INCREASING THE MEAN PERCENTAGE SCORE (MPS)

OF GRADE 9 AND GRADE 10 LEARNERS OF SAN

ROQUE NATIONAL HIGH SCHOOL THROUGH
PROJECT 1WRS (1 WEEK REVIEW SYSTEM
USING INTERACTIVE GAMES)

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 39-43
Document ID: 2023PEMJ1136
DOI: 10.5281/zenodo.8309861
Manuscript Accepted: 2023-30-8
Psych Educ, 2023, 13: 39-43, Document ID:2023 PEMJ1136, doi:10.5281/zenodo.8309861, ISSN 2822-4353
Research Article

Increasing the Mean Percentage Score (MPS) of Grade 9 and Grade 10 Learners
of San Roque National High School Through Project 1WRS
(1 Week Review System Using Interactive Games)
Marwin F. Nocum*, Avegael C. Monreal
For affiliations and correspondence, see the last page.
Abstract
The main purpose of this research is to enhance the skills and retention of the learners of Grade 9 and
Grade 10 learners of San Roque National High School.The study made used of a quantitative
experimental design which focus on inferential statistical treatment to determine the effects of
Project 1WRS on the skills and retention of the learners to increase the MPS before and after the
conduct of the intervention program that was administered to the Grade 9 and Grade 10 respondents
using purposive sampling technique in order to identify the significant difference of the study.There
is a minimal improvement in the increasing of MPS of Grade 9 as presented on the first quarter mean
score of 21.33 compared to the second quarter mean score of 22.90 and third quarter mean score of
26.23 and also for the Grade 10, the first quarter mean scores of 19.13 compared to the second
quarter mean score of 21.27 and third quarter mean score of 23.90. There is a significant difference in
the MPS of grade 9 and grade 10 before and after the conduct of Project 1WRS (1 Week Review
System Using Interactive Games). This concludes that more time and effort as follow ups in needed
to greatly increase the MPS of Grade 9 and Grade 10 students. This action research provided
significant data on the effectiveness of Project 1WRS as an intervention program in increasing the
MPS of Grade 9 and grade 10 learners of SRNHS. In addition to this, the findings and implication of
the study led to continue the project to increase the MPS of the school.

Keywords: intervention program, 1 week review system using interactive games, mean percentage
score, skills and retention

Introduction result, Project 1WRS (1 Week Review System) was

developed.

ll of the students take an examination and most of Research Questions

them got low MPS. What is the reason of getting low
MPS? Is it teacher factor or student factor? Maybe the
it is because of the poor study habits of the students or
because they stock because of the pandemic.According
to Bagban, Patil, et al (2017), Quality Teaching
Learning practices play a fundamental role in
developing human capital and knowledge workers.
Student’s assessment is the integral part of teaching
and learning.
Thus, the researcher would like to focus on San Roque
National High School, which is situated at Barangay
San Roque Catanauan, Quezon in a sloppy hill
location at the center of the barangay, with weak signal
surrounded by trees of many different kinds of variety.
It is a scenery where raw materials and informational
data can be gathered for further research and place to
view practical application of theoretical concepts and
studies to conduct research. Specifically, on subject of
Mathematics, Science, English and Filipino. Within
these reasons, the Mathematics and AP Teachers
collaborated and focused key ideas in improving the
MPS result of the school. They believe that these
subject areas are two of the key evidences that require
the development of learners’ skills and retention. As a
The specific questions that the researchers would like
to find out are the following?
1. What is the MPS of Grade 9 and Grade 10 Learners
of San Roque National High School before conducting
Project 1WRS (1 Week Review System Using
Interactive games)?
2. What is the MPS of Grade 9 and Grade 10 Learners
of San Roque National High School after conducting
Project 1WRS (1 Week Review System Using
Interactive games)?
3. Is there a significant difference in the MPS of Grade
9 and Grade 10 Learners of San Roque National High
School before and after conducting Project 1WRS (1
Week Review System Using Interactive games)?
Literature Review
In the present era of information and technology,
various fields undergo changes to meet the evolving
needs. The field of education, in particular,
experiences regular modifications in its systems,

Nocum & Monreal 39/43

Psych Educ, 2023, 13: 39-43, Document ID:2023 PEMJ1136, doi:10.5281/zenodo.8309861, ISSN 2822-4353
Research Article
curricula, teaching methods, techniques, and
assessment tools (Taş et al., 2016). The influence of
information and technology advancements extends not
only to education but also to numerous other domains.
Consequently, educational systems, curricula, teaching
methods, techniques, and evaluation tools undergo
transformations. It is essential to create learning
environments where students actively engage, assume
responsibility for their learning, apply their knowledge
in real-life situations, collaborate with peers, express
their ideas freely, contribute to their personal growth,
and enhance their academic achievements. To achieve
these goals, teachers should employ suitable methods,
techniques, and approaches that encourage critical
thinking, creativity, and the development of targeted
knowledge, skills, and behaviors in a stimulating and
enjoyable learning setting (Tezel, 2018).
In achieving high academic performance among the
learners, review plays a crucial role in the teaching and
learning process, serving as an essential component for
reinforcing and consolidating knowledge. Several
studies have examined the significance of review
activities in educational settings, highlighting their
impact on learning outcomes, retention, and
comprehension. Review activities contribute to
improving comprehension and understanding of
concepts. In fact, Mayer (2009) discussed the
importance of incorporating review exercises that
promote meaningful learning through elaboration and
integration of knowledge. By engaging learners in
activities that require them to actively process and
connect information, review tasks can foster deeper
comprehension and help students make connections
between different concepts. Reviewing content helps
learners consolidate their knowledge and retain
information over time. Additionally, research by
Roediger and Karpicke (2006) also demonstrated that
engaging in retrieval practice through review activities
significantly enhances long-term retention. They found
that actively recalling information from memory,
rather than simply re-reading or reviewing notes,
strengthens the learning process and promotes better
knowledge retention. Furthermore, Kang et al. (2016)
highlighted the positive effects of practice testing as a
review strategy for improving test performance.
Engaging in practice tests during the review process
not only helps students assess their understanding but
also promotes retrieval of relevant knowledge,
identification of gaps, and the development of
effective test-taking strategies.
Furthermore, Shute and Ke (2012) delve into the
intersection of game-based learning and assessment,
exploring the potential of games as both instructional
Nocum & Monreal
tools and assessment instruments. By examining the
integration of learning and assessment within game-
based environments, the authors highlight the unique
advantages and challenges associated with leveraging
games for educational purposes. The study emphasizes
the potential of games to provide authentic learning
experiences that engage and motivate learners. Games
can offer dynamic and interactive environments that
foster critical thinking, problem-solving, and
collaboration skills. Additionally, games allow for
personalized learning experiences, enabling learners to
receive immediate feedback and adapt their strategies
accordingly. Shute and Ke argue that these aspects
make games particularly effective in promoting
metacognitive processes and self-regulated learning.
The chapter by Shute and Ke (2012) contributes to the
literature by exploring the potential of game-based
learning and assessment as a powerful educational
approach. It highlights the opportunities for fostering
deep learning experiences and gathering meaningful
assessment data through game-based environments.
In the study by Kiili (2005), the focus lies on digital
game-based learning and the proposal of an
experiential gaming model. The research explores the
use of digital games as tools for creating immersive
and experiential learning environments, emphasizing
their potential to enhance educational experiences. The
author delves into the underlying theories and
principles of game-based learning, highlighting the
importance of active engagement, motivation, and
meaningful experiences in educational games. Kiili
argues that digital games can provide learners with
opportunities to explore, experiment, and problem-
solve in virtual worlds, offering a unique form of
experiential learning. The study emphasizes that
educational games can bridge the gap between theory
and practice, allowing learners to apply knowledge and
skills in authentic contexts. In addition, the study
presents a framework for designing effective
educational games based on the experiential gaming
model. The model emphasizes the need to consider
various elements, including narrative, challenge,
feedback, and social interaction, to create engaging
and transformative learning experiences. By focusing
on the experiential aspects of gaming, the author
suggests that educational games can promote deep
learning, critical thinking, and transfer of knowledge.
Kiili's study (2005) contributes to the understanding of
digital game-based learning and its potential as a
transformative tool for education. The proposed
experiential gaming model offers a framework for
designing educational games that prioritize active
engagement, meaningful experiences, and the
integration of theory and practice. The study calls for
40/43
Psych Educ, 2023, 13: 39-43, Document ID:2023 PEMJ1136, doi:10.5281/zenodo.8309861, ISSN 2822-4353
Research Article

further research and development in the field of game-

based learning, exploring the effectiveness of different
game design elements and instructional strategies in
Statistical Treatment of Data
educational contexts.
The teacher-researchers made used of the Division
Methodology Learning Materials Ready-made Learning Modules
with Learning Activity Sheets-Exercises that fits on
the objective of the study. First to third quarter
Research Design assessment were implemented, test scores were taken
as data that was coded, tallied, and statistically treated
The study utilized quantitative experimental design using the frequency count, total mean, mean
which focus on inferential statistical treatment to percentage score, ANOVA for significant difference.
determine the effects of Project 1WRS on the skills
and retention of the learners to increase the MPS of the The mean and the standard deviation were used to
said study. determine the level of performance of the respondents’
first to third quarter, while ANOVA was employed to
Locale of the Study determine the significant difference of the mean scores
on the test of the sample group.
The research locale of this study focused on San
Roque National High School, situated at Barangay San
Roque Catanauan, Quezon. A sloppy hill location at
Results and Discussion
the center of the barangay, mostly surrounded with
fruits and wood bearing trees. It is a surrounding Table 1.1. MPS of grade 9 learners of San Roque
where teaching and learning takes place despite its National High School before conducting Project 1WRS
rural scenery. It is a better place to view practical
(1 Week Review System Using Interactive games).
application of theatrical concepts and studies to
conduct research. Also, it is a place where raw
materials of facts can be generated to do research.
Within these reasons, this area was selected due to the
above-mentioned characteristics of finding research
facts and evidences for observational problem-solving
ideas. Moreover, many teachers notice these Table 1.1 showed the MPS of grade 9 learners of San
observational problems and come up with their Roque National High School before conducting
interventions but were not being able to transcribe it Project 1WRS, which shows a MEAN of 21.33 and an
into research paper. MPS result of 53.32 based from the 40 item multiple
choice questions. This illustrates that the students
Data Gathering Procedure score on the standardized math assessment tool before
the conduct of the said program/project was below the
For ethical consideration, all the information and passing rate of 75%. It implies that most of the
personal details from the student-participants in this students were suffering difficulties in Araling
study were treated with utmost confidentiality. Before Panlipunan. Based from this discussion, the
the researchers have selected and identified the researchers can conclude that the need to enhance the
participants, a request letter was sent to the school competency skills of the student-respondents is truly
principals for approval. The purpose of the study and needed in order to increase their MPS.
the need to conduct it had been emphasized in the
Table 1.2. MPS of grade 10 learners of San Roque
letter. Upon the approval, the researchers, together
National High School before conducting Project 1WRS
with the school heads had informed the teachers about
the purpose of the research as well as the Barangay (1 Week Review System Using Interactive games).
Community were the study will take place. The
selection of student-participants was made possible
through the help of the school heads. Furthermore, it
was made clear that their participation is voluntary and
all the information obtained from the study were
treated with utmost confidentiality.

Nocum & Monreal 41/43

Psych Educ, 2023, 13: 39-43, Document ID:2023 PEMJ1136, doi:10.5281/zenodo.8309861, ISSN 2822-4353
Research Article
Table 1.2 displayed the MPS of Grade 10 learners of
San Roque National High School before conducting
Project 1WRS, which shows a MEAN of 19.13 and an
MPS result of 47.82 based from the 40 item multiple
choice questions. This illustrates that the students
score on the standardized math assessment tool before
the conduct of the said program/project was below the
passing rate of 75%. It implies that most of the
students were suffering difficulties in Mathematics.
Based from this discussion, the researchers can
conclude that the need to enhance the competency
skills of the student-respondents is truly needed in
order to increase their MPS.
Table 2.1. MPS of grade 9 learners of San Roque
National High School after conducting Project 1WRS
(1 Week Review System Using Interactive games).
Table 2.1 presents the MPS of Grade 9 learners of San
Roque National High School after conducting Project
1WRS, which shows a MEAN of 22.90 for the second
quarter, 26.23 for the third quarter and an MPS results
of 57.25 for the first quarter, 65.57 for the third quarter
based from the 40 item multiple choice questions. This
proves that the learners score on the teacher-made
assessm en t after the con duct of the said
program/project was still below the passing rate of
75% in a 100% MPS percentage, which implies that
most of the student-respondents need more time and
effort to enhance their knowledge and skills in Araling
Panlipunan. Based from this discussion, the
researchers can conclude that the need to enhance the
MPS of the student-respondents has made a minimal
increase in the MPS and Mean scores which did not
reach the 75% rate.
Table 2.2. MPS of grade 10 learners of San Roque
National High School after conducting Project 1WRS
(1 Week Review System Using Interactive games).
Table 2.2 shows the MPS of Grade 10 learners of San
Roque National High School after conducting Project
1WRS, which shows a MEAN of 21.27 for the second
quarter, 23.90 for the third quarter and an MPS results
of 53.17 for the first quarter, 59.76 for the third
Nocum & Monreal
quarter based from the 40 item multiple choice
questions. This illustrates that the learners score on the
teacher-made assessm en t after the co nduct of
the said program/project was still below the passing
rate of 75% in a 100% MPS percentage, which implies
that most of the student-respondents need more time
and effort to enhance their knowledge and skills in
Mathematics. Based from this discussion, the
researchers can conclude that the need to enhance the
MPS of the student-respondents has made a minimal
increase in the MPS and Mean scores which did not
reach the 75% rate.
Table 3.1. The significant difference in the MPS of
grade 9 learners of San Roque National High School
before and after conducting Project 1WRS (1 Week
Review System Using Interactive games)
Table 3.1 reveals that the first quarter mean scores of
53.32 compared to the second quarter mean score of
57.25 and third quarter mean of 65.57 has increase the
Mean difference per quarter. This indicates that the
intervention Project 1WRS conducted by the
researchers had slightly increasing the enhancement of
student’s skill in solving Mathematics.
The table shows the summary of testing the significant
difference on tabulated MPS of Grade 9 learners of
San Roque National High School after conducting
Project 1WRS. This reveals the F-value of 20.75
which is greater than the critical value of 3.02 at 0.05
level of significance. The result discloses that there is a
significant difference on the MPS of grade 9 learners
of San Roque National High School after conducting
Project 1WRS.
Table 3.2 demonstrates the first quarter mean scores of
47.82 compared to the second quarter mean score of
53.17 and third quarter mean of 59.76 has increase the
Mean difference per quarter. This indicates that the
intervention Project 1WRS conducted by the
researchers had slightly increasing the enhancement of
student’s skill in solving Mathematics.
The table shows the summary of testing the significant
difference on tabulated MPS of grade 10 learners of San
Roque National High School after conducting Project
1WRS. This reveals the F-value of 13.07 which is
greater than the critical value of 3.02 at 0.05 level of
significance. The result discloses that there is a
42/43
Psych Educ, 2023, 13: 39-43, Document ID:2023 PEMJ1136, doi:10.5281/zenodo.8309861, ISSN 2822-4353
Research Article
significant difference on the MPS of Grade 10
learners of San Roque National High School
after conducting Project 1WRS.
Table 3.2. The significant difference in the MPS of
grade 10 learners of San Roque National High School
before and after conducting Project 1WRS (1 Week
Review System Using Interactive games).
Based on the results, there is a minimal improvement
in increasing the MPS of Grade 9 and Grade 10
presented on the data of Table 1 and Table 2. More
time and effort as follow ups in needed to greatly
increase the MPS of Grade 9 and Grade 10 students.
Discussion
Based on the findings, the following conclusions are
drawn: (1) The MPS of Grade 9 and Grade 10 learners,
which shows a MEAN of 21.33 and an MPS result of
53.32 for grade 9 and a MEAN of 19.13 and an MPS
result of 47.82 for grade 10 based from the 40 item
multiple choice questions on the quarterly assessment
tool before the conduct of the said program/project
was below the passing rate of 75%. This indicates that
most of the student-respondents were suffering
difficulties in Araling Panlipunan and Mathematics.
(2) The MPS of Grade 9 and Grade 10 learners after
the conduct of Project 1WRS, shows a MEAN of
22.90, an MPS result of 57.25 for the second quarter
and MEAN of 26.23, an MPS result of 65.57 for the
third quarter of Grade 9 and also MEAN of 21.27, an
MPS result of 53.17 for the second quarter and MEAN
of 23.90, an MPS result of 59.76 for the third quarter
based from the 40 item multiple choice questions on
the teacher-made assessment after the conduct of the
said program/project was still below the passing rate of
75% in a 100% MPS percentage, but a minimal
increase in the MPS and Mean scores would mean that
the student were positively enhance in their MPS. (3)
There is a significant difference in the MPS of Grade 9
and Grade 10 learners of San Roque National High
School before and after conducting Project 1WRS (1
Week Review System Using Interactive games). Data
revealed 20.75 for grade 9 and 13.07 for Grade 10 F-
value compared to 0.5 alpha number. There is a
minimal improvement in the increasing of MPS of
grade 9 and grade 10 learners as presented on the data
Nocum & Monreal
of Table 1 and Table 2, this concludes that more time
and effort as follow ups in needed to greatly increase
the MPS of Grade 9 and Grade 10 students.
The following are hereby recommended by the
researchers based on the result and implications of the
study: (1) Teachers: Utilize the suggested interactive
games and activities to enhance students’ performance.
(2) School Head: Provide support and resources in
utilizing interactive games and activities effectively,
fostering an environment that promotes student
engagement, active learning, and ultimately, higher
academic achievement. District Research Group:
Provide more technical assistance in conducting action
research and create strategic intervention material
focusing on increasing the MPS of the learners.
References
Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2016). Test
format and corrective feedback modify the effect of testing on long-
term retention. European Journal of Cognitive Psychology, 28(7),
791-804
Kiili, K. (2005). Digital game-based learning: Towards an
experiential gaming model. The Internet and Higher Education, 8(1),
13-24.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge
University Press.
Roediger, H. L., & Karpicke, J. D. (2006). The power of testing
memory: Basic research and implications for educational practice.
Perspectives on Psychological Science, 1(3)
Taş, U. E., Arıcı, Ö., Ozarkan, H. B., and Özgürlük, B. (2016). PISA
2015 Ulusal Raporu [PISA 2015 national report]. MoNE
Publication.
Tezel, Ö. (2018). Teaching science with educational games
containing science stories. O. Karamustafaoğlu, Ö. Tezel ve U. Sarı
(Ed.), Activity supported science teaching with current approaches
and methods (449-472). Pegem Academy
Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In
R. Azevedo & V. Aleven (Eds.), International handbook of
metacognition and learning technologies (pp. 391-408). Springer
Affiliations and Corresponding Information
Marwin F. Nocum
San Roque National High School
Department of Education - Philippines
Avegael C. Monreal
San Roque National High School
Department of Education - Philippines
43/43