did not understand the problems. 93% of the
students understand the problems, when they make a
representation of it and 7% of them did not understand
the problem even, they make a representation of each
problem. And last 9% of the students are talking
themselves when they solve the problem, and 91% of them
did not talked to themselves when they solve the problem.

This analysis suggests that the majority of the

students who responded to the questionnaire shows that
the game-based learning materials affect the interest of
the students by catching their attention during learning
process. Game-based learning materials also affect the
topic itself, that students acquired new learnings about
it. And last game-based learning materials also affect
the learning styles of the students during learning
process.

33
 CHAPTER 5

Summary, Conclusion and Recommendation

This chapter presents the summary of the findings,

conclusion and the recommendation made and offered by
the researcher.

5.1 Summary

The findings of the study were summarized as

follows:

5.1.1 The effects of Game-Based Learning Material in

Problem Solving Skills are the input of the study
which has arithmetic mean of 32.38 for traditional
activity and 40.54 for game-based learning
activity from the respondents.
 Computation of percentage score of game-based
learning material:

YES NO
In terms of availability: 55.6% 44.4%
In terms of impact: 89.8 10.2%
In terms of availability: 64% 36%
 Computation of percentage score of problem-
solving skills:

YES NO
In terms of interest: 92.1% 7.9%
In terms of topic: 76% 24%
In terms of learning style: 76.4% 23.6%

After computing the R-value using Pearson’s

correlation, there is significant relationship between
the two variables, the game-based learning materials as

34
independent variable and the problem-solving skills as a
dependent variable. The relationship of two variables
stated as 0.65, means there is a moderate correlation
between game-based learning materials and problem-
solving skills of first year college students in St.
Anthony College Calapan City Inc.

Therefore,

The use of Game-Based Learning Materials has

significant effects with Problem Solving Skills of 1st
Year College Students of St. Anthony College Calapan
City Inc.

5.2 Conclusion

5.2.1The research evidence demonstrates connection

between game-based learning and problems solving
skills of the students. Based on the analysis and
interpretation of data game-based learning has a
positive effect in problem solving skills of the
students.
6. GBL improves students’ attitude and engagement in
mathematics and it also can impact students’ interest
and self-efficacy.
7. Research showed that both boys and girls preferred
game-based learning than traditional way when it comes
in problem solving.
8. The results of this study showed the significant
increases in problem solving skill with the use of game-
based learning, including the lower performing students.
9. The research result showed that the implementation
of game-based learning gave the better learning outcome
that the traditional way of teaching. Therefore, GBL is

35
a better alternatives strategy to use when it comes in
teaching mathematics.

5.3 Recommendation

5.3.1 Some of the common problems in teaching

mathematics are lack of interest, number facts,
learning disabilities, and computational weakness.
To overcome this difficulties and challenges,
teachers and institutions need to implement newly
and effective strategies that catches the attention
of the students and also help them to engage
themselves in teaching and learning process that
develop their problem-solving skills.
5.3.2 Success in teaching mathematics depends on the
active involvement of students, and its connection
to that, a game that promotes active involvement can
help to create a positive environment.
5.3.3 Math teachers should use game-based learning
materials in teaching as it was tested on having a
significant relationship to the problem-solving
skills of the students.

BIBLIOGRAPHY

Boldadora Romel B. (2018)” Effectiveness of Digital

Game-Based Learning on Mathematics Achievement of Grade
Six Students” Retrieved from https://ejournals.ph/article

36
 Cheng, Yuan Bang (2011) “The effect of simulation

games on the learning of computational problem solving”

Retrieved from

https://www.researchgate.net/publication/220140261

Lahoylahoy Myna E. (2017) “Utilization of Maranao

Game Based Activity in Teaching Combination through
Problem Solving” Rettrieved from
https://www.researchgate.net/publication/318670650

Libradilla Hydon B., Teves Karen Luz Y., and Teves

Aldwin M. (2015) “Teaching Effectively with Use of Game-
Based Interactive Mathematics” Retrieved from
http://icehm.org/upload

Nizaruddin, Muhtarom, and Sugiyanti (2017)

“Improving students’ problem-solving ability in
mathematics through game-based learning activities”
Retrieved from http://www.wiete.com.au/journals

Novak and Thomson (2019) “Effects of game-based

learning on Students’ mathematics achievement” Retrived
from https://www.researchgate.net/publication/330759904
Spires, Hiller A. (2011) “Problem Solving and Game-
Based Learning” Retrieved from https://eric.ed.gov/
Tarongoy, Michael Angelo (2013) “Application of
Alpha-beta Searching Algorithm and Intelligent Material
Evaluation on the Artificial Intelligence Engine of Dama”
Retrieved from https://ejournals.ph/article.php?id=6087
Rondina, Janneth (2019) “Game-Based Design
Mathematics Activities and Students’ Learning Gains”
Retrieved from
https://www.researchgate.net/publication/330062246

37
 Wahyu Setyaningrum, Pratama Loviga and Denny Mohamad

Bilal Ali (2018) “Game-Based Learning in Problem Solving

Method: The Effects on Students’ Achievement” Retrieved

from https://www.researchgate.net/publication/327387170

APPENDICES

38
39
40
41
42
Curriculum Vitae

43
Marc Wendell C. Bagsit
Sta. Rosa II, Baco Oriental Mindoro
[email protected]
0956-102-7199

“Looking forward for a challenging career that able to apply and practice my
qualification in order to pursue an opportunity to better serve and contribute to
the company growth and personal success.”

PERSONAL INFORMATION

Sex: Male
Age: 22 years old
Date of Birth: August, 26 1998
Place of Birth: Sta. Rosa II, Baco, Oriental Mindoro
Weight: 70 kg
Height: 5’6”
Marital Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father: Marianito S. Bagsit
Mother: Wilma C. Bagsit

EDUCATIONAL ATTAINMENT

Tertiary: St. Anthony College Calapan City Inc.

Bachelor of Secondary Education
Major in Mathematics
Secondary: Baco National High School
Poblacion, Baco Oriental Mindoro
S.Y. 2010-2015
Elementary: Binaybay Elementary School
Binaybay, Sta. Rosa II, Baco Oriental Mindoro
S.Y. 2004-2010

TRAININGS AND SEMINARS

“MEETING THE CHALLENGES OF K TO 12 CURRICULUM THROUGH

PROFESSIONAL AND PERSONAL COMPETENCIES”
September 6-7, 2017
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro

BUILDING EXCELLENCE THROUGH QUALITY EDUCATION

44
February 6-21, 2019
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro

2019 BUILDING SERVANT LEADERS FOR TODAY-TRAINING OF TRAINORS

(BSLT_TOT)
August 23-25, 2019
St. Anthony College Calapan City Inc., Bayanan I Calapan City, Oriental Mindoro

BUILDING UNIFIED SOCIETY BY PROMOTING EQUITY AND EMBRACING

DIVERSITY
September 23-26, 2019
St. Anthony College Calapan City Inc., Bayanan I Calapan City, Oriental Mindoro

2019-CGC LEADERSHIP TRAINING AND VALUES FORMATION FOR

COLLEGE STUDENT LEADERS. “YOUTH LEADERSHIP: SHARING STORIES
OF CHANGE”
October 4-5, 2019
Bishop’s Palace, San Rafael, Calapan City.

EVENTS MANAGEMENT SERVICES NCIII

October 4-23, 2019
Leuterio St. San Jose, Balite, Calapan City, Oriental Mindoro

4TH PROVINCIAL PARLIAMENT

November, 26-29, 2019
SP, Session Hall, Batasang Panlalawigan Calapan City, Oriental Mindoro

MEMBERSHIP IN ASSOCIATION/ ORGANIZATION

TREASURER
Studen Council, St. Anthony College of Calapan City Inc.
Bayanan I Calapan City, Oriental Mindoro
2019-Present

BAGSIT, MARC WENDELL C.

Curriculum Vitae

Lorie May C. Evangelista

San Isidro Puerto Galera Oriental Mindoro
[email protected]
09471451562

45
"We may encounter many defeats but we must not be defeated." 

PERSONAL INFORMATION

Sex: Female
Age: 24
Date of Birth: July 07, 1996
Place of Birth: Puerto Galera Oriental Mindoro
Weight: 40
Height: 5’0
Marital Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father: Romeo R. Evangelista
Mother: Lorena C. Evangelista

EDUCATIONAL ATTAINMENT

Tertiary: St. Athony College City Calapan City Inc.

Bayanan Calapan City Oriental Mindoro
Bsed- Mathematics
Secondary: Puerto Galera National High School
Poblacion Puerto Galera Oriental Mindoro
2011-2012
Elementary: San Isidro Elementary School
San Isidro Puerto Galera Oriental Mindoro
2007-2008

TRAININGS AND SEMINARS

Seminar in Problem Solving

St Anthony College Calapan City Inc.
Camilmil Calapan City Campus
October 2018

MEMBERSHIP IN ASSOCIATION/ ORGANIZATION

MEMBER
College of Education
St Anthony College Calapan City Inc.
2020

46
EVANGELISTA LORIE MAY C.
SIGNATURE OVER PRINTED NAME

Curriculum Vitae

HANDOG, SAMUEL ALEXIS ALCANTARA

Poblacion I, Naujan Oriental Mindoro
[email protected]
0916-780-0023

To be a part of the company wherein I can utilize my skills and knowledge, and
further enhance them to my development as a person in preparation for my

47
future career. In return, I offer my service and determination to be an asset to
your company throughout the duration of my training period.

PERSONAL INFORMATION

Sex: Male
Age: 26 years old
Date of Birth: December 08, 1994
Place of Birth: Poblacion I, Naujan Oriental Mindoro
Weight: 51 kilos
Height: 5’8”
Marital Status: Single
Religion: Born Again Christian
Nationality: Filipino
Father: Serafin Thomas Handog
Mother: Amelita Alcantara Handog

EDUCATIONAL ATTAINMENT

Tertiary: St. Anthony College Calapan City Inc.

Bachelor of Secondary Education
Major in Mathematics
Secondary: Agustin Gutierrez Memorial School
Poblacion I, Naujan Oriental Mindoro
S.Y. 2007-2011
Elementary: Jose L. Basa Memorial School
Poblacion I, Naujan Oriental Mindoro
S.Y. 2001-2007

TRAININGS AND SEMINARS

ONETOUCH SELECT SIMPLE BLOOD GLUCOSE MONITORING SYSTEM

August 1, 2014
Vencio’s Garden Hotel & Restaurant Tawiran Calapan City Oriental Mindoro

COMMUNITY PHARMAC TRAINING COURSE “PATIENT CENTERED

APPROACH”
July 30, 2014- August 1, 2014
Vencio’s Garden Hotel & Restaurant Tawiran Calapan City Oriental Mindoro

ONE-ON-ONE TRAINING ON ELECTRONIC DRUG PRICE MONITORING

SYSTEM (EDPMS) VERSION 2.0 AND STAND ALONE AS PER A.O. 2011-0012
November 4, 2014
Calapan City Oriental Mindoro

48
MEMBERSHIP IN ASSOCIATION/ ORGANIZATION

VICE CHAIRMAN
Naujan Bible Christian Church
Poblacion I, Naujan Oriental Mindoro
2017-Present

PERSONAL REPRESENTATIVE
The Generics Pharmacy, Franchise
Public Market, Poblacion III, Naujan Oriental Mindoro
2015-Present

ACADEMIC COORDINATOR
College of Education
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro
2018-2019

MEMBER
College of Education
St. Anthony College Calapan City Inc.
2020-2021

HANDOG, SAMUEL ALEXIS A.

Curriculum Vitae

Alexis Cezar G. Macaraig

Poblacion Baco, Oriental Mindoro
[email protected]
0927-069-1742

“You can’t start the next chapter of your life if you keep re-reading the last one.”

PERSONAL INFORMATION

Sex: Male
Age: 22 years old
Date of Birth: January 7, 1998
Place of Birth: Poblacion Baco, Oriental Mindoro
Weight: 60 kg

49
Height: 5’7”
Marital Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father: Cesar H. Macaraig
Mother: Analine Golly Macaraig

EDUCATIONAL ATTAINMENT

Tertiary: St. Anthony College Calapan City Inc.

Bachelor of Secondary Education
Major in Mathematics
Secondary: Divine Word College of Calapan
Tibag, Calapan City
S.Y. 2010-2014
Elementary: Benito R. Villar Memorial School
Baco Oriental Mindoro
S.Y. 2004-2010

TRAININGS AND SEMINARS

SEMINAR IN PROBLEM SOLVING IN MATHEMATICS

St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro
07 February 2019

BUILDING EXCELLENCE THROUGH QUALITY EDUCATION

St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro
February 6-21, 2019

“MEETING THE CHALLENGES OF K TO 12 CURRICULUM THROUGH

PROFESSIONAL AND PERSONAL COMPETENCIES”
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro
September 6-7, 2017

MEMBERSHIP IN ASSOCIATION/ ORGANIZATION

EXTERNAL COORDINATOR
College of Education
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro

50
2019-2020

AUDITOR
College of Education
St. Anthony College Calapan City Inc. Camilmil, Calapan City, Oriental Mindoro
2018-2019

MACARAIG, ALEXIS CEZAR G.

DOCUMENTATION

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