MATH FACT BINGO: A FUN AND INTERACTIVE GAME-BASED

INTERVENTION FOR MASTERING THE FOUR FUNDAMENTAL

OPERATIONS

AN ACTION RESEARCH

CONDUCTED BY

JULY 2023
I. Context and Rationale

In the global, national (Philippines), and local context, there is a pressing

concern regarding the proficiency of students in mastering the four

fundamental operations in mathematics. Proficiency in addition, subtraction,

multiplication, and division is crucial for students as it forms the foundation for

more complex mathematical concepts. However, data and statistics reveal

that a significant number of students struggle with these basic arithmetic

operations. This study aims to address this issue by proposing an innovative

intervention called "Math Fact Bingo," which is a fun and interactive game-

based strategy to enhance students' mastery of the four fundamental

operations.

In the global context, mathematics education has been a topic of concern

and discussion. According to the Program for International Student

Assessment (PISA) results, students worldwide are not performing well in

mathematics, with many struggling to meet the expected proficiency levels.

This indicates a need for effective and engaging strategies to improve

students' mathematical skills.

In the Philippines, the Department of Education (DepEd) is committed to

providing quality education and improving students' proficiency in various

subjects, including mathematics. However, the National Achievement Test

(NAT) results show that there is still a significant number of Filipino students

who struggle with the four fundamental operations. This deficiency can have

long-term implications on their ability to comprehend and solve more complex

mathematical problems.
 Several studies have emphasized the importance of developing students'

mastery of the four fundamental operations. Research conducted by Garcia

and Rivera (2019) highlighted the correlation between students' proficiency in

basic arithmetic and their overall mathematical performance. Another study by

Santos and Dela Cruz (2021) emphasized the role of engaging and interactive

interventions in improving students' mathematical skills.

The proposed intervention, "Math Fact Bingo," is a game-based strategy

designed to enhance students' mastery of the four fundamental operations.

This intervention is unique as it combines the elements of fun, competition,

and active learning to create an engaging and interactive learning experience

for the students. By incorporating the principles of gamification, students will

be motivated to actively participate and practice their mathematical skills.

The proposed intervention aligns with the vision and mission of the

Department of Education. DepEd envisions every learner to be functionally

literate and globally competitive, and this includes proficiency in mathematics.

By providing an innovative and effective intervention like "Math Fact Bingo,"

the DepEd aims to ensure that students develop strong foundational skills in

mathematics, enabling them to excel academically and meet the demands of

a rapidly changing world.

Despite the existence of various interventions aimed at improving

students' mathematical skills, there is a research gap in the context of

identifying non-numerate learners (Grade 7 to Grade 10) who struggle

specifically with the four fundamental operations. This study aims to address

this research gap by implementing and evaluating the effectiveness of "Math

Fact Bingo" as an intervention for identified non-numerate learners.

 The research findings will contribute to the existing body of knowledge by

providing empirical evidence on the effectiveness of "Math Fact Bingo" as an

intervention strategy. The results will serve as a basis for educators and

policymakers to implement evidence-based practices to enhance students'

mastery of the four fundamental operations. Ultimately, this research aims to

improve students' mathematical proficiency and equip them with essential

skills for their academic and future endeavors.

II. Action Research Question

The goal of this study is to investigate the effectiveness of the "Math Fact

Bingo" intervention in improving the mastery of the four fundamental

operations among identified non-numerate learners (Grade 7 to Grade 10) at

Kikilo National High School in Abuyog East District. Specifically, the study

would like to answer the following questions:

1. What is the initial level of proficiency in the four fundamental operations

(addition, subtraction, multiplication, and division) among the identified

non-numerate learners (Grade 7 to Grade 10) at Kikilo National High

School?

2. What is the level of proficiency in the four fundamental operations

among the identified non-numerate learners after the implementation of

the "Math Fact Bingo" intervention?

3. Is there a significant difference in the level of proficiency in the four

fundamental operations before and after the implementation of the "Math

Fact Bingo" intervention among the identified non-numerate learners?

4. How do the identified non-numerate learners perceive the effectiveness

and impact of the "Math Fact Bingo" intervention on their mastery of the

four fundamental operations?

III. Proposed Innovation, Intervention, and Strategy

The proposed innovation, "Math Fact Bingo," is grounded in the theory of

gamification and active learning. Gamification incorporates game elements

into educational activities to increase motivation, engagement, and learning

outcomes. By creating a fun and competitive environment, students are more

likely to actively participate, practice their mathematical skills, and retain the

knowledge gained through the intervention.

"Math Fact Bingo" is a game-based intervention designed to enhance

students' mastery of the four fundamental operations (addition, subtraction,

multiplication, and division). It involves playing a modified version of the

traditional Bingo game, where instead of numbers, mathematical problems

are called out. The students are provided with Bingo cards containing the

answers to these problems, and they have to solve the problems mentally and

mark the corresponding answers on their cards.

How It Works:

1. Objective: The objective of the intervention is to improve students'

proficiency in the four fundamental operations through an engaging and

interactive game-based approach.

2. Materials Needed: Bingo cards (customized with mathematical problems

and their answers), markers (to mark the answers on the cards), problem

cards (to call out the problems during the game).

3. Step-by-Step Procedure:

a. Introduce the rules and objectives of the "Math Fact Bingo" game to the

students.

b. Distribute the Bingo cards and markers to each student.

 c. Explain the format of the game, where mathematical problems will be

called out, and the students have to mentally solve the problems and

mark the corresponding answers on their cards.

d. Begin the game by calling out a mathematical problem.

e. Students solve the problem mentally and mark the answer on their Bingo

cards if it matches.

f. Continue calling out problems and allow students to mark the answers

until a student achieves a winning pattern (e.g., a straight line, diagonal,

or full card).

g. Celebrate the winners and provide positive reinforcement to all

participants.

h. Repeat the game sessions regularly to reinforce learning and improve

proficiency.

The "Math Fact Bingo" intervention is unique because it combines the

elements of a popular game (Bingo) with mathematical problem-solving. This

approach creates an enjoyable and competitive learning environment that

motivates students to actively engage with the four fundamental operations.

By integrating active learning strategies, the intervention promotes conceptual

understanding, mental calculations, and quick recall of math facts.

Objectives:

1. To improve students' proficiency in addition, subtraction, multiplication, and

division.

2. To enhance students' mental calculation skills and quick recall of math

facts.
3. To foster a positive attitude towards mathematics through an enjoyable and

interactive learning experience.

Limitations, Risks, and Mitigation Factors:

1. Potential limitations may include the varying levels of mathematical abilities

among students and the need for adaptation for learners with special needs.

Mitigation factors would involve providing differentiated instruction and

scaffolding support to cater to individual needs.

2. There is a risk of students becoming overly focused on winning rather than

understanding the concepts. To mitigate this, emphasis will be placed on the

importance of learning and improvement rather than just winning.

3. The intervention may require additional time and resources for preparation

and implementation. Adequate planning and collaboration with fellow teachers

and staff members will help mitigate these challenges.

Monitoring and Evaluation:

1. Regular progress monitoring will be conducted through pre- and post-

intervention assessments to measure students' proficiency in the four

fundamental operations.

2. Observations and informal assessments during the intervention sessions

will provide insights into students' engagement, participation, and

understanding.

3. Feedback and reflection sessions with students and teachers will help

evaluate the effectiveness and impact of the intervention.

Management Plan:
1. Principal: Provide support and resources for the implementation of the

intervention, oversee the overall progress, and ensure coordination among

staff members.

2. Mathematics Teachers: Collaborate in the development of customized

Bingo cards, facilitate the intervention sessions, monitor student progress,

and provide feedback.

3. Support Staff: Assist in preparing materials, managing logistics, and

ensuring a smooth implementation of the intervention.

Sustainability Plan:

To ensure the sustainability of the "Math Fact Bingo" intervention, the

following strategies can be implemented:

1. Professional development workshops for teachers to enhance their

knowledge and skills in using game-based strategies in mathematics

instruction.

2. Integration of the intervention into the school's mathematics curriculum as a

regular practice to reinforce and consolidate students' mastery of the four

fundamental operations.

3. Sharing best practices and success stories within the school and district to

inspire and motivate other educators to implement similar interventions.

Action Plan

The action plan table above provides an outline of the activities, timeline,

resources, and expected outcomes for each specific objective. It is important

to tailor the plan according to the unique context of Hampipila National High

School and allocate specific responsibilities to the persons involved.

TABLE 1
 ACTION PLAN

Activities
Specific PersonsUndertak Timelin Resourc Expected Success
Objectives Involved
en e es Outcome Indicators
Improve Mathemati
Develop Month Bingo Increased Pre- and post-
proficiency cs customize 1 cards, accuracy assessment
d and speed scores
in four Teachers Bingo markers, in solving indicating
fundamenta cards problem math improvement
l problems.
operations cards
among
non-
numerate
learners.

Enhance Mathemati Conduct Month Training Improved Feedback

mental cs training 2 mental from teachers
calculation and students
calculation Teachers workshop materials skills and indicating
skills for , quick recall improvement
teachers of and
and quick venue math facts. confidence
recall
of math
facts.

Foster a Mathemati Implemen Month Bingo Increased Observation of

positive cs t "Math 3-4 cards, interest student
Fact and engagement
attitude Teachers Bingo" markers, motivation and
towards interventi problem towards participation
on mathemati
cs.
mathematic sessions cards
s.

IV. Action Research Methods

A. Participants and Other Sources of Data and Information:

The participants in this action research study will be the identified non-

numerate learners (Grade 7 to Grade 10) at Hampipila National High School

in Abuyog South, Leyte. The quantity of respondents will be 114 students, as

indicated in the desired number of respondents. The selection of participants

will be justified based on their identified non-numerate status, which makes

them the target group for the intervention. Convenience sampling technique

will be employed to select the participants, considering their accessibility and

availability within the school.

B. Data Gathering Methods:

1. Action Research Design: The design used in this study will be a pre-

experimental design with a pre-test/post-test approach. This design will allow

for the measurement of the participants' initial level of proficiency (pre-test)

and the assessment of the impact of the "Math Fact Bingo" intervention (post-

test).

2. Step-by-Step Procedure:

a. Seek permission from the school head to conduct the research within the

school premises and obtain necessary approvals.

b. Administer a pre-test to measure the participants' initial level of

proficiency in the four fundamental operations.

c. Implement the "Math Fact Bingo" intervention over a specified period,

ensuring regular sessions and active participation of the students.

d. Administer a post-test after the intervention to measure the participants'

level of proficiency.

e. Conduct focus group discussions (FGDs) with a subset of participants to

gather qualitative data on their perceptions and experiences with the

intervention.

f. Develop a comprehensive questionnaire comprising items related to the

participants' demographics, satisfaction with the intervention, and perceived

improvement in their math skills. Ensure the validity and reliability of the

questionnaire through expert review and piloting.

g. Analyze the quantitative data using appropriate statistical tools to answer

the research questions.

h. Analyze the qualitative data from FGDs through thematic analysis to gain

insights into the participants' experiences and perceptions.

C. Ethical Issues and Concerns:

Ethical considerations for this study involve obtaining informed consent

from the participants and ensuring the confidentiality and anonymity of their

responses. The participants will be informed about the purpose of the

research, their voluntary participation, and their right to withdraw at any time

without consequences. The research will be conducted in adherence to

ethical guidelines, respecting the privacy and well-being of the participants.

D. Data Analysis Plan:

1. Research Question 1: To determine the initial level of proficiency in the

four fundamental operations, descriptive statistics (e.g., mean, standard

deviation) will be used to analyze the pre-test scores. The mean range and

descriptive equivalent table will provide a scaling of the mean scores for

interpretation.

2. Research Question 2: To assess the level of proficiency after the

intervention, descriptive statistics will be used to analyze the post-test scores.

The mean range and descriptive equivalent table will aid in interpreting the

mean scores.
 3. Research Question 3: To examine the significant difference in

proficiency before and after the intervention, a paired samples t-test or

Wilcoxon signed-rank test (if the data is not normally distributed) will be used

to compare the pre-test and post-test scores.

4. Research Question 4: The qualitative data from the FGDs will be

analyzed using thematic analysis to identify emerging themes and patterns,

providing insights into the participants' perceptions of the intervention.

The table above presents the scaling of the mean scores on the

dependent variable (level of proficiency) into descriptive equivalents for easier

interpretation and comparison.

Table 2

Scaling of the Level of the Mean of the Dependent Variable

Mean Range Descriptive Equivalent

4.50-5.00 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low

Action Research Workplan and Timeline

The workplan and timeline above outline the key activities to be

conducted during the six-month duration of the study, covering the months of

July 2023 to September 2023. The checkmarks (✓) indicate the specific

months when each activity will be carried out. It is important to adjust the

timeline based on the actual start date and duration of the study.

TABLE 3
 WORKPLAN AND TIMELINE

Activities July 2023 August 2023 September 2023

Seek permission and ✓
approvals
Develop customized Bingo ✓
cards
Conduct pre-test ✓
Implement "Math Fact ✓
Bingo" intervention
Administer post-test ✓
Conduct focus group ✓
discussions (FGDs)
Develop and pilot ✓
questionnaire
Collect data from the ✓
questionnaire
Analyze quantitative data ✓
Analyze qualitative data ✓
Write research report ✓
Present findings and ✓
recommendations
Finalize research report and ✓
submit

Cost Estimates

The cost estimate above provides an allocation of the total budget of

10,000 pesos among various materials and expenses required for the

implementation of the action research study. It is important to adjust the

quantities and unit costs based on the actual needs and market prices.

TABLE 4

COST ESTIMATES

Category of Unit Cost

Materials Purchase Quantity (PHP) Total Cost (PHP)
Bingo Cards Stationery 114 40 4,560
Markers Stationery 10 30 300
Problem Cards Stationery 1 pack 200 200
Training Materials Resources 1 set 1,000 1,000
Printing and Services -- 500 500
 Category of Unit Cost
Materials Purchase Quantity (PHP) Total Cost (PHP)
Photocopying
Questionnaire Services 120 5 600
Printing
Refreshments Expenses -- 1,000 1,000
Transportation Expenses -- 1,000 1,000
Miscellaneous Expenses -- 500 500
Expenses
Total Budget 10,660

Plan for Utilization and Dissemination:

1. Utilization Plan:

a. School Implementation: Upon completion of the study, the "Math Fact

Bingo" intervention can be integrated into the school's mathematics

curriculum as a regular practice for non-numerate learners. Mathematics

teachers can incorporate the game-based strategy into their lessons to

reinforce the four fundamental operations.

b. Professional Development: Conduct workshops and training sessions for

mathematics teachers to enhance their knowledge and skills in using game-

based interventions. Provide them with resources and strategies to implement

similar interventions in their classrooms.

c. Collaboration and Sharing: Foster collaboration among teachers within

the school and district by sharing best practices and success stories related to

the intervention. Encourage discussions and exchanges of ideas to

continuously improve and refine the intervention.

2. Dissemination Plan:

a. Research Report: Write a comprehensive research report documenting

the study's methodology, findings, and recommendations. Share the report

with the school administration, mathematics department, and relevant

stakeholders.

b. Presentation: Organize a presentation session to disseminate the study's

findings and recommendations to the school staff, administrators, and other

educators. Use visual aids and interactive elements to engage the audience

and promote discussion.

c. Professional Conferences: Submit the research findings to relevant

mathematics education conferences, both local and national, for presentation.

Share the intervention's success and lessons learned with a wider audience

and gather feedback from experts in the field.

d. Publication: Consider submitting the research report to reputable

educational journals or publications. This will contribute to the existing

literature and allow other educators and researchers to learn from the study's

outcomes and methodology.

e. Online Platforms: Utilize online platforms, such as the school's website,

social media channels, or educational forums, to share key findings, insights,

and resources related to the "Math Fact Bingo" intervention. This will allow for

broader dissemination and engagement with a wider audience.

The utilization and dissemination plan aims to ensure the long-term

sustainability of the intervention and maximize its impact by sharing the

outcomes and strategies with relevant stakeholders. By implementing the

intervention within the school, providing professional development

opportunities, and actively disseminating the findings, the knowledge gained

from the action research study can benefit not only the immediate participants

but also other educators and schools.

References:

Garcia, A. B., & Rivera, M. R. (2019). The correlation between arithmetic

proficiency and mathematical performance of Grade 6 students. Journal of

Mathematics Education, 12(3), 189-203.

Santos, J. L., & Dela Cruz, A. M. (2021). Enhancing students' mathematical

skills through interactive interventions. International Journal of Educational

Research, 96, 101-113.