Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

Mystery Box Game: A Game-Based Learning to

Improve the Academic Achievement of
Grade 10 Learners in Probability
Ferrie Marie P. Cuabo1; Felsa S. Jagonia2; Genelyn R. Baluyos3
College of Education 1; High School Department2; College of Education 3
Misamis University1; Ozamiz City National High School2; Misamis University3

Abstract:- This action research investigated the In the 2022 PISA math assessment, the Philippines
effectiveness of integrating the Mystery Box game to scored 355 points, notably below the global average of 472.
improve the academic achievement of grade 10 learners Only 16% of learners reached at least Level 2 proficiency,
in Probability at a public school in Ozamiz City. The indicating their ability to understand and apply mathematical
study, conducted in the 2024 school year, employed a modeling to more straightforward situations independently.
classroom-based action research design with 41 The attainment at Levels 5 or 6, where learners demonstrate
purposively sampled participants. Pre and posttests the capability to model complex situations mathematically
assessed probability understanding, while a and can make thoughtful choices in solving real-life
comprehensive lesson plan and a questionnaire gathered problems, was minimal. Overall, the collective performance
information on improvements after a game intervention. of Filipino learners, as reflected in their average score, was
Statistical analysis included frequency, Percentage, mean, significantly lower than the OECD average (DepEd, 2019).
standard deviation, T-test, and thematic analysis. The
findings revealed that integrating the Mystery Box game The achievement of learners in mathematics, from
significantly increased learners' academic achievement in primary to higher education, remains a concern due to global
Probability. In conclusion, the post-intervention outcomes awareness of its importance and longstanding fears of
decisively confirmed the game's effectiveness in underachievement at various educational levels (Brezavšček
enhancing probability learning, fostering a love for et al., 2020). Learners were more likely to find secondary
learning, and promoting academic performance and mathematics more challenging than primary if teaching
social connections. The research recommended methods differed between the two levels (Ryan et al., 2021).
consistently integrating game-based learning in Additionally, it stresses the importance of teacher
Probability, teacher training in gamification, monitoring expectations on learner achievement, suggesting that setting
and feedback on student progress, and applying the high expectations and providing appropriate support can
Mystery Box Game to enhance engagement and positively influence learners' efforts in mathematics learning
comprehension across multiple subjects. (Szumski & Karwowski, 2019).

Keywords:- Game-Based Learning; Probability; Academic Many learners perceive math as boring due to past
Achievement; Mystery Box Game. experiences, lack of confidence, and insufficient engagement
in the classroom, highlighting the need to address this
I. INTRODUCTION perception to foster a positive attitude and enhance learner
engagement and achievement (Aguilar, 2021). The
 Context and Rationale importance of engagement in learning and engagement
Statistics involves gathering, describing, interpreting, problems in mathematics motivated this study’s focus on
and drawing conclusions from data. However, to truly promoting learners’ engagement in mathematics classrooms
appreciate data analysis, one must also understand (Cevikbas & Kaiser, 2022).
probability theory, which helps make confident inferences.
However, understanding probability theory can pose Educational games have enhanced learner engagement
challenges due to its abstract nature and the requisite for a and interest in mathematics learning, promoting conceptual
robust foundational understanding. Consequently, learners understanding and problem-solving skills while fostering
need help to grasp the concepts readily. In a school in curiosity and developing essential abilities like creative
Ozamiz City, Misamis Occidental, grade 10 learners face thinking and collaboration (Han et al., 2022). Adding fun,
obstacles in achieving academic success in Probability. In a games, and interactive activities can improve the learning
pretest administered to a group of learners to gauge their experience and create a more engaging classroom
proficiency in solving probability problems, it was found that environment (Toropova et al., 2019). In mathematics
the participants still needed to achieve a passing score. education, gamification fosters high motivation, enhances
Instead, all learners scored below the threshold for success, activation and participation in teaching and learning,
indicating a gap in their understanding of the subject matter. increases satisfaction and attraction to learning, and
facilitates greater assimilation and reinforcement of

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

mathematical content (Fuentes-Cabrera, 2020). Game-based a school in Ozamiz City, Misamis Occidental, particularly
learning enhances student skills and motivation by setting the Grade 10 learners implementing ‘Mystery Box Game’ to
interim goals, boosting confidence, fostering independent address the needs of the learners in Probability.
thinking, and engaging learners more actively in their studies
(Antipolo, 2021).  Action Research Questions
This action research aims to determine the effectiveness
II. PROPOSED INNOVATION of integrating Mystery Box game to improve the academic
achievement of grade 10 learners in probability in one of the
Nowadays, people of all ages love to play fun, public schools in Ozamiz City. The game-based learning,
engaging, and motivating games. Learners may develop Mystery Box Game, serves as an action in improving
social skills using fun-filled undertakings and game activities learners’ academic achievement. The study sought to answer
(Mary, 2019). Almost all the primary teachers admitted the following specific questions:
playing mathematical games in their classrooms a minimum
of once a week; they view games as highly effective for  What is the level of achievement of the learners before
developing all four proficiencies highlighted in the integrating mystery box game in understanding
Mathematics Curriculum: fluency, understanding, problem- probability?
solving, and reasoning (Russo et al., 2021).  What is the level of achievement of the learners after
integrating mystery box game in understanding
GBL is a mathematics teaching technique that balances probability?
classroom learning and educational games while enhancing  Is there any significant difference between the learners’
learning efficiency through learner centered learning achievement before and after integrating mystery box
activities (Lasut & Bawengan, 2020). Educational games can game in understanding probability?
make learning enjoyable, help learners tackle challenges  What are the other improvements observed after
confidently and patiently, and are essential for developing integrating mystery box game in understanding
lifelong learning skills in higher education (Liu et al., 2021). probability?

Probability measures omnipresent uncertainty in III. ACTION RESEARCH METHODS

everyday situations (Malaspina & Malaspina, 2020). One
example of meaningful contexts for probability Probability  Research Design
can be provided through games (Sharma, 2020). However, it This study used a classroom-based action research
has long been understood that one of the most crucial design to determine the effectiveness of integrating Mystery
educational objectives of stochastic instruction is to rectify Box games to improve the grade 10 learners’ academic
learners’ misconceptions about Probability (Gallagher, 2023). achievement in Probability. The study adopts a classroom-
Researchers argued that games involve the learners actively based action research design conducted by teachers to identify
constructing mathematics (Malaspina & Malaspina, 2020). specific classroom problems and concurrently improve them,
fostering professional growth and enhanced teaching practices
The "Mystery Box Game" is a game format typically (Dawadi & Giri, 2021). The appropriateness of the classroom-
used in group settings, where participants are divided into based action research design in teaching probability lies in its
two groups. Each group member is assigned a number ability to enable teachers to directly identify and improve
representing their group in various challenges. The primary classroom-specific issues in these subjects while fostering
challenge involves a game called 'Head-Shoulder-Shake- professional growth and enhancing instructional strategies.
Catch,' where two representatives, one from each group,
compete against each other. The winner of this challenge  Site
gains the opportunity to choose a mystery box. The DepEd-managed secondary public school in
Ozamiz City, Misamis Occidental, follows the K-12
Inside the mystery box are points that can be beneficial Curriculum and offers mathematics as a core subject. It
(+5 points) or detrimental (-5 points). If the representative adheres to DepEd guidelines to ensure high-quality
who won the challenge answers a question correctly related education. The institution also provides a specialized
to the contents of the mystery box, their group earns the education program outlined in DepEd Memorandum No. 149,
designated points. They then have the choice to either 'Keep s. 2011, focusing on empowering learners through
the Box' or 'Give the Box' to the opposing team. If both understanding their strengths, pursuing interests, and
representatives answer the question incorrectly, the 'Head- developing multiple intelligences, including mathematical
Shoulder-Shake-Catch winner still gets to choose a mystery skills. This approach caters to diverse learner needs, fostering
box without answering a question. a holistic learning experience in mathematics and other
subjects.
This challenging format combines physical skill,
knowledge, strategy, and risk taking, making it an engaging,  Participants
dynamic activity for participants and increasing learner The 41 study participants are from Grade 10 learners in
achievement. Thus, the researcher would like to determine one of the public schools in Ozamiz City, Misamis
the effectiveness of integrating the Mystery Box game to Occidental. They were chosen through a purposive sampling
improve the learners’ academic achievement in Probability in technique. Participants were chosen based on these criteria:

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

 Learners who are enrolled in the said school as grade 10 enabling the researcher to gauge improvements in learners'
learners for the academic year 2023-2024; comprehension of mathematics.
 Membership in sections taught by the researcher; and
 Learners who gave their full consent to serve as  Lesson Plan
respondents of the study. The researcher developed a lesson plan comprising
various mathematical problems for learners to address.
 Data Gathering Methods Before the intervention, the lesson plan underwent a
This action research gathered quantitative and comprehensive evaluation by the collaborating teacher and
qualitative. The learners’ academic achievement in subsequent revisions by the researcher.
probability among grade 10 learners were assessed using a
researcher-made instrument such as test questions and  Mystery Box Game (Game-Based Learning)
interview questions. After viewing the test results, the researcher utilized this
game to help improve learners' achievement.
 Pre-Implementation Phase
The initial stage involves obtaining permission from the  Interview Questions.
school principal in Ozamiz City, Misamis Occidental. The The researcher administered open-ended questions via
researcher commenced data collection only upon securing the Google Forms to learners and teachers to gather their
necessary permits. A pretest was administered to assess perspectives on applying the Mystery Box Game. The main
learners' mathematical problem-solving skills. Additionally, aim is to explore their thoughts and emotions concerning this
assessments and activities were developed based on the strategy. To document these interview sessions, the
lesson plans and PowerPoint presentations crafted by researcher made written notes.
teachers during this phase.
 Ethical Considerations
 Implementation Phase The study upheld ethical standards by aligning with the
During this stage, the researcher introduced and Republic Act No. 10173, or the Data Privacy Act of 2021,
discussed mathematics lessons using the Mystery Box Game emphasizing protecting individuals' personal information and
in the classroom. Detailed instructions on the strategy's privacy rights. Ethical considerations from Bryman, Bell, and
functions and usage were provided to learners for activities Harley (2022) were also followed. Participants were not
and assessments. harmed, provided informed consent before data collection,
and were informed transparently about the study's objectives,
After a week of implementing the intervention, a benefits, and potential risks. Confidentiality and anonymity
posttest was conducted to evaluate the extent of improvement were prioritized, allowing participants to withdraw at any
in learners' understanding of mathematics. Observations, time. The research avoided misleading information and
interviews, and the pretest and posttest were conducted for biased representation, declared affiliations, funding sources,
additional data. The researcher captured data throughout the and conflicts of interest. All communication regarding the
implementation through video recordings of class lessons, research was conducted with honesty and transparency, and
photos/screenshots, and field notes. After the intervention, participants were encouraged to reach out with questions or
participants were asked to respond to questions via Google concerns.
Forms. The researcher utilized Google Forms to collect
responses for future reference.  Data Analysis
With the used Minitab and HyperResearch statistical
 Post-Implementation Phase software, the following statistical tools were utilized:
The concluding phase involves drawing conclusions,
making recommendations, proofreading, revising, and  Frequency and Percentage were used to determine
finalizing the research study. It also encompasses effectively learners’ academic achievement in Probability before and
disseminating the study findings to a specific respondent. after integrating the Mystery Box game.
 Mean and Standard Deviation were used to determine
 Research Instruments learners’ academic achievement in Probability before and
The following instruments were used in this study: after integrating the Mystery Box game.
 A T-test was used to explore the significant difference in
 Paper and Pencil Test learners’ academic achievement levels in Probability
The researcher employed a set of 30 test questions before and after integrating the Mystery Box game.
explicitly created for this study to evaluate the initial class  A Thematic Analysis was used to conduct qualitative
performance of learners before the intervention. The observations and data analyses of interview data.
questions underwent inquiry and approval from the
collaborating teacher. The assessment method utilized a IV. RESULTS AND DISCUSSION
traditional pencil and paper test format, wherein learners
answered the questions on the same sheet using a pencil. The In this study, the researcher examines the effectiveness
researcher conducted the pretest and posttest before and after of integrating the Mystery Box Game into classroom
the intervention, ensuring uniformity in assessments and instruction to enhance learners' understanding of Probability.

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

Before delving into the specifics of the findings, it is essential For many years, math education has traditionally used
to set the context: the achievement levels of learners in teaching techniques like lectures and textbooks. However, it
Probability before and after the integration of the Mystery has been convincingly discovered that these methods
Box Game. This comparison provides a clear baseline for significantly fall short when effectively motivating pupils and
evaluating the impact of gamified learning on learner substantially raising academic accomplishment, particularly
outcomes. in Probability, where learners' achievement still needs
improvement due to traditional teaching methods (Chen et
 Learners’ Achievement in Probability before Integrating al., 2020). In related studies, teachers were recommended and
Mystery Box Game actively employed interventions to improve learner
Table 1 presents learners' probability achievement achievement or retention, such as problem-posing and
before integrating the Mystery Box game. The overall learner-centered active learning techniques. In designing an
findings indicate that all learners did not meet the intervention, possible factors that significantly influence
expectations (M=12.78; SD=3.68). The data reveals a learners in doing mathematical tasks must also be carefully
significant gap in learners' understanding of Probability, as considered (Dumale & Gurat, 2023).
none achieved a score that met or exceeded the "Fairly
Satisfactory" category. This implies that the learners Educators and school administrators should consider
struggled significantly with the material before introducing integrating more interactive and engaging teaching methods
the Mystery Box game, as indicated by the low mean score like the Mystery Box game. Additional activities include: 1.
and the fact that every learner fell into the lowest Using real-life scenarios to explain probability concepts. 2.
achievement category. Incorporating technology-based learning tools. 3. Providing
more personalized and differentiated instruction to cater to
These findings suggest that the current instructional individual learner needs. Professional development for
methods may need to teach these learners Probability teachers on innovative teaching strategies in mathematics
effectively. The need for learners to meet even the lowest could also be beneficial. By implementing these suggestions,
satisfactory category underscores a need for a change in learners' understanding and achievement in Probability are
approach. Addressing this issue is crucial to improving expected to improve significantly.
learner outcomes in Probability.

Table 1 Learners' Achievement in Probability Before Integrating Mystery Box Game

 Note: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21- smaller percentage attained a satisfactory rating. Notably, no
22 (Satisfactory); 18-20 (Fairly Satisfactory); 1-17 (Did learners fell into the categories of reasonably satisfactory and
not Meet the Expectations) did not meet the expectations. This suggests an overall
positive performance among the learners, with a notable
 Learners’ Achievement in Probability after Integrating portion exceeding expectations.
Mystery Box Game
Table 2 presents the learners' achievement in The enjoyment while playing the games could be a
Probability after integrating the Mystery Box Game. When significant factor that positively affects the performance of
integrating the Mystery Box Game, the learners demonstrated the learners in the experimental group, as this enjoyment
a very satisfactory probability level (M=24.49; SD=1.93). often results in solving more math problems and
The findings suggest that integrating the Mystery Box Game consequently leads to higher achievement (Jarrah et al.,
into the learning process positively impacted the learners' 2022). Additionally, the motivation they gained through
achievement in Probability. This indicates that most learners solving more games with different levels encouraged them to
achieved similar levels of success in mastering probability play more games and collect more points (Wardat et al.,
concepts by integrating the Mystery Box Game. Overall, 2021). Furthermore, digital games effectively promote the
these results suggest that the Mystery Box Game effectively learning of mathematics problem-solving and demonstrate
enhanced learners' understanding and performance in that these games positively impact learner achievement, with
Probability. learners ultimately achieving excellent results in mathematics
after engaging with the games, as Dayo et al. (2020)
Most learners achieved a "Very Satisfactory" rating (M mentioned.
= 23.81, SD = 0.75). This was followed by learners with an
"Outstanding" rating (M = 27.18, SD = 0.75). A smaller Given these results, educators and curriculum
percentage achieved a "Satisfactory" rating (M = 21.50, SD = developers should consider incorporating interactive and
0.58). No learners were in the "Fairly Satisfactory" or "Did engaging activities like the Mystery Box Game in teaching
not Meet the Expectations" categories. The findings revealed complex subjects such as Probability. Such methods enhance
that most learners performed satisfactorily, with a smaller understanding and make learning enjoyable, improving
proportion achieving an outstanding rating. Additionally, a overall learner performance. To address the gaps, particularly

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

for those who achieved "Satisfactory" ratings, additional feedback, and supplementary materials could be provided to
support activities such as small group tutoring, personalized help these learners reach higher levels of achievement.

Table 2 Learners' Achievement in Probability After Integrating Mystery Box Game

 Note: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21- elements like the Mystery Box Game into educational or
22 (Satisfactory); 18-20 (Fairly Satisfactory); 1-17 (Did training programs can significantly improve the targeted
not Meet the Expectations) outcomes.

 Difference between the Learners’ Achievements in Using or implying the game in mathematics lessons can
Probability before and after Integrating Mystery Box foster enthusiasm and interest and develop learners' process
Game skills in solving problems in mathematics (Nylund et al.,
Table 3 presents a summary of the mean (M) and 2021). There were significant differences in achievement in
standard deviation (S.D.) for variables before and after the mathematics subject matter, which was integrated with
integrating the Mystery Box Game, along with associated t- the game in class. This integration significantly improved
values, p-values, and decisions regarding the null hypothesis learners' process skills and interest in mathematics (Bhavani
(Ho). et al., 2020). Notably, the posttest mean value, more
significant than the pretest value, shows that learning using a
Following the integration of the Mystery Box Game, a game-based learning model assisted by a math games
significant increase in the mean score was observed (M = platform can substantially improve mathematics learning
12.78, SD = 3.68) compared to pre-intervention levels (M = outcomes (Wachdani & Thohir, 2022).
24.49, SD = 1.93), t-value= 24.37, p < 0.01. This substantial
increase suggests that the Mystery Box Game intervention To capitalize on these findings, teachers in training
had a highly significant positive effect on the measured programs may consider implementing similar interactive
outcome. activities to enhance participant engagement and
performance. Moreover, ongoing assessment and refinement
The significant increase in the measured outcome of such interventions may further optimize their effectiveness
following the integration of the Mystery Box Game in achieving desired outcomes. Further research could
underscores its potential effectiveness as an intervention investigate how the Mystery Box Game affects outcomes,
strategy. This finding suggests incorporating interactive leading to more targeted and effective intervention strategies.

Table 3 Difference between the Learners' Achievement in Probability before and after Integrating Mystery Box Game

 Ho: There is no significant difference between the learners' achievement in probability before and after integrating mystery
box game.
 Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

 Other Improvements Observed after Integrating Mystery environment can further nurture learners' intrinsic learning
Box Game in Understanding Probability motivation. Providing opportunities for learners to set
In this study, the researcher examined the impact of personal goals and track their progress within the game can
integrating the Mystery Box Game into face-to-face also contribute to sustained motivation and academic
educational activities to enhance Grade 10 learners' achievement.
understanding of Probability. Participants shared insights and
emotions regarding using this engaging learning tool, which  Improved Attendance
the researcher meticulously analyzed to identify common The Mystery Box Game has notably impacted learner
themes. Three significant themes emerged: Increased attendance, with many demonstrating a newfound
Motivation to Learn, Improved Attendance, and Enhanced commitment to attending class regularly. They express
Social Connection. These findings suggest that the Mystery reluctance to miss out on game-related activities, highlighting
Box Game holds promise for improving learners' learning their role as a driving force behind their attendance. The
experiences in traditional classroom settings. The researcher anticipation of discovering what each class session brought
aims to explore how the Mystery Box Game can enhance and the fear of missing important updates or developments
learners' understanding of Probability and academic related to the game reinforce their dedication to attending
achievement in face-to-face teaching environments. class consistently. This is supported by the statements of
participants 1, 3 and 7.
 Increased Motivation to Learn
The Mystery Box Game has ignited a newfound passion “The game was fun and motivated me to attend Math
for learning among learners. They express excitement about class more because it challenged me to solve problems with
studying, citing the game as a significant source of classmates.” (P1)
motivation. This enthusiasm translates into tangible progress,
with learners noting improvements in their academic “I'm more motivated to attend Math class, and I'm more
performance as a direct result of engaging with the game. willing to participate in activities.” (P3)
Additionally, the anticipation of each class session, driven by
the prospect of participating in the game, underscores the “My skills were okay, but I prefer interactive subjects,
game's effectiveness in fostering a desire to learn. This is and I'm more motivated to attend Math class now.” (P7)
supported by the statements of participants 1,2, 5, and 6.
The advantages of incorporating gamification into the
“Probability seemed confusing at first, but now I find it educational process include enhancing learners’ capacity to
interesting, and I want to learn more about it.” (P1) acquire new competencies, attendance, motivation, and
participation (Nadeem, 2023). Game-based learning
“I am more motivated, and my grades improved, and I effectively reduces monotony and boredom. In addition, it
enjoy learning more.” (P2) has increased the learners’ performance due to an increase in
the learner’s attendance (Kaur, 2021). When used often in
“My problem-solving skills improved, and I'm more class, game-based learning increases attendance,
motivated to solve Math problems.” (P5) participation, engagement, and motivation (Wang, 2020).

“I was okay but shy to ask questions, and now I'm The positive correlation between the Mystery Box
putting more effort into studying Math.” (P6) Game and improved attendance suggests that integrating
gamified elements into the learning environment can
Integrating game-based elements into mathematics incentivize learners to attend class. To capitalize on this,
mobile courseware positively impacts learners’ affective educators can further enhance attendance rates by reinforcing
domain, including attitude, motivation, and confidence, and the connection between attendance and participation in
supports the learning process by creating an engaging engaging activities like the Mystery Box Game. Additionally,
environment (Hui & Mahmud, 2023). Incorporating game- implementing strategies such as rewards or recognition for
like elements into mobile courseware presents a promising consistent attendance can motivate learners to prioritize
way to get learners interested and motivated in math. It has attending class regularly.
been discovered that game-based learning effectively
enhances learner performance and attitudes toward learning  Enhanced Social Connection
(Wang et al., 2022). Integrating game-based elements into The Mystery Box Game has proven to be a catalyst for
mathematics mobile courseware can enhance learners’ fostering stronger social connections among learners.
learning experiences, particularly by improving their Through collaborative problem-solving and shared
affective domain, which includes aspects like attitude, experiences, learners feel a greater sense of friendship and
motivation, and confidence (Vankus, 2021). unity within their peer groups. The game offers a platform for
learners to collaborate towards a shared goal, fostering
The observed increase in motivation underscores the teamwork and cooperation. This is supported by the
potential of gamified learning approaches to enhance learner statements of participants 2, 3 and 4.
engagement. Educators can leverage this by integrating more
interactive and enjoyable elements into their teaching “It was challenging but rewarding to solve with my
methods. A supportive and encouraging learning group, and it felt great to achieve a goal together.”(P2)

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

“I was good at Math but preferred working alone, and Probability? 3) Is there any significant difference between the
the game helped me open up to working with classmates.” learners’ achievement before and after integrating the
(P3) Mystery Box Game in understanding Probability? 4) What
other improvements were observed after integrating the
“Initially confusing, but discussing with classmates Mystery Box Game in understanding Probability?
helped me understand better, and it was a great experience
for teamwork.” (P4)  Findings
The following are the salient findings of the study:
Mathematics learning activities through GBL provide
learners with space to boost engagement by collaboratively  Learners' achievement in Probability before integrating
and actively communicating, fostering affective the Mystery Box Game had yet to meet the expectations.
development, and various additional advantages such as  Learners' achievement in Probability after integrating the
socio emotional and soft skills development in teaching and Mystery Box game was very satisfactory.
learning mathematics activities (Hui & Mahmud, 2023).  There was a significant difference between learners'
Game-based learning has the potential to significantly academic achievement in Probability before and after
enhance engagement, collaboration, and communication, integrating the Mystery Box game.
facilitating a more interactive and practical learning  Other developments observed among the learners after
environment (Vankus, 2021). Collaborative play, integrating the Mystery Box Game involved increased
competition, and role-play, identified in several studies as learning motivation, improved attendance, and enhanced
engaging game play elements, effectively foster cognitive social connection.
and emotional engagement, resulting in markedly improved
learner attitudes, engagement, and performance, particularly  Conclusions
significant in the higher education context (Jääskä & Based on the findings, the following conclusions are
Aaltonen, 2022). drawn:

The enhanced social connection resulting from the  The current instructional methods for teaching probability
Mystery Box Game highlights the potential of collaborative could be more effective, as all learners must meet
learning experiences to cultivate a supportive classroom expectations before integrating the Mystery Box Game.
community. Educators can build upon this by incorporating  Integration of the Mystery Box Game significantly
more group-based activities and projects into the curriculum, improves learners' understanding and performance in
providing learners opportunities to collaborate and interact Probability, with high percentages in the top achievement
positively with their peers. Additionally, fostering a culture categories.
of inclusivity and teamwork within the classroom can  The significant increase in measured outcomes after
strengthen social bonds and promote a sense of belonging
integrating the Mystery Box Game suggests its
among learners.
effectiveness as an intervention strategy for improving
academic achievement in Probability.
V. SUMMARY, FINDINGS, CONCLUSIONS,
 The Mystery Box Game ignites a newfound passion for
AND RECOMMENDATIONS
learning among learners, leading to improved academic
performance, increased attendance, and stronger social
 Summary
bonds through collaborative participation.
Understanding probability is crucial for making
confident inferences in data analysis, as it complements
 Recommendations
statistics by providing a foundation for interpreting data.
Based on the findings and conclusion of the study, the
However, its abstract nature can challenge learners, requiring
following are the recommendations.
a solid foundational understanding to grasp its concepts
readily. This action research aims to determine the
 Mathematics teachers may continue integrating game-
effectiveness of the Mystery Box game in improving the
academic achievement of grade 10 learners in Probability. based learning to improve learners' more than just
The game-based learning, Mystery Box Game, improved academic achievement, aiming for very satisfactory to
learners’ academic achievement among grade 10 learners excellent results.
struggling with Probability concepts during S.Y. 2022–2023  Teachers may attend professional development
in one of the public schools in Ozamiz. This study used workshops on effectively integrating gamification into
mixed methods research with 41 learners as participants their teaching. They should monitor learners' game
using purposive sampling. A research-made test progress and promptly provide feedback to ensure they
questionnaire and Google Forms were used to gather data. are actively engaged and grasping concepts.
The data were examined with statistical tools and qualitative  Other teachers may integrate Mystery Box Game across
analysis software. The study aimed to answer these research multiple subjects to enhance learner engagement and
questions: 1) What is the level of achievement of the learners comprehension of various concepts.
before integrating the Mystery Box Game in understanding
Probability? 2) What is the learners' achievement level after
integrating the Mystery Box Game into understanding

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP532

 School leaders may organize workshops with field [3]. Bell, E., Bryman, A., & Harley, B. (2022). Business
experts on implementing the Mystery Box Game and research methods. Oxford university press.
other innovative teaching strategies while establishing a [4]. Bhavani, G., Mehta, A., & Dubey, S. (2020).
feedback loop with educators, learners, and parents to Literature Review: Game Based Pedagogy
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ACKNOWLEDGMENT Proceedings of the 2020 International Conference on
Emerging Trends in Smart Technologies.
The researcher extends sincere gratitude to everyone https://doi.org/10.1109/icetst49965. 2020.9080715
essential to completing this study. [9]. DepEd (Department of Education) (2019). PISA 2018
National Report of the Philippines. Department of
Special appreciation to her research instructor, Mrs. Education. https://www.deped.gov.ph/wpcontent/
Genelyn R. Baluyos, for her steadfast guidance, mentorship, uploads/2019/12/PISA- 2018-Philippine-National-
and ongoing support throughout the research. Report.pdf
[10]. Dumale, C., &Gurat, M. (2023). Grade 12 Learners’
The researcher is also profoundly thankful for the Retention in Statistics and Probability amidst Covid-
invaluable expertise and suggestions provided by her 19.
cooperating teacher, Mrs. Felsa S. Jagonia, which [11]. Fuentes-Cabrera, A., Parra-González, M. E., López-
significantly contributed to the success of this research Belmonte, J., & Segura-Robles, A. (2020). Learning
endeavor. mathematics with emerging methodologies—The
escape room as a case study. Mathematics, 8(9),
Acknowledgment is extended to the researcher's family 1586.
for their moral and financial support, without which this [12]. Gallagher, K. (2023). Overcoming misconceptions
research would not have been possible. about probability a review of David J. hand’s the
improbability principle. The Mathematics Enthusiast,
The researcher would also like to thank her classmates 20(1), 217-224. https://doi.org/10.54870/1551-
and friends for their steadfast support and encouragement 3440.1607
throughout the research. [13]. Gottfried, Michael, and Arya Ansari. 2022.
Classrooms with high rates of absenteeism and
Special thanks go to her loved one for his constant individual success: Exploring learners’ achievement,
support and motivation, which gave the researcher the executive function, and socio-behavioral outcomes.
strength to persevere. Early Childhood Research Quarterly 59: 215–27.
[CrossRef]
Above all,the researcher extends her heartfelt thanks to [14]. Han, C. T., Mohammad, N. M. S., Zhong, J. B. Z.,
the Almighty God, from whom all wisdom, understanding, Hoon, T. S., & Singh, P. (2022). Educational Games
and strength emanate. She is grateful for the divine guidance in Teaching Mathematics among the Pre-Services
bestowed upon her throughout the research process. Teachers. International Journal of Academic
Research in Progressive Education and Development,
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