University of the Immaculate Conception

Father Selga St, Davao City

College of Computer Studies

 IT Capstone Project 1

Magtuon: A Collaborative Learning game in an Online Environment

for kindergarten Students under MTB-MLE for Sinugbuanong Binisaya
Submitted to

CLYDE CHESTER BALAMAN

Submitted by

IRENE TRUAMATA
NELVEN TROY ROBLE
JOASH COLOMER
GIAN MARQUEZ
CHAPTER I. INTRODUCTION  

         Opening Statement                                                                                     3

         Objectives of the Study                                                                              4

CHAPTER II. METHODS AND MATERIALS

         Research Method                                                                                        4

         Conceptual framework                                                                               7

         Design Procedure                                                                                        7

         Testing Procedure                                                                                       9

         Project Timeline                                                                                          10

References 11
Abstract

MTB-MLE was implemented by DepEd to make the learning easier for the students under

Kindergarten to Grade 3 which will make use of the local mother tongue as the language for

teaching the students. This study mainly focuses on creating an interactive and collaborative

way of learning MTB-MLE for the Sinugbuanong Binisaya game based website. The

researchers used a qualitative method in the study in which we collected information through in-

depth interviews of the teachers who are currently teaching MTB-MLE in Sinugbuanong

Binisaya and also we gathered some information by reviewing some existing studies about

Online Collaborative Learning. With game-based learning, this will motivate the students and

make them more interested in listening and learning what the teacher will teach.  

Introduction

The Mother Tongue-Based Multilingual Education (MTB-MLE) was established by the

Department of Education to make learning easier for students in Kindergarten through Grade 3.

It centers on the use of the local mother tongue as the primary language for teaching and

instructing the pupils. However, it has been found that problems arise for students being

instructed under MTB-MLE. 

Globally, [1] Trudell and Young (2016) highlighted that some of the challenges in MTB

include linguistic factors such as dialect variations. These challenges are said to significantly

hinder the success of the implementation of the program. [2] Hasan et al. (2011) presented that

the problems being faced by students in online education are their level of computer literacy,

unfamiliar test environment, questions being presented virtually, and encountering technical

difficulties. 

   
 Similarly in the Philippines, [3] (Alek Krizna G. Bajas 2017) Another challenge observed

by the teacher is the lack of interest of the pupils towards the mother tongue. The participant

revealed that some pupils were used in speaking Waray. Hence, they find no interest in using it

as their instructional language and it gives the teachers a hard time in catching their attention

In Mindanao, the findings of [4] Sarip (2015) revealed that the presence of different

languages in a classroom had an impact on the students' learning process. Because of this,

students have a hard time understanding the lessons using a specific language while learning

when they use diverse languages on a daily basis. On a similar note, [5] Monje (2020) also

articulated that the existence of many languages spoken in schools is one of the typical issues

addressed by the MTB-MLE program in terms of program theory.

Expounding more on the issues being experienced by educators, [6] Bajas et al. (2017)

found out that teachers have insufficient references in the mother tongue, such as, learning

materials, books, dictionaries, and the like, which are required to meet the needs of learners

who speak diverse mother tongues. Thus, it is stressed that teachers were the ones who were

most affected by the said difficulty because they are the ones who carry on the lectures and the

students rely on their discussions. Affirming to the issues, [7] Fillmore (2014) revealed that one

of the most significant problems was the challenge in generating appropriate learning materials.

And, due to having a lack of materials published in the mother tongue language, and a lack of

vocabulary, teachers had difficulty integrating mother tongue-based education [8] (Lartec et al.,

2014). 
 Nevertheless, the researchers of this study seek to address the problems in MTB-MLE

through online collaborative learning. The application of online collaborative learning as an aid

for learning is not new today and it has the potential to mitigate or resolve problems in the

program. Online collaborative learning is a strategy that makes use of web-conferencing or

technology-based channels, which allow the teachers or instructors to create a platform for

students to establish groups in an online environment to aid their learning by allowing them to

solve issues, complete tasks, and learn new concepts by working together [9] (Timothy S.

Roberts 2004).

One of the online collaborative learning strategies is Problem-Based Learning, in which

students gain knowledge of a subject by addressing an open-ended challenge discovered. The

PBL method does not focus the problem on solving with a fixed answer, but it does allow for the

development of other desirable abilities and characteristics [10] ( Yew and Schmidt, 2003). As

reported by [11] Saputro (2020) in the study aimed at investigating the effects of problem-based

learning (PBL) on pre-service teachers' self-efficacy and critical thinking, PBL was found to be

more effective than traditional instruction in developing pre-service elementary teachers' identity

and critical thinking. Therefore, the authors have suggested that PBL should be utilized more

regularly in scientific classes to improve students' personality and critical thinking skills in higher

education.

To solve the above mentioned problems presented by various literature, the researchers’

approach is to make an online interactive and collaborative way of learning in MTB-MLE through

Problem-Based Learning. This is different from other existing studies because it is grounded in

e-learning and is game-based. Specifically, it will be focused on Sinugbuanong Binisaya since it

is the language widely spoken locally. This study is conducted for the purpose of helping the
students to be encouraged to study and learn more efficiently in the online environment, as well

as solve the problem of having scarce resources that the teachers experience.[11] An author

included that science strategies used for the initiation of preschool children to the natural

sciences. one strategy used was vygotskian perspective for learning. [12] in addition of Joon

Sun Lee about the appropriateness of early mathematics education Kindergarten teachers

needed to give mathematics instruction, particularly in basic arithmetic, in an enjoyable way that

did not cause tension or worry. The significance of these findings for professional growth are

important. [13] OfraKorat Vocabulary and word reading measures were included in the pre- and

post-tests. Story comprehension and production were included in the post-tests. When

compared to the control group, children who read the e-book made considerable progress in

word meaning and reading. Across treatment groups, kindergarten students made better

progress in word reading than first graders.

The scope of the study is focused only on Kindergarten students using the website

game-based application which is an MTB-MLE for Sinugbuanong Binisaya Online Collaborative

learning environment.  It is a game-based learning because according to [14] Tobias et al.

(2013), this kind of approach which uses video or computer games has an effective impact on

instructing students--thus, integrating motivating aspects of games with good instructional

design while developing tools and technology are suggested. The researchers will also include

tutorials for students and parents who are not computer literate. The web-based game

application that the researchers are trying to make has a feature where students can log in, play

a game by displaying it in Sinugbuanong Binisaya and brainstorm together in choosing the

answer to enhance their understanding, analysis, cooperation and attention. Also, MTB-MLE

Sinugbuanong Binisaya learning materials will be included.

 The importance of conducting this study is for the students who have difficulty

understanding unfamiliar words used by the teachers in discussing the lessons. This is also

important for the teacher’s end as it will be less hassle for them since both the students and

teachers can access the materials that are in the system. It is assured that the materials

provided are fit and in accordance with the needs of the teachers and students because we will

base the materials in the DepEd’s repository. Hence, by implementing the web game-based e-

learning using MTB-MLE, the teachers are aided in their profession and the students can

understand easily, cooperate in class, be more engaged and improve their analytical skills

despite being in a virtual set-up.

Objective of the Study

The objective of the study is to develop an E-learning game under sinugbuanong

binisaya to enhance the student’s learnings in mother tongue and prepare them for the

next stage of learning.

Specific Objectives

(1) Develop an E-learning game system, focusing on mother tongue learning, to help

students understand more words that are unknown to them, (2) provides a learning

materials for the students (3) the use of the game based e-learning the students will be

more engage, learn in a fun way, and enhance their analyzing skill.
Methods and Materials

Upon planning and developing the project, we had a number of discoveries. From the

planning period, we had to go along with ourselves on topics which are not common to us. We

had to learn new things in order to come up with the idea of how the system works. The aim of

the research study is to create an interactive and collaborative way of learning in MTB-MLE for

Sinugbuanong Binisaya so that the student may be encouraged to learn in the Online

Collaborative environment. The approach that we used is the Qualitative method of data

collection in which we collect information through in-depth interviews of the teachers who are

currently teaching MTB-MLE in Sinugbuanong Binisaya and also we gather some information by

reviewing some existing studies about Online Collaborative Learning and MTB-MLE. In our

system we will use unity for the game development we will have rewards system, and for our

back end we will use firebase, React, Node and in our prototype we used figma.

  We also gathered information from the different learning principles that exist, the

following learning principles are learning principles that we applied to create the design

prototype of the application.

Aside from the in-depth interview we also gathered materials from the Online portal of

the Department of Education where we got Sinugbuanong Binisaya Materials. In the Online

portal of the Department of Education, we gathered materials and guides which are the Learner

Resource Materials and Teacher’s Guide. We incorporated Learner Resource Materials as a

means to students to have unlimited access to the course materials, resources, and instruments

provided by the instructor. All learners have access to learning content and materials provided

at any time and from any place where learners have internet access. We incorporated the

Teacher Resource Materials, as a means for teachers to provide quick delivery of lessons,

quickly create tests and quizzes, and to monitor the learners at the same time. We also came

up with the idea of having a simulation area where students can collaborate through the means

of video call, voice call and chat message to have a unique feature or environment for the
students. Having a simulation area can help to build strong group interdependence to let the

students reflect on their process and outcomes, and that provides instructors with continuous

feedback.

Conceptual Framework

The input of the study is where the resources, learning materials from the internet. The process

of the study is to develop a E-learning system under sinugbuanong binisaya for kindergarten

called Magtuon the developed system will be tested by the respondents to gather data for the

systems improvements and errors.

Design Procedure

The researchers will use an agile model in developing Magtuon.  An online game collaborative

learning environment under Sinugbuanong Binisaya for kindergarten students This model gives

us more details on how we will develop our proposed system in dividing projects into smaller

iterations or sections and avoid long-term planning. also flexible over the needs of the users.

Planning

In this phase the researchers gathered data that can help for the improvement of the

system by interviewing a kindergarten teacher. The game based e learning will be more

interactive for the students and, also we plan to make a UI/UX that’s user friendly and

easy for the first time user’s.

Requirements
In this phase the researchers gathered data from the respondent the kindergarten

teacher by gathering data we can improvement our system. The researchers gathered

materials and information to support the study to achieve an effective product. So that

we can give the need of the students.

Analysis & Design

The researchers will analyze the approach on this study and also on the prototype, developing

the front end and back end, testing the system and deployment stage.

The researchers of this study will be using Figma for the prototype and designing development

of the system.

Implementation

In this phase the software model that we use is the agile model. It's adaptable and flexible. The

product is divided into minor incremental builds. A set of requirements is used in this process.

Then that section's analysis, design, coding, and testing are completed. In the game design we

used unity. The languages that the researchers used are mongodb, express and react nodejs

The customer is then invited to a meeting to provide feedback. If it goes well, the team will be

able to move on to the next set of requirements. This method is then repeated until the entire

software. 

Testing
During this phase the researchers will conduct a number of tests the pre-test and post-test in

order to identify the possible errors in the game and also to test the features and functionalities

of the game if it is working properly. The researchers will utilize Blackbox testing to assess the

game’s performance, how it performs on the user’s actions towards the game and to identify

errors and bugs the researchers will use user acceptance testing and conduct beta testing for

system.

The black box testing method is a technique for testing software without understanding the code

or program's internal structure. The researchers will use the Black Box testing method as a

software testing strategy to see whether the e-learning game will perform and produce the

desired results just by playing it without knowing its fundamental structure.

Kindergarten students will be the study subjects, and they will have access to the beta version

of the system and will be able to test every aspect of it.

Work Plan
References (ACM Format)

References 
[1] Trudell and Young (2016) Good Answers to Tough Questions in Mother Tongue Based
Multilingual Education (2016)
https://www.sil.org/literacy-education/good-answers-tough-questions-mother-tongue-based-
multilingual-education
[2] Hasan et al. (2011) Problems Encountered by Distance Education Students in Online Test
Module: A Case Study From the Distance Education Research and Application Center,
Karadeniz Technical University, Turkey (2011)
https://www.google.com/url?q=https://eric.ed.gov/?id
%3DED529350&sa=D&source=editors&ust=1625881991051000&usg=AOvVaw3dCT-
zGYrJHaqpQ2csEnFM
[3] (Alek Krizna G. Bajas 2017) difficulties and challenges encountered by teachers in
teaching mtb mle (2017) pdfcoffee.com_difficulties-and-challenges-encountered-by-
teachers-in-teaching-mtb-mle-pdf-free.pdf
[4] (Cabansag, 2016). The Implementation of Mother Tongue-Based Multilingual Education:
Seeing It from the Stakeholders’ Perspective ( Nov 5 2016)
https://www.google.com/url?
q=https://www.ccsenet.org/journal/index.php/ijel/article/view/63178&sa=D&source=editors&ust=
1625881991061000&usg=AOvVaw2SkbSZ15ZeItLPvCj2iiQE
[5] Sarip (2015) Problems Encountered In Mother-Tongue Based Teaching (2015)
https://www.google.com/url?q=http://www.icsai.org/procarch/3icllce/3icllce-
69.pdf&sa=D&source=editors&ust=1625881991047000&usg=AOvVaw0LZJjEzYIL-
0LZm_ZQEgZx
[6] Monje (2020) THE implementation of the Mother Tongue-Based Multilingual Education
(MTB-MLE) program is being hampered by a number of challenges. (March 19, 2020)
https://www.mindanaodailynews.com/news/front-page/todays-top-stories/use-of-mother-tongue-
in-teaching-facing-implementation-challenges#:~:text=According%20to%20Monje%2C%20one
%20of%20the%20common%20challenges,to%20which%20the%20Filipino%20and%20English
%20are%20added%E2%80%A6
[7] (Lartec et al., 2014). Strategies and Problems Encountered by Teachers in Implementing
Mother Tongue-Based Instruction in a Multilingual Classroom (October 2014)
https://www.researchgate.net/publication/316314758_Strategies_and_Problems_Encountered_
by_Teachers_in_Implementing_Mother_Tongue-
Based_Instruction_in_a_Multilingual_Classroom
[8] (Timothy S. Roberts 2004). Online CollaborativeLearning: Theoryand Practice (2004)
https://www.academia.edu/11092103/Tim_S_Roberts_Online_Collaborative_Learning_Theory_
and_Practice
[9] ( Yew and Schmidt, 2003) Problem-based learning (2003)
https://en.wikipedia.org/wiki/Problem-based_learning
[10] Saputro (2020) Enhancing Pre-Service Elementary Teachers' Self-Efficacy and Critical
Thinking Using Problem-Based Learning (2020)
https://eric.ed.gov/?id=EJ1250406
[11] Tobias et al. (2013) Game-Based Learning ( 22 May 2013 )
https://link.springer.com/chapter/10.1007/978-1-4614-3185-5_38
[12] Konstantinos Ravanis (2006) Science Education in Kindergarten: Sociocognitive
perspective (july 8 2006)
Science Education in Kindergarten: Sociocognitive perspective: International Journal of Early
Years Education: Vol 6, No 3 (tandfonline.com)
[13] Joon Sun Lee (2007 )what is appropriate mathematics education for four-year-olds?: pre-
kindergarten teachers' beliefs (feb 1 2007)
what is appropriate mathematics education for four-year-olds?: pre-kindergarten teachers'
beliefs - Joon Sun Lee, Herbert P. Ginsburg, 2007 (sagepub.com)
[14] OfraKorat (2008) Reading electronic books as a support for vocabulary, story
comprehension and word reading in kindergarten and first grade (3 December 2008)
Reading electronic books as a support for vocabulary, story comprehension and word reading in
kindergarten and first grade - ScienceDirect
DepEd Learning Portal
MTB-MLE Sinugbuanong Binisaya Learners’ Materials – Huni-huni