University of Makati

J.P. Rizal Ext., West Rembo, City of Makati

Higher School ng UMAK (HSU) Department

CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR

RESPIRATION IN SELECTED GRADE 12 STEM STUDENTS
OF HIGHER SCHOOL NG UMak A.Y. 2018-2019

A Research Paper
Presented to the
Faculty of High School ng UMAK
STEM
University of Makati
Makati City, Philippines

In Partial Fulfillment
Of the Requirements
For the Research Project

By:

Acierto, Andrea C.
Antones, Mark Lowel M.
Galinato, Valfrid G.
Pulido, Ana Jone C.
Sese, Johnmar Christopher B.

March 2019

541
CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
CELL DEAL: AN INSTRUCTIONAL
CARD GAME IN TEACHING CELLULAR
RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF
HIGHER SCHOOL NG UMak A.Y. 2018-
2019
Acierto, Andrea C., Antones, Mark Lowel M.,
Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
University of Makati – Higher School ng UMak
Abstract
Gamification is the use of game thinking
and mechanics to engage audiences and
find an answer to problems. It is one of the
used educational approaches and
techniques that helped to increase
motivation and engagement of learners and
is considered a new approach that can
bridge the generation gap between
teachers and students. In science
education, Cell Respiration is a concept at
biological understanding. It deals with the
process of breaking sugar for the cell can
use as energy for the essential processes
of life. It is taught at the middle school, high
school, and university levels and in a wide
range of courses and contexts and is
poorly understood by students because it
needs memorization in every single detail
related to it. The researchers developed a
card game, Cell Deal that tackles about
Cell Respiration to ease teaching and
improve the understanding of the students.
This study is limited only to the Grade 12
STEM students of University of Makati,
Higher School ng UMak (HSU) Department
taken as the samples of this study. The
researchers administered pre-test, this is
for base-line data of the study. The
samples were integrated with the card
game, Cell Deal, to serve as an enhancer
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019
of the lesson for Cellular Respiration then
to be followed by a post-test. After
computing the scores, the result showed
that the students performed better
concerning the said card game. Also, it has
been found that there was a significant
difference between the scores of pre-test
and post-test and also the card game, Cell
Deal created a positive impact to the
attitude of the students towards the game
when it comes in learning, entertainment,
socialization, and in the mechanics and
layout.
Keywords: Cell Deal, Gamification, Cellular
Respiration, Attitudes towards card game
Introduction
These days, a large portion of the
millennial students were experiencing
considerable difficulties to make up for lost
time with the exercises given by their
instructors. A significant number of them
fizzle the tests and tests which offers
weight to the understudies. How the
millennial understudies wish, it could have
valuable exercises that is something fun
and causes them in comprehension and
recollecting the exercises. An individual
who is adapting needs to incorporate
diverse learning styles which can impact
there learning execution (Mitchell, 2000).
Cell Respiration is a concept central to
biological understanding (Songer and
Mintzes, 1994). It deals with the process of
breaking sugar into a form that the cell can
use as energy for the essential processes
of life. This process uses oxygen and is
called Aerobic Respiration, it consists of
three parts first is the Glycolysis, next is the
542

Krebs cycle and lastly the Electron
Transport Chain.
The topic of “Cellular Respiration” is taught
at the middle school, high school, and
university levels and in a wide range of
courses and contexts. Students poorly
understand it and judged to be a difficult
topic by many teachers (Igelsrud, 1989)
because it needs memorization in every
single detail in the process, stages and the
corresponding enzymes used.
According to Zichermann (2010),
Gamification has been exactly described as
the process of using game thinking and
mechanics to engage audiences in dealing
with problems. It also defined as employing
game techniques to make activities and
task more engaging and fun (Kim, 2011).
Moreover, it has been explained as the use
of game design elements in non-game
contexts (Deterding et al., 2011). Or simply
means, applying game-based mechanics,
aesthetics and game thinking to engage
people, motivate action, promote learning,
and solve and overcome problems (Kapp,
2012).
Gamification has two main types. First, is
the structural gamification “The application
of game-elements to propel a student in
learning without changing and altering the
content” (Kapp, Blair & Mesch, 2013).
Second, is the content gamification “The
application of game elements, game
mechanics and game tactics to make
learning and playing without the change the
content” (Kapp, Blair & Mesch, 2013). This
research used the second type of
gamification wherein the topic cell
respiration is altered to be more fit in the
game structure thus some alteration is
necessary like the point of the ATP
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
(adenosine triphosphate) is not achieve but
more on the process as a whole.
According to the study by Traci Sitzmann
(1999) the game becomes the most
powerful teaching tool and a great asset
when it comes to providing students with
multiple ways of learning: It engages: it
improves retention of learned content by a
90%, thanks to the adventure aspect,
which turns to learn into an entertaining
and appealing activity for the student. It
improves performance: game dynamics
motivate the student, increasing their
performance and improving skill
development by 20%. It is established on
practice and application: the student learns
more thanks to experiential learning. For
that reason, the students tend to learn
more and have a better understanding,
making a trend in learning through the
process of gamification.
Background of the Study
Gamification has belonged to one of the
educational approaches and techniques
that that will make the morivation and
engagement of the learners increase. It is
considered a new approach that can bridge
the generation gap between teachers and
students (Kapp, 2007; Oblinger, 2004).
Exploration, interaction, and collaboration
are the objectives of gamification. This
educational approach promotes specific
learning gains that provides enhancement
of the comprehension and understanding of
the students. Games are a form of active
learning (Hall, 2014). With this approach,
students can learn and enjoy at the same
time. The goal is to maximize engagement
and enjoyment by getting the interest of
learners and inspiring them to continue
their learning (Karl Kapp, 2012).
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CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
According to Forshee (2017), students in
their institution report cellular respiration to
be the most difficult concept they encounter
in undergraduate biology, but why students
find this difficult is unknown. Students may
find cellular respiration difficult because
there is a large number of processes. This
a lot of stress to students since not all
students are that capable since it is mainly
accepted that each student had a different
cognitive structure and learning style to the
learning process and higher requirements
for learning because of their different
abilities, backgrounds, attitudes, and
experiences. Different learning styles
varies among individuals, that is, they differ
in their ‘habitual, natural, and wanted
way(s) of absorbing, processing, and
retaining new information and skills’ (Reid,
1995).
This is where the researchers’ game came
to light in developing an instructional card
game known as Cell Deal mainly being a
tool that tends to teach and make the
students learn the process of cell
respiration through gaming. Gaming being
the based form of teaching and also a form
of enjoyment, through it the researchers
can awaken the students’ sense of
competition and rivalry in a more peaceful
form of gaming.
Statement of the Problem
The researchers keeping in mind the
benefits and advantages of incorporating
gamification in the learning process of
individuals developed an instructional card
game called “Cell Deal” with this study
aimed to determine its effectiveness in
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019
teaching “Cellular Respiration” among
selected students of grade 12 STEM
students of Higher School ng UMak.
Specifically, it will answer the following
questions:
1. What is the mean score of the
students before and after exposing
to the cell deal card game in
learning cellular respiration?
2. Is there a significant differences on
the scores of the students before
and after exposing to the cell deal
card game in learning cellular
respiration?
3. What is the attitude of the students
after exposing to cell deal card
game in learning cellular
respiration?
Hypothesis
There is no significant difference on the
scores of the students before and after
exposing to the card game in learning
cellular respiration.
Significance of the Study
The study would be beneficial to the
selected Grade 12 STEM students of
Higher School of UMak that helps the
learners to gain interest and motivated
through gamification. This study aims to
develop a card game in teaching cellular
respiration to the following individual.
School. The result of the study will help the
school to be aware of the systemic flaws of
teaching that affect the interest of the
544

learners. To get inform the educators to
pursue and inspire the learners through the
use of gamification to learn valuable
lessons.
Students. The result of the study would
help the students to have a clear vision and
understanding about the cellular
respiration. It provides a pathway to the
learners to develop a skill and get
motivated, and engage.
Teachers. The result of the study will help
educators to also have a wide array of
teaching, providing the learners to progress
and get motivated, by developing learning
skills. It creates a various form of teaching
for educators to educate the learners
precisely.
Future Researchers. The results of the
study and ideas presented may use as a
reference and an overview for conducting
new researches. It may also serve as a
cross-reference for having an advanced
study.
Scope and Limitation of the Study
The participants of the study will be the
selected Grade 12 students from the STEM
strand of the Academic track as samples.
The nature of the study to be used is a
questionnaire, to be precise, each
respondent is to answer a pre-test and
post-test about the topic “Cell Respiration”
and a Likert scale survey questionnaire for
the respondents’ perception towards the
game.
This study is limited only to the STEM
students of the University of Makati, Higher
School ng UMak (HSU) Department from
the Academic Year 2018-2019. The
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
research will be conducted in the said
University and will not go beyond it. These,
therefore, delimited the analysis of the
study.
Definition of Terms
The following terms are defined based on
the usage of this research.
Cell Deal. This refers to the instructional
card game that is developed by the
researchers. It is used as a supplementary
tool for teaching the topic, Cellular
Respiration.
Cellular Respiration. This refers to the
process of breaking sugar into a form that
the cell can use as energy for the essential
processes of life. This process uses
oxygen and is called Aerobic Respiration, it
has three stages known as Glycolysis,
Krebs cycle, and Electron Transport Chain.
Gamification. This refers to the process of
turning or making one subject into a game.
Instructional card game. This refers to
the learning activity that encourages
students to perform skills in a game format.
Theoretical Framework
Gamification in Education
Scaffolding Theory (Kapp, 2012) is
relatively related to Vygotsky's Zone of
Developments. Students can achieve the
learning outcome which is new to them and
out of their reach, scaffolds or support are
built to help the student grasp the learning
outcome they want. Games, in
concordance to scaffolding, provide
students with the support they need to
obtain what knowledge they needed. Such
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CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
as certain activities and working with peers
to learn things.
It is a collaborative interaction among the
more knowledgeable people. Hints and
feedbacks are provided throughout the
game which enables the learner to
increase their understanding and
knowledge at a stable state and may queue
for help through the person in charge.
Benefits of Gamification in the learning
process
Self-Determination Theory (Deci & Ryan,
2000). Also called the Theory of Motivation,
people tend to be motivated when: They
have a sense of control. They are
motivated to make something they want to
do if they know they have a clear grasp of
the outcome of what they are doing. A
person’s confidence increases as their skill
increases and they feel competent in
whatever they are doing. A person tends to
do something other people can relate to,
making it a motivation to be accepted by
others.
Games, in particular, can trigger the
student's motivation. In games, the
player is in control of his/her own, as stated
earlier increase the motivation if he knew
the outcome of what he is doing and if it
something that the masses can relate to,
thus making a student more confident
which in benefit helps in his/her learning.
Gamification and engagement
Distributed Learning and Retrieval Practice
Theory. When a learner studies a little bit of
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019
the content over a long period of time
rather than cramming it all at once, which is
students usually do before an exam,
distributed learning allows for deeper
processing because it can lessen the
frustration of the students and in actuality,
new information is introduced beforehand
to avoid confusions. Reinforcing learning
through testing and quizzing knowledge
practices is called “Retrieval Practices”,
teachers often told students to practice
regularly the new concepts it is also true for
the previously learned concepts. It helps
students to recall prior knowledge and build
a solidify foundation in the minds of the
students.
Games are made so that they can always
be playable by the players, which is also
the essence of retrieval practices that
rather than cramming it all at once.
Through countless times of gaming and
trial and errors, the players will tend to
create a new technique to win and
remember the fundamentals to learn in his
own pace and ingrain it in his mind through
countless practices.
Gamification and motivation
Motivation because of Intrinsic and
Extrinsic factors Theory (Deci, 1971). A
person is intrinsically motivated when
internal factors drive them, such as the
feeling of accomplishment, satisfaction,
and the need to improve. It is said to be
pursued with extrinsic motivation when an
activity is undertaken simply to earn a
reward or to avoid punishment. When a
learner masters new knowledge or this
thing they thought they were not going to
be good at, it leads to intrinsic motivation
546

and they realize they have to control over
on how they learn and if they can actually
do this, they can also tackle other problems
too. On the other hand, earning badges or
more points being the main purpose on
why you are playing rather than for fun is
an example of being extrinsically
motivated. An extremely good resource on
Motivation by the American Psychology
Association. Intrinsic and extrinsic
motivation are not opposites. They, on
most educational settings, coexist together.
In games, satisfaction, accomplishments
and the will to improve, drives the player to
do his utmost effort and give all of his best
which is the intrinsic motivation that drives
the students and the idea of “I need to win
this”, “I cannot lose this game” or “This
game is worth a lot” in which outside
factors are involved triggers the extrinsic
behavior in the players which also
determine his learning.
Related Literature
In the study Computers in Human Behavior
games are created to culminate the
motivation and performance of a human in
a specific or given activity. This study
explains the underlying content that
gamification is not as what the previous
studies thought it to be, they explain here
that games can be branched out to many
more subtopics. Their findings concluded
that gamification is not as that effective but
specific game designs trigger positive
psychological effects in participants
(Mandla, 2017).
Gamification keeps on growing as this
method still being used and gained in
popularity among those who use this to
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
increase student engagement in the
classroom. They used two groups in their
test based on their motivation, social,
comparison, effort, learner empowerment,
satisfaction, and academic performances.
One received a gamified curriculum, as the
other got the same content without being
gamified. The results show that the one
receiving the gamified course shows no
motivation at all suggesting that the
student's preferences are to be taken with
care and apply certain gamification
mechanics and educational settings
(Hanus, 2015).
In the research "Towards the
understanding the effects of individual
gamification elements on intrinsic
motivation and performance", gamification
has only become a subject of research in
the recent years as its underlying
motivational mechanisms is observed.
Elements such as pointing and leveling
systems ignite a feeling of competence in
the participant as they further improved due
to enhancing intrinsic motivation. This
study suggests with a conclusion as they
analyze the data present that the points
and level did not improve the participant
intrinsically but extrinsically instead
resulting only in boosting with the
participants' performance quantity (Tuch,
2017).
Related Studies
In the study of Ibrahim Yildirim (2017)
entitled as ‘The effects of gamification-
based teaching practices on student
achievement and students' attitudes toward
lessons’. According to its research results,
gamification-based teaching practices have
a positive impact on student achievement
and students' attitudes toward lessons. The
547
CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019

research study is designed with a

quantitative research methodology and a
pretest-posttest true experimental design
used on experimental and control groups.
The participants of the study included
ninety-seven (97) sophomore students
from a state university in southern Turkey
from the Department of Elementary
Mathematics Education in 2014-2015. 49
students for the experimental group while
48 in the control group.

According to the study of Hursen and Bas

(2018) about the impact of gamification
applications in science education on the
science learning motivation of students has
been determined, it was determined that
applications in science education generate
a positive impact on the learning motivation
of learners for science. In addition, the
research study results also displayed that
students and parents have a positive
judgment on the usage of gamification
applied in science education. A total of 16
students and their parents participated in
the study. The research was conducted on
4th-grade primary students and employed
a mixed method consisting of both
qualitative and quantitative elements. The
motivation of students for learning science
was obtained through quantitative data,
whereas the qualitative data needed are
gathered from the opinions of students and
parents on gaming usage.
Figure 1. Research Paradigm
In this study, the researchers will
administer a pre-test to the experimental
group, this is for base-line data of the
study. The experimental group was
integrated with a card game supplementary
activity, Cell Deal, to serve as an enhancer
of the lesson for Cellular Respiration. Then
a post-test will also be administered to the
experimental group. The assessment will
quantify the significant difference from the
pre-test and post-test results. This will
assess if the card game "Cell Deal" was a
good instructional aid about Cellular
Respiration.

It was expected that the instructional aid

used will yield higher performance rating
Research Paradigm
based on the post-test result compared to
the pre-test result. After the evaluation of
In the conduct of the study, the researchers
the game "Cell Deal', the researchers will
were guided by the paradigm as illustrated
administer an attitude questionnaire to rate
in the figure below.
the game based on mechanics, layout,

548

design, and content. The gathered data will
be tally and analyze.
METHODOLOGY
Research Design
The study is designed as quasi-
experimental research. According to Cohen
(2010), quasi-experimental designs include
Pre-experimental designs: the one-group
pre-test-post-test - in this design, the
researcher measures a group on a
dependent variable, come after by
experimental manipulation of the
independent variable and lastly, then
measures the effect again on the same
dependent value. The difference between
the two tests can show the effect of
manipulation. This research used
questionnaires to gather data to the
students to determine whether they have
initial knowledge about the topic of Cell
Respiration and to know if there is a
significant change in the scores after
playing the game to determine if the card
game "Cell Deal" is effective. The
researchers also used a Likert scale survey
questionnaire to gather data about the
student's attitude towards the game.
Participants of the Study
The researchers chose the Grade 12
Section 54 Academic strand STEM who
are enrolled officially in the University of
Makati, HSU Department to be the
respondents of the study. The researchers
come up with a 34 total number of students
in section 54.
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
Students who are taking up the STEM
strand are required to take up two General
Biology classes- General Biology 2 to be
taken during their last semester and
General Biology 1 during their first
semester of senior year. Considering taking
up Biology 1, grade 12 STEM students are
qualified to be the participants of the study
since Cellular Respiration was taught
during this subject.
Research Instrument
The researchers used the following
instruments to gather data about the
efficacy of the instructional aid card game
“Cell Deal”.
Pre-Test and Post-Test - the researchers
made a 15-item multiple choice test to
evaluate whether the implemented game
can be used as an instructional aid for the
topic Cell Respiration, attached to it is a
note that allows the researcher to have
their consent and demographics.
Attitude Survey Questionnaires - the
researchers made a 15 -item questionnaire
to gather the respondent's profile and to
evaluate the game in terms of learning,
entertainment, mechanics and layout, and
socialization.
Data Gathering Procedure
The following steps will be followed by
researchers in gathering needed data for
this research.
First, the researchers will provide a pre-
test, post-test questionnaires, and an
attitude survey questionnaire. When the
revision and construction of questionnaires
549
CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019

are done, the three (3) experts in the field
of general biology will validate the
questionnaires for the development of the
research instrument. Next, the validation
process, the questionnaire will be revised
as the final questionnaires. As soon as the
questionnaires are finished, it will
reproduce and distribute to the target
respondents. The researchers will ask
permission to the respondents to play the
card game ‘cell deal’ during their vacant
time, then the researchers will explain the
research study and they will give the
pretest to measure the stock knowledge of
the students about cellular respiration. After
collecting the pretests, the researchers will
introduce the game and orient the students
scores of the respondents were computed
using Microsoft Excel.
For Problem no. 1, the mean (x) and
standard deviation (sd) were used to get
the scores of the students’ pre-test and
post-test results in the experimental group
before and after exposing to the card
game, cell deal. The following formula will
use:
∑𝑥
𝑀=
𝑛
Where:
M = mean
∑ 𝒙 = total number of the test

about the mechanics of the game. And the n = total number of students
researchers will administer and facilitate
the game through the entire time. The post- Next, standard deviation with the formula:
tests will be given to respondents after they
played the game and will be given time to ∑(𝑥1 − 𝑥)2
𝜎= √
answer it. The researchers will collect the 𝑛
post-test and distribute attitude survey
questionnaires to rate the game "Cell Where:
Deal". The researchers will gather the data, 𝜎 =standard deviation
and give tokens to the respondents as an 𝑥1 = post-test score / pre-test score
appreciation gift. All the data will be tallied X = mean of post –test score / pre-test
and analyzed. The researchers will use score
statistical tools to answer the research N = number of population
questions and know the results of the
study. For Problem no. 2, the statistical Paired T-
test treatment of the experimental group of
respondents was used in order to
Data Analysis determine the significant difference
between their pre-test and post-test scores
The data gathered in this study were through the following formula:
collated, tabulated, and analyzed through Where:
the following statistical tool: Paired T-test 𝑥1 − 𝑥2
and Composite Mean. The frequencies, 𝑡=
𝑠 2 𝑠 2
percentage, the mean and standard √ 1 + 2
𝑛 1 𝑛 2
deviation of the pre-test and post-test

550
 University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department

𝑥1 =mean score of pre-test n = total number of statement

𝑥2 = mean score or post-test
n = number of respondents
𝑠1 2 =variance of pre-test
𝑠2 2 =variance of post-test

For Problem no. 3, the Composite mean

was used to measure the attitude of the
respondents after exposing to the card
game, cell deal.

Where:
∑𝑥
𝑀=
𝑛

M = mean
∑𝒙 = summation of all the item statement

Results and Discussion

Presentation, Interpretation and Analysis of Data

1. Mean scores and standard deviation result before and after exposing to the cell
deal card game in learning cellular respiration
Table 1
Mean and standard deviation results of Pre-Test and Post-Test

Mean Standard Deviation

Pre-Test 5.94 2.72

Post-Test 11.35 1.53

The result of the pre-test shows that the score was 11.35 and the standard
mean score of the respondents is 5.94 and deviation is 1.53.
the standard deviation is 2.72, while the
result of the post-test shows that the mean
551
CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019

As indicated by Paul Richard Kuehn precisely and accurately formed due to the
(2019), when taking a pre-test toward the increase in understanding and knowledge.
start of a semester, students are not
expected to realize answers to the majority
of the inquiries, be that as it may, they
ought to be required to use existing
learning to determined levelheaded
answers. Towards the end of the semester,
students are ought to take a post-test and
are expected to answer questions more

2. Significant differences on the scores of the students before and after exposing to
the cell deal card game in learning cellular respiration
Table 2
Significant Differences in the scores of the students before and after exposing to the
cell deal

Variables Mean S.D. Degree of

Tested of t- p-
Pre- Post- Pre- PostS- Freedom Interpretation
Significant value value
Test Test Test Test (df)
Difference

Significantly
Pre-Test
5.94 11.35 2.72 1.53 1.69 33 0.000
and Post
Different
Test Result

The table shows that there was a

significant difference between the Pre-Test
and Post-Test Results of the respondents
with a p-value lower than (<) 0.10. Also
indicated by an increased in their mean
scores with a value from 5.94 to 11.35 and
a more varied post-test score with a value
from 2.72 to 1.53. This means that the
scores they got are closed to the expected
score thus having that the group learned
something about the process of Cell
Respiration using the gamification
approach applying the "Cell Deal” game.
According to Shel Gatto (2018)
gamification were a successful device and
one that has helped shape eLearning as
we probably become aware of it today.
There are various advantages that
accompanied gamification. Furthermore,
many can have genuine and lasting result
for an individual's capacity to learn and
hold data.
The first, and also the most evident, benefit
was that it makes coaching fun. Enjoying
552
 University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department

interactive games, earning points, and attention was integral within the battle
grant badges sound much more exciting against failure in the room. Gamification will
than look for coaching videos or paying increase engagement by providing
attention to a lecture. That excitement will incentives for learners to listen and
translate into motivation and an enthusiasm complete activities
to participate. Holding the learner's

3. ‘Cell Deal’ Game Attitude Rating

3.1 Learning
Table 3
Respondent's perception of the game in terms of Learning
Statement Mean Interpretation

1. Playing the card game: Cell

Deal makes it easier for me to
3.5 Strongly Agree
learn about cellular
respiration.
2. The card game: Cell Deal is
valuable for me in learning Strongly Agree
3.56
cellular respiration.

3. I am able to increase my
knowledge about cellular
respiration by playing the card 3.47 Strongly Agree
game: Cell Deal.

4. The card game: Cell Deal

Makes it easier for me to
Strongly Agree
remember the lessons about 3.58
cellular respiration that we
have tackled in class.

5. The card game: Cell Deal

enables me to gain useful
Strongly Agree
insights into cellular 3.53
respiration.

Grand Mean 3.53 Strongly Agree

Note: 1.00 – 1.74 Strongly Disagree, 1.75 – 2.49 Disagree, 2.50 – 3.24 Agree, 3.25 – 4.00 Strongly
Agree.

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CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019

This table shows that the card game Cell
Deal based on the comparative statement
“Strongly Agree” with a grand mean of 3.53
tells that the game is suitable for learning.
Questions from 1 to 5 are asked with the
intent on whether on the game is suitable
for learning, garnering each question with a
mean of 3.53 which corresponds to the
interpretation "Strongly Agree" as it tells
that the students really learned the process
of cell respiration.
The ‘Cell Deal' card game learning was
summarized with big pictures in it.
According to Kapp (2012), in his book
entitled “The gamification of learning and
instruction”, where it was revealed that
gamification can promote learning since it
contains the elements of gamification that
are based in educational psychology and
his scaffolding theory, Students can
achieve the learning outcome which is new
to them and out of their reach, scaffolds or
support are built to help the student grasp
the learning outcome they want.
Scaffolding just like in a game deals with
the interaction between students and the
guidance given by the appointed facilitator
to achieve and grasp the knowledge the
learner needs.

3.2 Entertainment
Table 4
Respondent’s perception on the game in terms of Entertainment

Statement Mean Interpretation

6. I get motivated by the card

game: Cell Deal to learn more 3.65 Strongly Agree
about cellular respiration.

7. Playing the card game: Cell Strongly Agree

Deal makes me interested in 3.74
learning cellular respiration.

8. I get engaged while playing

3.82 Strongly Agree
the card game: Cell Deal.

9. I enjoyed playing the card Strongly Agree

3.62
game: Cell Deal.
Grand Mean 3.71 Strongly Agree
Note: 1.00 – 1.74 Strongly Disagree, 1.75 – 2.49 Disagree, 2.50 – 3.24 Agree, 3.25 – 4.00 Strongly
Agree.

554

This table shows that the card game Cell
Deal is an Entertaining game. Questions
from 6 to 9 are asked with a motive on
asking if the game is entertaining, resulting
with a grand mean score 3.71 which is
along the range of a “Strongly Agree”
interpretation.
3.3 Mechanics and Layout
Table 5
Respondent's perception of the game in terms of Mechanics and Layout
Statement
10. The instructions for the
card game: Cell Deal is easy
for me to understand.
11. I am able to easily read
and distinguish the cards of
the card game: Cell Deal.
12. The card game: Cell Deal
is easy for me to play.
13. I perceive that the card
game: Cell Deal and its
manual are useful.
Grand Mean
Note: 1.00 – 1.74 Strongly Disagree, 1.75 – 2.49 Disagree, 2.50 – 3.24 Agree, 3.25 – 4.00 Strongly
Agree.
This table shows that the card game Cell
Deal is good in terms of Mechanics and
Layout. Statements from 10 to 13 aim to
ask whether the game is well thought in
Mechanics and Layout. With a grand mean
score of 3.74 which goes along the line of
an interpretation "Strongly Agree" dictates
that the card game is very well thought in
terms of its Mechanics and Layout.
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
According to Lee and Hammer (2011),
students increased their fun and joy inside
the class while the teacher began to
introduce the game, and in the same way,
they get motivated and engaged by
interacting with others.
Mean Interpretation
3.68 Strongly Agree
Strongly Agree
3.74
3.79 Strongly Agree
Strongly Agree
3.76
3.74 Strongly Agree
Cell Deal mechanics was not boring and
has a momentum and time pressure that
excites the players to achieve the goal of
the game. There are many necessary
elements for effective mechanics according
to Rincon (2011). There must be an
achievement way to finish a game,
avoidance to certain decreasing factors,
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CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
Sese, Johnmar Christopher B.
Mr. Junlor C. Dacsa I
March 2019

behavioral momentum that keeps the
players what they are doing, must result in
pride upon completion, and many others.
The colors used in the Cell Deal were
bright and light. According to Pancare
(2018), bright colors catch young children's
eyes because they help from one form or
another in distinguishing objects in the field
of vision of kids. In addition, children spend
more time looking at bright colors as
disagreeing to look at muted shades or
pastels.

3.4 Socialization
Table 6
Respondent's perception of the game in terms of Socializing
Statement Mean Interpretation

14. I am able to socialize by

playing the card game: Cell 3.85 Strongly Agree
Deal.

15. I am able to meet and

befriend my co-players when Strongly Agree
3.82
playing the card game: Cell
Deal.
Total 3.84 Strongly Agree
Note: 1.00 – 1.74 Strongly Disagree, 1.75 – 2.49 Disagree, 2.50 – 3.24 Agree, 3.25 – 4.00 Strongly
Agree.

As shown in table 6, statement 14 has a
mean of 3.85 with an interpretation of
"Strongly Agree" and for statement no.15
garnering a mean of 3.82 with an
interpretation of "Strong Agree" as both
statements target to know and be aware
whether the cell deal card game is also a
good form and tool for socializing, with a
grand mean 3.84 and interpretation
"Strongly Agree" it states that the game
Cell Deal is a good way of socializing.
According to Lee and Hammer (2011), The
learning becomes visible to the learners,
and able them to impress their learning and
discuss it and starts to interpret their
understanding with each other that extend
the scope of learning of an individual, Also,
the game can provide social credibility and
recognition for academic achievements,
which might otherwise remain invisible or
even be denigrated by other students.
Recognition can be provided by the teacher
and professors, in respect to that,
gamification can also allow in-game
currency to be given by the students in the
process of rewarding.

556

Conclusion
Summary
The researchers aimed to enrich the
learning about cellular respiration of
selected Grade 12 STEM students at the
University of Makati. The study sought to
find an answer on the question, can the
card game ‘Cell Deal" be a learning tool to
teach the Cellular Respiration that consists
of Glycolysis, Krebs cycle, and Electron
Transport Chain. For this study, Attitude
questionnaire, post-test, and pre-test were
used for gathering data and information. By
having an intact group that consists of 34
students as players and respondents.
Researchers began to conduct a trial and
survey. The researchers distributed the
pre-test and post-test, to serve as the
experimental method of the study, and also
distribute the attitude questionnaire to
serve as a descriptive method of the study
and basis of outcome to the respondents.
With the data gathered, researchers give
an initial theory regarding the learning of
the game to selected Grade 12 STEM
students of University of Makati.
Summary of Findings
The findings based on the previous
chapters are as follows:
1. Mean scores and standard deviation
result before and after exposing to
the cell deal card game in learning
cellular respiration
University of Makati
J.P. Rizal Ext., West Rembo, City of Makati
Higher School ng UMAK (HSU) Department
The result of the pre-test and post-test
shows that there was an increased in the
mean score between the pre-test and post-
test from 5.94 to 11.35 and a more varied
standard deviation with a value from 2.72
to 1.53.
2. Significant differences on the scores
of the students before and after
exposing to the cell deal card game
in learning cellular respiration
There was a significant difference between
the Pre-Test and Post-Test results the
respondents with a p-value lower than (<)
0.10, thus rejecting the null hypothesis. It
means that the Cell Deal card game can be
used as a learning tool in teaching Cellular
Respiration.
3. The attitude rating of the students on
the developed instructional card
game: Cell Deal
The respondent’s assessment of the
developed card game: Cell Deal has
obtained composite mean per category:
The game’s content in terms of learning got
a grand mean score of 3.53, Entertainment
having a grand mean score of 3.71,
Mechanics and Layout got a grand mean
score of 3.74, and The game’s content in
terms of Socialization got a grand mean
score of 3.84, All yielding with an
interpretation as “Strongly Agree”.
Conclusion
Based on the findings and analysis, the
researchers concluded the following:
a.) The mean scores in post-test are higher
than the mean scores in the pre-test.
Based on the gathered data, it is believed
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CELL DEAL: AN INSTRUCTIONAL CARD GAME IN TEACHING CELLULAR RESPIRATION IN SELECTED
GRADE 12 STEM STUDENTS OF HIGHER SCHOOL NG UMak A.Y. 2018-2019
Acierto, Andrea C., Antones, Mark Lowel M., Galinato, Valfrid G., Pulido, Ana Jone C.,
that the gamified class was more effective
than the traditional classroom setting for
the understanding of the respondents.
b.) The difference between the pre-test and
post-test result of the respondents shows
that the card game ‘cell deal’ can be used
as a learning tool in teaching cellular
respiration.
c.) The students’ attitude towards the
game, ‘cell deal’ as they find it suitable for
learning, entertainment, socializing, and
well-thought mechanics and layout as the
rating they gave garner an interpretation of
"Strongly Agree".
Recommendation
Given the subsequent data findings and
analysis, the researchers put forward the
following recommendations:
a.) The researchers recommend to use a
different method and have a controlled
group to compare scores for
unquestionable data.
b.) The game can be imitated by future
researchers to prove more it's effectiveness
by using the research design, controlled
and experimental design. By that, it can
more improve the reliability and accuracy of
the study.
c.) Conduct a further study and used of
different questions that is more precise on
the impact of the game, affecting the
perception factors of the respondent.
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