Turac National High School

San Carlos City, Pangasinan

S.Y. 2017-2018

EFFECTS OF GAME-BASED TEACHING

IN LEARNING MATH

AMONG SENIOR HIGH SCHOOL STUDENTS

Researchers:

Frias, Cathryn S.

De Vera, Darryl P.

Science, Technology, Engineering, and Mathematics

March 2018
 Chapter 1

INTRODUCTION

Rationale

Reducing students’ mathematical anxiety, as well as promoting their

mathematics self-efficacy, learning motivation, and learning achievement has been

recognized as a challenging and important issue (Vukovic et al. 2013). Researchers

have pointed out that mathematics anxiety could be one of the key factors that

significantly affect students’ learning motivation and performance (Bagaka’s 2011).

Educators have tried to cope with this problem by proposing effective teaching

strategies or tools in traditional instructional settings. Nevertheless, mathematics

remains a forbidding subject for many students. They tend not to try to find the answers

when encountering difficulties during the learning process. This seriously affects their

learning outcomes. However, students’ mathematics self-efficacy could be improved via

reducing their mathematics anxiety, which could be helpful to them in improving their

learning efficacy (Peters 2013), attitude, and interest (Louis and Mistele 2012).

Therefore, it is an important and challenging issue to propose new learning strategies or

tools to reduce students’ mathematics anxiety and promote their self-efficacy.

Many of previous studies have paid attention to the students’ motivation in

learning mathematics (Hwang et al. 2013; Sins et al. 2008). Legault and Green-Demers

(2006) pointed out that lack of learning motivation is the critical problem in the present

educational environment. That is, it is important to promote students’ learning motivation

in order to improve their learning achievement of mathematics. Vansteenkiste et al.

(2006) further stated that the way of presenting the learning materials could affect
students’ learning motivation for mathematics. Several researchers have also

addressed similar issues.

Meanwhile, the idea of using games to engage students in the process of active

learning is not new. Over the past several years, educators have been increasingly

incorporating various games into their teaching curriculum in an effort to create a fun

and engaging learning environment for students. Although this can be very challenging

and time consuming, interactive, collaborative and competitive, games tend to motivate

and encourage student participation in the learning process.

Game based teaching and learning can be quite effective if understood what it is

and how it can be implemented to enhance instruction and learning. Games are not the

end-all be-all answer to the problems in education, but they can dramatically change the

classroom if infused into the classroom culture properly.

Since Mathematics is one of the mot difficult subjects of all time, the researchers

came up with an idea to conduct a research on how the Game-based Teaching affects

the Student’s Learning in Mathematics of the Senior High School Students of Turac

National High School.

Framework of the Study

The following discussions present theories, principles, concepts, research

findings, insights, generalization of ideas which the researchers formed the basis for

evolving the framework of the study.

Behaviourism: A view of learning, which occurs through reinforcement to stimuli

and response. Games designed on this learning principle generally present the player
with a task or skill to be repeated until mastered or conquered, receiving rewards after

attainment. Those games considered drill-and-skill edutainment often fall into this

category. Since these tasks are extrinsically motivated, learning is seen as transmission

rather than construction (Good & Brophy, 1990). As such, the critique of this type of

game is that it is considered training, rather than the acquisition of deep understanding

or skill content — leaving opportunity for learning transfer unlikely.

Cognitivism: In this learner-centred view of learning, the individual actively

constructs their understanding in learning experiences. Discovery and inquiry-oriented

games fall into this category, where learning and play are integrated to provide a

context that allows for the active construction of knowledge. Intrinsic motivation is more

often associated with these games, with problem-solving as one of the key meta-skills

employed (Egenfeldt-Nielsen, 2006).

Constructionism: Similar to the cognitivist perspective but places emphasis on

the external tools used to construct knowledge. This is most associated with the gaming

and simulation platforms Logo and StarLogo.

Social-Cultural: This perspective views learning not as the acquisition or

construction of knowledge, but rather the ’tool that mediates activity’. In this way,

learning is considered to be situated and therefore the activity becomes the unit of

analysis (EgenfeldtNielsen, 2006, p. 199). Example titles include Civilization and

SimCity. The rich social context that surrounds this game-play is considered to be one

of the greatest aspects to game-based learning and as a result, the game is the tool that

creates a viable learning experience.

 Below is the graphical representation of the whole study that shows how the

research was conducted

Input Process Output

- Attitudes of the
students toward - Analysis of Survey
Mathematics
- Collection and - Insight on the Effects
- Features of Tabulation of Data of Game-based
classroom games
- Interpretation Teaching
- Effects of Games to
students’ motivation of Results

-Effects of games in -Summary of findings

mathematical learning

Figure 1. Paradigm of the Study

Statement of the Problem

This study aims to determine the effects of Game-based Teaching to the

Mathematical Learning of the Senior High School students.

Specifically, this study seeks to answer the following sub-problems:

1. What are the students’ attitude towards Mathematics?

2. What features of classroom games encourage students to learn Mathematics?

3. What are the effects of classroom games on students’ motivation in

Mathematics?

4. What are the effects of classroom games in the mathematical learning of the

students?
Definition of Terms

For better understanding of this research study, the following terms are lexically

defined:

Game-Based Teaching is the teacher’s method of using games to enhance

learning in the classroom.

Mathematical Learning is the mathematics performance of the students indicated

at their 1st semester average in Gen. Mathematics.

Senior High School Students are randomly selected students of Grade 11 and 12

that are currently enrolled in the school year 2017-2018.

 Chapter 2
METHODOLOGY

Research Design

The study will use the descriptive research design because the study involves

the effects of Game-based Teaching to Mathematical Learning of the Senior High

School students. Descriptive research design is a scientific method which involves

observing and describing the behavior of a subject without influencing it in any way.

This research design will help the researchers to collect and analyze the responses of

the respondents to the questionnaire-checklist designed by the researchers and to

obtain their views, opinions, and insights to the subject.

The process of Descriptive Research will go beyond collection and tabulation of

data. It will involve the elements or interpretation of the meaning or significance of what

was described. Thus, description was often involved with measurement, classification,

interpretation and evaluation

Sources of Data

In this study, the researchers will use 3 respondents from STEM, ABM, and GAS

strand of both grade 11 and 12. Therefore, there will be a total of 30 students from

Grade 11 and Grade 12 that will serve as respondents. The respondents are bona fide

senior high school students of Turac National High School who are currently enrolled in

the school year 2017-2018. The researchers will provide a questionnaire-checklist to be

answered by these students.

Instrumentation and Data Collection

The researchers will use questionnaire-checklist as the main tool in collecting

data. The instrument will be designed and developed by the researchers and will be

validated by the Research Adviser to collect the proper data, make data comparable

and amenable to analysis, and avoid bias in data collection. The time that will be

allotted for the data collection is one week.

In answering question numbers 1 to 4, the respondents will put a check mark to

each statement with 5 being strongly agree, 4 for being agree, 3 for being neither agree

nor disagree, 2 for being disagree, and 1 being strongly disagree.

Analysis of Data

To determine the students’ attitude towards Mathematics, features of classroom

games that encourage students to learn Mathematics, effects do the classroom games

on students’ motivation in Mathematics, and effects in mathematical learning, the

researchers will use an Average Weighted Mean (AWM). The response of the

respondents to the checklist will be carefully tallied, tabulated and organized. Thus, the

data will be presented, analyzed and interpreted.

The presentation, analysis and interpretation of the data was will be based on the

weighted mean as shown by the scale ranges as follows (Calderon, 2012).

 1. Average weighted Mean

x́=
∑ fx
N

Where:

x́ = mean

f = frequency

x = scores

N = total number of respondents

Furthermore, the following scale will be used to determine the effects Game-based

Teaching to the Mathematical Learning of the Senior High School students.

Rating Scale Interpretation

5 4.22 – 5.00 Very Highly Manifested
4 3.42 – 4.21 Highly Manifested
3 2.62 – 3.41 Manifested
2 1.81 – 2.61 Slightly Manifested
1 1.00 – 1.80 Not Manifested

Questionnaire-Checklist
Name (Optional): -
________________________________________________________

Directions: The following statements are based on the Likert-scale. Put a check
mark () that best matches your opinion – do not mark between numbers. The
responses are based on a 5-point scale, with five being strongly agree and one being
strongly disagree.

5= I strongly agree with the statement

4 = I agree with the statement
3 = I neither agree nor disagree with the statement
2 = I disagree with the statement
1 = I strongly disagree with the statement

A. Attitude towards Mathematics

Statements 5 4 3 2 1
1. Mathematics makes me feel nervous.

2. Mathematics is a very difficult subject.

3. Mathematics brings anxiety.

4. Mathematics makes me stress.

5. Mathematics is very challenging.

6. Mathematics Is a very annoying subject.

7. Mathematics is the scariest subject of all

time.

8. Mathematics is only meant for the “gifted”.

9. Mathematics is a masculine ability.

 10. Mathematics have very complex and
confusing concepts.

B. Features of classroom games

Statements 5 4 3 2 1
1. Classrooms games are free-activities and not
a forced engagement.
2. Classroom games form social interaction.

3. Classroom games have an outside

ordinary life (fantasy)
4. Classroom games are not serious but
absorbing player intensely.
5. Classroom games are not being associated
why any material interest.

6. Classroom games have their own boundaries

of time and space.

7. Classroom games have fixed rules.

8. Classroom games poses an element of

challenge.

C. Effects of classroom games on students’ motivation in Mathematics

Statements 5 4 3 2 1
1. Classroom games

2. Classroom games provide opportunities for

building self-concept.

3. Classroom games develop positive attitude

towards mathematics through reducing the fear
of failure and error.

4. Classroom games provide enjoyment and less

pressure in solving a problem.

5. Classroom games building self-esteem and self-

 confidence because of rewards the games bring.

6. Classroom games develop student’s

determination in overcoming difficulties in solving
mathematical problems.

7. They also had a decreased focus on getting

grades and were more
independent while participating in the game-
based activities
8.

D. Effects of classroom games in the mathematical learning

Statements 5 4 3 2 1

1. Playing games encourages strategic

mathematical thinking as students find different
strategies for solving problems and deepen their
understanding.

2. When played repeatedly, games support

students’ development of computational fluency.

3. Games present opportunities for practice, often

without the need for teachers to provide the
problems.

4. Games allow the students to develop familiarity

with the number system and with the “benchmark
numbers” such as 10s,100s, and 1000s.

5. Games engage students in computation practice

and building a deeper understanding operations.
6. Games support school-home connection for
parents can learn about their children’s
mathematical thinking by playing games with
them at home.

7. Students will retain information learned in games

longer than information presented
through conventional methods.

8. Students will acquire more critical thinking and

decision-making skills by
participating in games with simulated
environments.