CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, statement of the problem,

objective of the study, significance of the study, scope and delimitation of the study, and the

definition of key terms.

1.1 Background of the Study

According to Callaman and Itaas (2022) “The Philippines ranked 2 nd from the bottom

among the participating countries in the recent Programme for International Student

Assessment (PISA) 2018 according to DepEd- National Report of the Philippines (2019).

This alarming result revealed that the students in the Philippines recorded a mean score of

353 points in Mathematics Literacy which is significantly lower than the OECD mean of 489

points. It is also reported that only 1 out of 5 the students or approximately 19.7% attained at

least the minimum proficiency level (Level 2) in Mathematics Literacy.” Based on the study

of Sia (2021) that focused on the performance, error patterns and attitude of college freshman

students towards solving word problems in Algebra, results of the study led to the findings

that the students had low performance in solving word problems and that their lowest

performance was in solving word problems. They performed considerably better in solving

number, age and coin problems. Analysis of the students’ incorrect responses revealed that

there is a consistent error pattern in all problems in the representation of mathematical

statements into algebraic symbols, formulation of equation and analysis of equations.

The current researchers have conducted an Administration of Test in PED 8: Assessment

of Learning at Liloy National High School on the month of October 2022. The researchers

developed the questionnaire that has 50 items with a total point of 125 points. All the

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questions are based specifically on the 1st Quarter Learning Competency of Grade 9

Mathematics which focuses on the Patterns and Algebra. With the approximate number of

200 Grade 9 students of Liloy National High School, the researchers randomly selected 50

students to be part of the test administration. Each student was given a test paper to answer.

With the data gathered, the researchers did an item analysis. Out of the 50-item questions,

only 11 questions were considered Included which means 78% of the test questions are

considered Revised. Hence, the current researchers altered the test questions that needed

revision and produced a set of validated questionnaires for the Second Administration of Test

to the same group of students. The Second Administration of Test was conducted on

November 2022 to the same 50 Grade 9 students in Liloy National High School. The result

of the validated test showed that out of 125 points, 39 students fall on the category Very Poor

(1) which means 74% and below, 7 students fall on the category Poor (2) which means 75%-

80%, 1 student fall on the category Good (3) which means 80%-85%, 3 students fall on the

category Very Good (4) which is 85%-90%, and none of the students got a percentage that

fall on the category Excellent (5). Using the Weighted Mean Formula, the researchers were

able to calculate the mean percentage of Grade 9 students which is 1.36. 1.36 or 1.4 fall on

the category Very Poor that represents the value of 1 in the Likert Scale. With such result, the

Grade 9 students in Liloy National High School have indeed difficulties in Patterns and

Algebra. That difficulties in Patterns and Algebra were noted by the researchers during the

Second Administration of Test in PED 8: Assessment of Learning.

However, a study of Taclay (2013) found out that “the students who were exposed to

mathematical games strategy obtained higher achievement scores compared to students

taught using the traditional method”. The main objective of his work is to study the impact of

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the use of serious games in primary education classrooms, specifically on mathematics

fluency, taking into account gamification variables and teaching experience. The results

show a significant improvement in mathematics fluency with the use of serious games in the

different grades and classroom groups studied.

According to Glendon and Ulrich (2005), incorporating games into the classroom can

boost engagement, promote social and emotional learning, and encourage students to take

calculated risks. Children learn most effectively when the material is pertinent to them and

when they can link new knowledge to prior knowledge. A game can help to advance logical

thought and reasoning. Through the debate of correct answers and their justifications,

students have the chance to receive rapid feedback when using games as a teaching approach.

Moreover, Glendon and Urich (2005) pointed out that games must be thoughtfully

planned and only integrated when they are pertinent to the learning objectives, just like any

other educational tool. Games help students to explore new subjects and methods of teaching

that they might not otherwise consider because they are interactive, as opposed to passive

media like books or movies. Although students can play games by themselves, the majority

of educational games promote successful teamwork as a foundation for developing strong

relationships and abilities like cooperation that will be useful as students advance through

their academic careers and into the real world.

It is therefore in this premise that the current researchers proposed this study.

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1.2 Statement of the Problem

This study attempted to address difficulties in Patterns and Algebra among Grade-9

students at Liloy National High School by developing strategic games. Specifically, it

soughtto answer the following questions:

1. What are the difficulties in Patterns and Algebra encountered by Grade-9 students at

Liloy National High School?

2. What actions have been undertaken by teachers to address these difficulties?

3. What strategic games do students and teachers suggest to be developed in order to

address these difficulties?

1.3 Objectives of the Study

This study aimed to achieve the following objectives:

 To determine the difficulties in Patterns and Algebra encountered by Grade-9

students at Liloy National High School;

 To illustrate the actions undertaken by the teachers to address those difficulties; and

 To identify the strategic games students and teachers suggest to be developed in order

to address those difficulties.

1.4 Significance of the Study

This study was deemed significant to the following:

Students- This research can be helpful to the students because the conduct of such study

aims to address their difficulties in mathematics by developing strategic games.

Teachers- This study could be helpful to teachers, particularly teachers who handle the

Grade-9 students, since it enables them to provide an opening to an efficient teaching-

learning process.

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 Future Researchers- This study can be used as a reference on other researches or future

researches related to this study. This can also be used by future researchers in implementing

the developed strategic games of the current researchers to find the effectiveness of the

developed strategic games.

1.5 Scope and Limitations of the Study

This study focused on addressing the difficulties in Patterns and Algebra among

Grade-9 students at Liloy National High School by developing strategic games. To delimit its

scope, the study specifically sought to determine the difficulties in Patterns and Algebra as

encountered by Grade-9 students at Liloy National High School. It further delved into

illustrating the actions undertaken by the teachers in addressing those difficulties. It ended by

identifying the strategic games that students and teachers suggest to be developed to address

those difficulties.

1.6 Definition of Key Terms

To make the readers understand this research, the following terms hereby

operationally defined:

Addressing -refers to deal with something (Merriam-Webster Dictionary). In this study,

it refers to dealing with the difficulties in Patterns and Algebra among the Grade-9 students

at Liloy National High School.

Develop -refers to create or produce especially by deliberate effort over time (Merriam-

Webster Dictionary). In this study, it refers to creating strategic games to address the

difficulties in Patterns and Algebra among the students.

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 Difficulty -refers to situations that is hard to accomplish or understand (Merriam-

Webster Dictionary). In this study, it refers to the learning competencies in Mathematics 9-

Pattens and Algebra that is hard for the Grade-9 students to understand.

Learning Competencies -refers to a skill or capability or performing a skill that is

necessary in one’s field of work or study (Ballotpedia). In this study, it refers to the skills in

Patterns and Algebra that are necessary in the completion of Mathematics 9.

Strategic Games -refers to a game in which the player’s decision-making skills have a

high significance in determining the outcome. In this study, it refers to the games that the

researchers will develop to help the Grade-9 students at Liloy National High School address

their difficulties in Mathematics 9- Patterns and Algebra.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the review of related literature and studies and the

conceptual framework.

2.1 Related Literature

2.1.1 Difficulties in Mathematics

Mathematics is one of the subjects given starting from elementary school to college, it

is expected to equip students to have the ability to think logically, analytically,

systematically, critically, creatively and the ability to work with others. These competencies

are needed by students, so students can have the ability to obtain, process and utilize

information to survive in changing situations and conditions. Learning difficulties in

mathematics is an integral part of mathematics learning. Students who experience learning

difficulties in mathematics are shown by "underdevelopment" changes (mathematics learning

outcomes) obtained when compared with other students. Students may have one or even

more than one form of learning difficulty. Teachers and parents, in this case, have the same

task, which is to help students overcome learning difficulties. Being a "counselor" who is

able to understand, motivate, and provide appropriate solutions and actions is needed by

students who have learning difficulties. Mathematics has well-defined language and rules,

clear and systematic (regular) reasoning, and a strong structure of interrelation between

concepts. Mathematics is a field of life study, which needs to be studied because the nature of

mathematics is an understanding of the patterns of change that occur in the real world and in

the human mind and the interrelationship between these patterns. Mathematical concepts are

arranged hierarchically, structured, logically, and systematically from the simplest concepts

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to the most complex concepts. In mathematics there are prerequisite topics or concepts as a

basis for understanding the next topic or concept. The field of mathematics studies taught at

SD includes three branches, namely arithmetic, algebra and geometry. Mathematics is able to

convey information clearly, a mathematical formula if expressed verbally, requires a long

sentence. Mathematical formulas can cut the long sentence into simple symbols.

Mathematics is a means in everyday life. This can be seen in the activities of everyday life

most of the considerations to be taken are done through a logical thinking process that

considers cause and effect, profit and loss, and estimates of what will happen. Mathematics

functions as a tool to solve problems, tools for communication, tools for logical and rational

thinking, and tools to facilitate relationships between individuals. Mathematics learning in

elementary school has the ultimate goal of making students skilled in using various

mathematical concepts in everyday life. There are various reasons underlying the importance

of mathematics as follows: (1) students become individuals who have the ability to solve

problems, (2) students can communicate smoothly, (3) students can express various reasons

and arguments rationally, (4) mathematics is a tool to be able to carry out various

considerations independently, and (5) mathematics has an important value because various

fields of life require the application of mathematical abilities. Five reasons for the need to

learn mathematics because mathematics is a means of clear and logical thinking, a means to

solve problems of daily life, a means of recognizing patterns of relationships and

generalizations of experience, a means to develop creativity, and a means to increase

awareness of cultural development.

Mathematical learning starts from the easy then the difficult. In mathematics learning

students learn through concrete, semi-concrete, and abstract stages. In the concrete stages,

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students learn from things that are already real, then students learn in the semi-concrete stage

that students learn from illustrations of mathematical objects and the last stage is that

students learn not to use images but symbols of mathematical numbers. Some people

consider mathematics as an activity carried out in adding, subtracting, and dividing or

activities related to solving the problem of counts presented in the form of questions.

Learning difficulties in mathematics are also called diskalkulia (dyscalculis). The term

dyscalculia has medical connotations, which see a connection with central nervous system

disorders. Severe mathematics learning difficulties are called acalculia (acalculia).

Characteristics of students who experience mathematics learning difficulties are

characterized by an inability to solve problems related to the following aspects: (1) having

difficulty understanding the grouping process, (2) having difficulty in placing units, tens,

hundreds or thousands in calculating operations (addition and subtraction), and (3)

difficulties in visual perception and auditory perception, such as: (a) ground figure, unable to

understand the existence of a reduction process in a division operation, and having difficulty

understanding multi-digit numbers, (b ) discrimination, difficult to distinguish numbers 8 and

number 3, and difficult to distinguish symbols of arithmetic operations, (c) reversal,

swapping or reversing place of numeric digits (213 to 231), having difficulty in regrouping,

(d) spatial or having difficulties in writing decimals, having difficulty with ordinal numbers,

experiencing difficulties in fractions, and experiencing difficulties in me differentiate forms,

(e) memory has difficulty remembering newly presented information (short-term memory),

having difficulty remembering facts and processes for a long time (long-term memory), (f)

experiencing difficulties in showing time, experiencing difficulties in operations count, (g)

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experience difficulty in calculating patterns in a sequence of sequences, and (h) experience

difficulties in solving problems.

Teachers need to recognize a variety of common mistakes that children make in

completing tasks in the field of mathematics studies, in order to help students who, have

difficulty learning mathematics. Some of the general mistakes according to Lerner are: (1)

lack of understanding of symbols. This kind of difficulty is generally because students do not

understand symbols like the same (=), not the same as (≠), plus (+), lack (-), and so on. In

order for children to solve math problems, they must first understand these symbols, (2) place

values such as units, tens, hundreds, and so on. Misunderstanding of place value will make it

more difficult for students if they are confronted with the symbol of base numbers instead of

ten, (3) misuse of processes, mistakes in using calculation processes such as exchanging

symbols, number of units and dozens written regardless of place value, all digits added

together (wrong algorithm and does not pay attention to place value), digits are added from

left to right and do not pay attention to place value, in adding up tens combined with units,

large numbers minus small numbers regardless of place value, borrowed numbers are fixed .

(4) calculation, students who are not familiar with the concept of multiplication but try to

memorize the multiplication. This can lead to errors if the memorization is wrong, and (5)

writing that is unreadable, students cannot read their own writing because the letters are not

correct or are not straight following the line.

2.1.2 Patterns and Algebra

Algebra is often viewed as an abstract and symbolic component of the mathematics

curriculum; however, algebraic thinking begins as soon as students notice consistent change

and seek to describe it. For example, in the early years, algebraic thinking can be represented

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through everyday situations such as balancing concrete materials using balance baskets. This

progresses to the use of more symbolic representations in the upper levels when letters are

used to generalize thinking or to consider situations using variables. The Patterns and

Algebra strand supports thinking, reasoning and working mathematically. Students have to

extend their thinking beyond what they see to generalize about situations involving

unknowns. In an article issued by Mathematical Association of America or MAA FOCUS, it

is stated that algebra is likely the first subject in which students develop logical thinking and

problem-solving skills. Also, students are exposed to abstract reasoning, make decisions

based on given information, extrapolation and step-by-step analysis. It helps students prepare

to transfer abstract thinking to other disciplines, which is neither easy nor obvious.

Furthermore, algebra is a prerequisite for virtually all college-level mathematics courses,

such as precalculus, calculus, linear algebra, statistics, and probability, and more advanced

mathematics courses, and prerequisite for study in college science courses, such as physics,

chemistry, biology, as well as computer science and engineering. An understanding of

algebra is also assumed in statistics, geometry and trigonometry courses. Algebra can serve

to solidify and firm up the arithmetic skills that are already learned in school. Finally, it is

stated that we need to make sure that the teachers at all levels of K-12 have a substantive

understanding of mathematics, including algebra.

2.1.3 Strategic Games

Instructional materials are ingredients that make teaching and learning of

mathematics pleasant and satisfying. Today’s successful teacher of mathematics is able to

communicate ideas, build students curiosity through the use of instructional materials.

Mathematics is an abstract logical science therefore mathematics teachers have special need

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for instructional materials which lend reality to abstract ideas. Mathematics teachers think in

terms of tangible and visual representation such as sketches, models to concretize ideas. Such

materials like mathematical games generate and sustain interest in mathematics teaching and

learning if well selected and used as stated by Nekang (2011) and Harbor-Peters (2001).

Many different types of educational games are being applied and used in educational

institutions, schools and homes. Using games in education mostly focuses on improving

critical thinking skills while teaching a particular subject, by allowing students to think

outside the box as they follow rules. There are other games that can be used which limit to

improving knowledge in a specific subject and the most popular ones are math games. Yue &

Zin (2009) discussed those games like chess cannot be viewed as educational games as these

improve logic skills, reasoning, and other traits valued in education but they are not

considered educational because they do not deliver content or relay curriculum material.

According to Michel (2016), games that incorporate curriculum content or other educational

material are referred to as educational games. Since there are individual differences of the

learners, there is the need for a teacher to vary his/her methods of presenting similar ideas in

order to dispel boredom and generate interest.

According to Conner (2011), John Dewey’s Social Activist Theory he trusted

that learning ought to be hands on and learners ought to be experienced through numerous

exercises. Learning is social experience and hands on. Social Activism is predominantly

centered around the learner's close to home inclusion making meaning and request inside

their own learning as they communicate with a particular learning environment. According to

a quote by Johan Huizinga “Let my playing be my learning, and my learning be my playing,”

also supports that learning and playing should not be different because learning should be

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equated in the same way students enjoy having fun as stated by Roblyer & Doering (2013).

In line with Games for History, creating that optimal condition through providing a fun

environment would aid with a positive effect and learning made entertaining. Learning is

supposed to meet students where there are for it to be effect and in this case through these

games, we will be bringing education to the fun they are usual as well. Discovering that

happens is credited to how well the students are propelled. Based on this theory, if students

are motivated, they will be successful in school (Petkov, & Rogers, 2011). Even though

teachers are no strangers to using games (board games, card games, and roleplaying games)

in the classrooms, the essential purpose behind utilizing them has dependably been for

learning and not for stimulation. When used within a classroom setting, games functioned as

a teaching aid in helping to explain or reinforce a learning concept. At most times, using

games in education may help to simplify matters (Van Ments, 1999).

Harbor-Peters (2002) defined instructional game as a structured activity with

set rules for play in which two (2) or more students interact under clearly designed

instructional objectives. In a typical game, participants make decisions as if they are in actual

situation. There is something enjoyable, however serious, involving competition for specified

objectives and observing rules. Games require strategies, tactics and initiative from players

(students). Hence, there must be a winner. Games are valuable for encouraging social skills,

stimulating mathematical discussion, developing strategies for learning new concepts,

reinforcing skills and concepts as an aid to symbolization and logic, and for helping the

development of mathematical understanding. Rutherford (2015) opined that people of all

ages love to play amusing and inspiring games that may arouse their interest to learn and

discover new ways of doing things. Mathematical games help students to explore elementary

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number concepts such as the counting sequence and series, number and numeration, basic

number operation, one-to-one correspondence, and computation strategies. Engaging

mathematical games can also encourage students to explore number combinations, place

value, patterns, arithmetic processes and other important mathematical concepts. Also,

mathematical games help students to deepen their mathematical understanding, reasoning,

and applications such in sets and logic, measurement, geometry, trigonometry, graph,

probability and statistics. Teachers should provide frequent opportunities for students to play

games, and then let the mathematical ideas show up as students discover new patterns,

relationships, and strategies. The greatest strength of games in mathematics teaching and

learning is in the ability of a game to provide drill and practical application.

2.2 Related Studies

According to a research paper entitled “Action Research to Develop

Mathematical Learning Activities by Using Games” conducted by Uraiwan Pantachord

(2021), the objectives of this research were to design and develop mathematical learning

activities by using games and to study the results of mathematics learning activities by using

games. There were two groups of population. The first group was the fourth-year

mathematics program with a number of 24 people who are responsible for the design and

develop mathematical learning activities by using games. The second group consisted of 81

students in Mathayomsuksa 1, which were used to study the results of mathematics learning

activities by using games. The research instruments were operational research processes,

mathematics achievement test and the teamwork measures. The statistics used for data

analysis were mean, standard deviation, t-test dependent and content analysis.

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 Mathematics learning activities using 9 games in the process of learning

activities consists of 5 steps: Step 1-Content Preparation: Preparation of content, games and

simple questions which are subject matter questions the students have learned and how to

score in games and learning materials, Step 2 - Team Building: Instructors organize teams of

different learners for both genders and abilities, Step 3 - Learning: Instructors guide learning

methods, planning teams, and competitions to prepare all group members ready to enter the

racetrack, Step 4 - Competition: All members or students start the game at the same time and

Step 5 – Acceptance of team success: Awarding honorable mention in the management of

mathematical learning by using math games as the implementation of games in mathematics

teaching and providing opportunities for learners to learn through games along with the

competition according to the rules, students are eager to study. Consistent with the concept of

R.T. Heimer and C.R. (1977), it was said that the use of learning games in teaching

mathematics was learner-centered, while allowing the learner to learn by himself through

games and able to solve problems from problems within the game. Games contributed to

memory and promote better learners' development. J.D. Crambs (1970) stated that games

were educational innovations. Most teachers agreed that a certain played activity or game

could be used to motivate students. Teachers could use the game to teach in order to achieve

the goal of teaching because games were activities that provide students with an environment

for organized competition with specific objectives and fun activities. The students had

mathematics achievement after mathematics learning management using games were

significantly higher than the .05 which was based on the assumptions made. It was shown

that organizing mathematics learning activities using games is an activity that students had

fun and gained knowledge without knowing it. Games were also an important medium that

15
made students more interested in their studies. In line with the research of L. Nakaew (2009),

a series of learning activities were developed using math games on addition, subtraction,

multiplication and division for 10th grade students. The research results showed that

mathematics achievement using post-study mathematical activity was significantly higher

than before study at the .05 level. Students had a high level of teamwork after overall game-

based mathematics learning management. When considered individually, it was found that all

members were essential to accomplishing the task with the highest average, followed by all

group members planned to work together and believe that every member of the group can

work towards the goal. Therefore, it had been shown that organizing math learning activities

using games promotes teamwork, which was an essential part of interpersonal skills and

collaboration planning, having a common goal of work and setting goals for the team to work

successfully. According to Megarry, J. (1985), the game was played in multiplayer or

cooperative action to achieve the objectives set by the rules or was agreed upon using media

or plays equipment as well as specifies the scoring or method of determining winners and

losers. In line with the study conducted by Sukai, K. (2013) entitled “The Results of

Activities in the Form of Mathematical Games on Multiplication on Mathematics

Achievement of 9th grade students of Banpot Phisai Kindergarten, the game was to learn and

develop strategies for working with others. Respecting the rules of play was part of building

a healthy relationship between the participants. It also promotes adaptability to others and

society and fosters good leadership and follower characteristics

Math learning activities using games provide opportunities for learners to

learn through games along with the competition according to the rules is an activity that had

fun and gained knowledge without knowing it. Games were also an important medium that

16
made students more interested in their studies. As a result, students have higher mathematical

achievement and promote teamwork.

This study is in relation to the current study of the present researchers as it

serves as support for the validation of the current study.

In another study conducted by Nasreen Akhter entitled “Learning in

Mathematics: Difficulties and Perceptions of Students”, it investigated the high school

students’ perceptions towards mathematics learning and their experiences in the classroom. It

also targets to answer what the challenges and difficulties related to mathematics

performance. Furthermore, it sought to determine the relationship between mathematics

achievements and age with the field dependency.

Many students find their studies in mathematics to be difficult and

unrewarding. There is a tendency for students to opt out of studying mathematics as soon as

possible. However, mathematics is usually seen to be important and holds a central place in

the curricula in most countries. Mathematical ideas find application in numerous areas of life

and in many careers. Thus, negative attitudes among students may have important

ramifications for career choices and contributions in wider society. This study considered a

sample of students (N = 647) from Punjab, Pakistan and collated their perceptions in relation

to their learning in mathematic. The tools of data collection of this study were questionnaire.

The findings indicate that students show positive attitude and grasp of mathematics content at

grade 9th and 10th in mathematics. This was noticed that there were differences in attitude in

what is required by the students and what is occurred in classroom where the learners are

taught Mathematics. This study suggests the solutions about the competencies of students to

work through mathematical difficulties.

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 This study was intended to explore students’ perceptions of the mathematic

learning and difficulties. The finding shows that the students belonging to the private sector

and urban areas differ in their views as compared to the public schools and rural areas. This

is the pattern of education system Pakistan, especially in the public schools. The students in

the public schools of Pakistan are generally belonging to the middle or the lower class of the

society, with lesser incomes. They do not have several modern facilities and they have to

learn with old and traditional limited resources. In Pakistani schools, there is a recommended

textbook of mathematics for all classes. The examination is totally based on this prescribed

textbook. In the current teaching methodology, much of the focus is given on just to solve

these exercises instead of instilling in the pupils a perfect knowledge of the basic concepts of

mathematics. Thus, at present the teaching practices of the subject mathematics make

students the rote learners of textbooks. This study shows that the majority expressed positive

views regarding mathematics; with most expressing that they feel happy to learn

mathematics. The students well perceived their learning in mathematics. Students generally

find mathematics a boring and difficult course and this finding is little contrasting to

(Brownet al, 2008). The majority of the students showed that they seem a little importance of

using student centered approaches mathematics curriculum as curriculum do not stress to

solve problems in classroom. Simply, the students are not encouraged and rewarded in their

mathematics performance. The deficiency of programs of development and resources causes

problems to the students as well as teachers (Memon, 2007; Halai, 1998). Particularly from

the rural areas’ schools, the students pointed out the difficulties in their mathematics learning

experiences because of inexperienced staff and insufficient resources (Memon, 2007;

Anderson et al., 2005). Overall correlation of mathematics marks (standardized) and extent

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of field dependency is moderate. Likewise, Onwumere (2009) showed that extent of field

dependency was highly correlated with mathematics performance for each age group.

Moreover, these results were consistent with the findings of Al-Enezi (2006) and

(Onwumere, 2009). Thus, the standardized mathematics examination scores reflect that there

is a general ability in students in mathematics, and then this ability correlates with the

measured extent of field dependency.

It is found from the study that the students are enthusiastic in their learning in

mathematics. They found mathematics interesting and valuable. Although very few found

studying mathematics boring and tough. The students of the 9th and 10th class in this study

were of the view that mathematics is an interesting, useful and analytical power generating

subject.

This study corroborates with the current research study to be conducted by the

current researchers as it is used as the basis for the research instrument of the current study.

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2.3 Conceptual Framework of the Study

The major concern of the study was to develop strategic games to address the

difficulties in Patterns and Algebra among the Grade-9 students at Liloy National High

School. In the figure, the independent variables are affecting the dependent variable in which

the result will lead to addressing the difficulties of Grade 9 students.

Independent Variable Dependent Variable

 Difficulties Strategic Games Difficulties

Encountered Developed Addressed
 Actions
Undertaken by
the Teachers
 Suggested
Strategic
Games to be
Developed

Figure 1. The Conceptual Framework of the Study

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 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design, research locale, respondents, data

gathering procedures, research instruments, validity and reliability of the research instrument,

and the statistical treatment and analysis used in the study.

3.1 Research Design

This study used both qualitative and quantitative design method. It is

quantitative because there are data that was needed to be accurate with the use of numerals.

The researchers also necessarily collected information that was in statement form, so it used

the qualitative design. Furthermore, this study was an action research design because the

researchers had collected information regarding the difficulties among the Grade-9 students

in Patterns and Algebra, analyzed the information, and then developed strategic games to

address those difficulties.

3.2 Research Locale

This study was conducted at Liloy National High School which is a Public

High School located in National Highway, Liloy, Zamboanga del Norte, Philippines.

3.3 Respondents of the Study

Liloy National High School has 647 Grade-9 student population enrolled in

the SY 2022-20223. The respondents of this study are 87 Grade-9 students from Liloy

National High School which was calculated through the Slovin’s Formula and 3 mathematics

teachers specifically those who were teaching Mathematics 9- Patterns and Algebra. The

Slovin’s Formula is used to calculate the sample size (n) given the population size (N) and a

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margin of error e. It is computed as n=N /(1+ N e 2). The researchers used 0.01 margin of

error.

3.4 Data Gathering Procedure

The researchers requested for the approval from the principal of Liloy

National High School through asking permission to conduct the research in their school

where the researchers administered the Survey Questionnaire. After the approval, the

researchers approached the teacher/adviser of the Grade-9 students and gave the permission

letter with the approval of the principal that the researchers will be conducting a research

where their students are the participants of the said survey. Then, the researchers also

conducted an interview to the teachers regarding the actions undertaken to address the

difficulties in patterns and algebra of the students and their recommendations in developing a

strategic game.

3.5 Research Instruments

The following are the instruments used in the study to gather the desired data:

3.5.1 Survey Questionnaire with Likert Scale for Students

This instrument was used primarily in evaluating the difficulties of Grade-9

students in learning Patterns and Algebra. This was used to answer research questions one

(1), two (2) and three (3). In Part I, the Likert scale used the four-point scale: Easy (4),

Moderate (3), Difficult (2) and Not Taught (1).

3.5.2 Interview Guide for Students

Part II is an interview assessing the difficulties of students encountered in

learning Patterns and Algebra, whether the actions made by the teachers to address the

difficulties were effective, and suggestions to be developed by the researchers to help in

22
addressing the difficulties in Patterns and Algebra. This instrument is an open-ended

questionnaire and the researchers also conducted a focus-group discussion. The use of the

interview guide was for the researchers to ensure that they really got enough data from the

target respondents.

3.5.3 Interview Guide for Teachers

This was used as an instrument to gather data from Grade-9 teachers

specifically those who are teaching mathematics Patterns and Algebra at Liloy National High

School to illustrate the actions they undertook to address the difficulties in Patterns and

Algebra of the students and their suggested strategic games to be developed by the

researchers to address the difficulties of the students in Patterns and Algebra. The researchers

conducted a one-on-one interview with the teachers to gather the appropriate data.

3.6 Validity and Reliability of Research Instrument

Before the Survey Questionnaire is submitted to the research experts, the

researchers presented it first to the research adviser for the approval and validation in terms

of objectives, grammar, content and appropriate number of items. With the comments and

suggestions of the research adviser, the Survey Questionnaire was revised and finalized.

After the checking and validation, the researchers then came up with a revised version of the

instruments that made the tool more reliable and valid to be administered to the respondents.

3.7 Statistical Treatment and Analysis

The following statistical tools were used. The data gathered were collected,

collated, tabulated, and interpreted to facilitate analysis of the data.

23
 Thematic Analysis refers to the method of data organization dependent on its patterns

and topic. This was used to analyze the respondents’ suggestion in enhancing the learning

module.

Frequency Distribution refers to the number of times a response for a particular item.

The frequencies together with the scores made the frequency distribution. This statistical

treatment was used to show how often the response of the respondents occurs.

Weighted Mean refers to the type of mean that is calculated by multiplying the

weight (or probability) associated with a particular event or outcome with its associated

quantitative outcome and then summing all the products together. In this study, this was used

to calculate the data from the Likert Scale to determine the difficulties in Patterns and

Algebra among the Grade-9 students at Liloy National High School. The formula for

calculating the weighted mean is shown below:

n

∑ wi X i
W = i=1n
∑ wi
i=1

Where:

W= weighted average

n= number of terms to be averaged

w i= weights applied to x values

Xi= data values to be averaged

24
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

This chapter presents the data, the analysis, and interpretation of results following the

order of the specific questions raised from the statement of the problem.

4.1 Difficulties in Patterns and Algebra Encountered by Grade-9 Students

4. 2 Actions Undertaken by Teachers to Address the Difficulties

4.3 Strategic Games Suggested by Students and Teachers to be Developed

25
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations needed in

Addressing the Difficulties in Patterns and Algebra among Grade-9 Students at Liloy

National High School by Developing Strategic Games.

5.1 Summary

5.2 Conclusions

The following conclusions are stated based on the findings presented:

First,

5.3 Recommendations

Given the summary of findings, and the conclusions made in this study, the following

recommendations are hereby recommended to the following:

26
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18, 2022

Akhter, N. (2018). Learning in Mathematics: Difficulties and Perceptions of Students.

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November 4, 2022

Callaman, R.A & Itaas, E.C. (2020). Student’s Mathematics Achievement in Mindanao

Context: A Meta-Analysis. Retrieved from

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Conner, M. (2011). Introduction to Andragogy + Pedagogy. Marcia Conner. Retrieved from

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18, 2022

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Fraga-Varela, F., Vila-Couñago, E., Martinez-Piñero, E. (2021). The Impact of Serious

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Glendon, K., Ulrich, D., (2005). “Using Games as a Teaching Strategy.” Journal of Nursing

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Harbor-Peters, V.F.A (2001). Unmasking some aversive aspects of school mathematics and

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November 18, 2022

MAA FOCUS. Should Algebra Be Required? MAA Publication. Retrieved from

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%20college%2Dlevel%20mathematics,in%20geometry%20and%20trigonometry

%20courses. Retrieved on November 27, 2022.

Michel, H. (2016). Characterizing serious games implementation's strategies: Is higher

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 in Cameroon. Unpublished Ph.D thesis submitted to the Department of Science

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Petkov, M., & Rogers, G. (2011). Using Gaming to Motivate Today’s Technology-

Dependent Students. Virginia Tech Libraries, 48(17), 9. Retrieved from

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30
APPENDICES

31
 APPENDIX 1

COLLEGE DEPARTMENT

HEI Unique Institutional Identifier: 09077

Name (Optional):_______________________________________ Date:_____________

Year/Section: ____________________________

EVALUATION TOOL OF THE DIFFICULTIES IN PATTERNS AND ALGEBRA

Direction: Put a check on the column for each of the statement that applies to you. Answer

truthfully.

Legend:

Easy I understand the topic the first time.

Moderate I did not understand it first time.

Difficult I have never understood the topic.

Not Taught Topic not studied.

32
 I. Difficulties in Patterns and Algebra Among Grade-9 Students

Moderat Not
Learning Competencies Easy Difficult
e Taught

1. Illustrating quadratic equations.

2. Solving quadratic equation by extracting

square roots.

3. Solving quadratic equation by factoring.

4. Solving quadratic equation by completing the

square.

5. Solving quadratic equation by using the

quadratic formula.

6. Characterizing the roots of a quadratic

equation using the discriminant.

7. Describing the relationship between the

coefficients and the roots of a quadratic

equation.

8. Solving equations transformable to quadratic

equations (including rational algebraic

equations).

9. Solving problems involving quadratic

equations and rational algebraic equations.

10. Illustrating quadratic inequalities.

33
11. Solving quadratic inequalities.

12. Solving problems involving quadratic

inequalities.

13. Modeling real-life situations using quadratic

functions.

14. Representing a quadratic function using table

of values.

15. Representing a quadratic function using graph.

16. Representing a quadratic function using

equation.

17. Transforming the quadratic function defined

by y=a x 2+bx +c into the form y=a(x-h)2+k.

18. Graphing a quadratic function domain.

19. Graphing a quadratic function range.

20. Graphing a quadratic function intercept.

21. Graphing a quadratic function axis of

symmetry.

22. Graphing a quadratic function vertex.

23. Graphing a quadratic function direction of the

opening of the parabola.

24. Analyzing the effects of changing the values

of a, h, and k in the equation y=a(x-h)2+k of a

quadratic function on its graph.

34
25. Determining the equation of a quadratic

function given a table of values.

26. Determining the equation of a quadratic

function given a graph.

27. Determining the equation of a quadratic

function given zeros.

28. Solving problems involving quadratic

functions.

29. Illustrating situations that involve direct

variation.

30. Illustrating situations that involve inverse

variation.

31. Illustrating situations that involve joint

variation.

32. Illustrating situations that involve combined

variation.

33. Translating into variation statement a

relationship between two quantities given by a

table of values.

34. Translating into variation statement a

relationship between two quantities given by a

mathematical equation.

35. Translating into variation statement a

35
 relationship between two quantities given by a

graph and vice versa.

36. Solving problems involving variation.

37. Applying the laws involving positive integral

exponents to zero and negative integral

exponents.

38. Illustrating expressions with rational

exponents.

39. Simplifying expressions with rational

exponents.

40. Writing expressions with rational exponents as

radicals and vice versa.

41. Deriving the laws of radicals.

42. Simplifying radical expressions using the laws

of radicals.

43. Performing operations on radical expressions.

44. Solving equations involving radical

expressions.

45. Solving problems involving radicals.

II. Direction: Answer the following questions truthfully.

1. What are the difficulties you encountered in learning Patterns and Algebra?

36
 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. Were there any actions made by your teacher in order to address your difficulties in

learning Patterns and Algebra? Were those effective in your learning process?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Do you think incorporating strategic games will improve your learning in Patterns

and Algebra? Why?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. What strategic games can you suggest to be developed by the researchers that will

help in addressing your difficulties in learning Patterns and Algebra?

_____________________________________________________________________

_____________________________________________________________________

37
 _____________________________________________________________________

_____________________________________________________________________

APPENDIX 2

Ave Maria College

COLLEGE DEPARTMENT

HEI Unique Institutional Identifier: 09077

Name (Optional):________________________________________

INTERVIEW

Guide Questions:

1. What are your perceptions regarding the difficulties of students in learning

Patterns and Algebra?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. What are the actions you made in order to address the students’ difficulties?

38
 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Are the actions you have made effective in addressing the difficulties of the

students in Patterns and Algebra?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. Do you use strategic games in the teaching-learning process? What are those?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. What are the strategic games you can suggest to be developed by the current

researchers in order to address the students’ difficulties in Patterns and

Algebra?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

APPENDIX

39
 Ave Maria College
Vallesville-Fatima, Liloy, Zamboanga del Norte
Email: avemariacollege@yahoo.com.ph

CURRICULUM VITAE

Ave Maria College

Vallesville-Fatima, Liloy, Zamboanga del Norte
Email: avemariacollege@yahoo.com.ph

40
 I. PERSONAL INFORMATION
Name: Cresentia C. Bernadez
Nick Name: Sen-sen
Address: Fatima, Liloy, Zamboanga del Norte
Place of Birth: Fatima, Zamboanga del Norte
Date of Birth: March 10, 2001
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact Number: 09614586040

II. ACADEMIC BACKGROUND

Elementary: Liloy Elementary School
Fatima, Liloy, Zamboanga del Norte
S.Y. 2013-2014
Secondary:
Junior High School: Liloy National High School
Fatima, Liloy, Zamboanga del Norte
S.Y. 2017-2018

Senior High School: Ave Maria College

Vallesville- Fatima, Liloy, Zamboanga del Norte
S.Y. 2019-2020

Ave Maria College

Vallesville-Fatima, Liloy, Zamboanga del Norte
Email: avemariacollege@yahoo.com.ph

41
 I. PERSONAL INFORMATION
Name: Ferrel Rose Diane A. Crapatanta
Nick Name: Diane
Address: Overview, Liloy, Zamboanga del Norte
Place of Birth: Overview, Liloy, Zamboanga del Norte
Date of Birth: March 12, 2002
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact Number: 09617760723

II. ACADEMIC BACKGROUND

Elementary: Causwagan Elementary School
Causwagan, Liloy, Zamboanga del Norte
S.Y. 2011-2012
Secondary:
Junior High School: Compra National High School
Compra, Liloy, Zamboanga del Norte
S.Y. 2017-2018

Senior High School: Ave Maria College

Vallesville- Fatima, Liloy, Zamboanga del Norte
S.Y. 2019-2020

Ave Maria College

Vallesville-Fatima, Liloy, Zamboanga del Norte
Email: avemariacollege@yahoo.com.ph

42
 I. PERSONAL INFORMATION
Name: Janine Ethyl T. Lariosa
Nick Name: Ethyl
Address: Silucap, Liloy, Zamboanga del Norte
Place of Birth: Silucap, Zamboanga del Norte
Date of Birth: January 8, 2002
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact Number: 09465645911

II. ACADEMIC BACKGROUND

Elementary: Silucap Elementary School
Silucap, Liloy, Zamboanga del Norte
S.Y. 2013-2014
Secondary:
Junior High School: Liloy National High School
Fatima, Liloy, Zamboanga del Norte
S.Y. 2017-2018

Senior High School: Liloy National High School

Fatima, Liloy, Zamboanga del Norte
S.Y. 2019-2020

Ave Maria College

Vallesville-Fatima, Liloy, Zamboanga del Norte
Email: avemariacollege@yahoo.com.ph

43
 I. PERSONAL INFORMATION
Name: Roberto A. Saga
Nick Name: Robert
Address: San Isidro, Liloy, Zamboanga del Norte
Place of Birth: Salipyasin, Kabasalan, Zamboanga Sibugay
Date of Birth: April 20, 2002
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact Number: 09109020585

II. ACADEMIC BACKGROUND

Elementary: San Isidro Elementary School
San Isidro, Liloy, Zamboanga del Norte
S.Y. 2013-2014
Secondary:
Junior High School: Compra National High School
Compa, Liloy, Zamboanga del Norte
S.Y. 2017-2018

Senior High School: Kabasalan Science and Technology High School

F.L. Peña, Kabasalan, Zamboanga Sibugay
S.Y. 2019-2020

44