Enhancing Mole Concept Problem

Solving Skills of Grade-9

Students Using Mole
Board Games

An Action Research Proposal

Presented to the
Teachers and Principals
of Cluster 2 Member Schools

JAILIET G. SEVILLA
Master Teacher-I
Maa National High School

MAY 2022
 Enhancing Mole Concept Problem
Solving Skills of Grade-9
Students Using Mole
Board Games

Jailiet G. Sevilla, Teacher III

Maa National High School, Maa, Davao City, Philippines

Context and Rationale

Enhancing mole concept problem- solving skills in expressing mass of a

substance becomes a perennial issue among Grade-9 Science students not only
in Maa National High School but in most secondary public high schools in Davao
Region. In essence, the Mole concept is one of the important topics that students
have difficulty in understanding due to its abstract content. More so, students do
not fully understand the idea of using the mole concept in expressing mass of a
substance and cannot always relate the ideas to their own hence it was considered
as the least learned competencies for this school year. The poor performance of
my grade-9 science students using mole concept in expressing mass of a
substance contributed to the low Mean Percentage Score (MPS) of grade-9
students who obtained 55.0% which is far from 75.0% passing level. Indeed,
students performed low in the topic for the following reasons: confusing mole
concept vocabulary; math anxiety; proportional reasoning ability, learners’
cognitive levels; and lack of practice in problem-solving. In addition, some of my
grade-9 science students are hesitant to express the mass of a substance using
mole concept as they are also afraid of numbers which result in confusion in solving
problems. Students will fail the topic if this behavior persists, as well as lose interest
in the subject. Consequently, this skill will be extremely useful as they advance to
college since they will utilize it in practical chemistry courses such as stoichiometry
and in writing Science Investigatory Projects.

In view of the low performance of my science students in using mole

concept to express mass of substances, I must help them improve their problem-
solving skills through Game- Based Learning for them to be competent in the topic
and to learn solving problems while having fun. To assist my students in enhancing
their performance in using mole concept to express mass of substances, I must
introduce the individualize” Mole! Board Game”. Consequently, Mole! Board Game
provides interactive learning activities that increase student’s motivation,
engagement and learning. In addition, Board Game as part of the Game- Based
Learning strategy in teaching will focus on enhancing the problem-solving skills of
Grade-9 students in using mole concept in expressing mass of a substance and
maximizing learning through playing simple and enjoyable board games.

Furthermore, board game helps students improve their problem-solving

skills in mole concepts. Consequently, they can overcome their phobia of problem-
solving with the help of a board game. Aside from that, students can enhance
critical thinking, problem-solving, communication skills, and foster creative thinking
skills, all of which are crucial as they go through Senior High School and college.
In addition, learning to solve problems assists a learner in constructing new
scientific information, facilitates science learning, and assures a larger chance of
effective science learning. Consequently, this can help them to become adaptive
to real life challenges or problems as they progress in their problem-solving skills.

Unarguably, enhancing student’s problem- solving skills in using mole

concept to express mass of substances through “Mole! board game will develop
student’s motivation and engagement in learning problem- solving. Similarly, the
skill in problem solving can help students address the issue of difficulty in solving
science problems. Identifying the research gap can aid grade 9 science students
in improving their problem-solving skills when applying the mole concept to
express mass of a substance. In the same vein, this study will also help grade-9
science teachers in addressing the same issues. Certainly, the result of the study
can also help developed competent learners who can contribute considerably to
the nation’s long- term progress by proposing creative solutions to crucial
problems.

Proposed Innovation, Intervention, Strategy

Mole Board Game. It is a board game with five corresponding-colored circles such
as red, yellow, green, blue and violet that stands for a substance given values and
a pack of colored cards which stands for chemical formula of a substance. This
game is designed to allow students to pair chemical formulas of substances with
given values on the board and students will solve for mass or number mole. The
pack of cards contain the chemical formula and points that the student gains after
solving the problem. Mole! board game will help students develop their confidence
in problem-solving. In playing Mole! board game, the student will draw one card
from the deck and find the corresponding color of the card that matches the color
of the circle on the board. Each colored card represents the chemical formula of
substances while the colored circles represent the corresponding given values of
a substance. After matching the color of the card and circles the student will solve
for mass or number of moles of substance, and after solving the problem, the
student continues drawing cards from the deck until all the given values on the
colored circles on the board is completely solved. Finally, the student will write their
answer on a sheet of paper . After the student finishes the given board game, the
teacher will evaluate the score based on the correct solution. In the same manner,
in my proposed intervention, the students will be exposed to the following activities:
READ – students are tasked to read the given problem instruction; PLAY- students
will play the MOLE! board game and consider the given values on the board and
the colored cards ; PAIR– students will now pair chemical formula of substances
with given values on the board and finally SOLVE; -where in the students will now
solve for mass or number of mole of a substance.

This action research will be based on the Constructivism learning theory,

which is defined as "a learning method based on the concept that people actively
construct or make their own knowledge, and that reality is determined by the
learner's experiences" (Elliott et al., 2000, p. 256). This will be seen in my new
normal classroom where my students learn as they experience new learning
strategies through games. Moreso, in the classroom, scaffolding can include
modeling a skill, providing hints or cues, and adapting material or activity (Copple
& Bredekamp, 2009). Thus, as a science teacher, I will adapt game- based
learning activities for my students to improve their performance in solving problems
in mole concept. Moreover, the teacher makes sure he/she understands the
students' pre existing conceptions, and guides the activity to address them and
then build on them (Oliver, 2000). Therefore, as their teacher, I must act as a
facilitator of the game board. In contrary, many students struggle to complete
problem-solving exercises due to a lack of problem-solving skills.

Subsequently, Kangas (2009) and Kim et.al (2008) supported and agreed of
the positive effects of playful environment in learning. As well, enhancing problem-
solving skills through Mole! board game is very important for my students to
increase their mean percentage score in using mole concept in expressing mass
of substances, becoming resilient in facing real problems and learning to look
challenges from a fresh perspective. Most importantly, developing their problem-
solving skills, can also provide opportunities for working in groups, finding and
evaluating research materials, and life-long learning (Duch et al, 2001).

Action Research Questions

1.How can I improve the mole concept problem- solving skills using Mole
board game of my grade-9 students?
Action Research Methods

a. Participants and/or other sources of Data and Information

The study will be conducted in Maa National High School in Davao City
school year 2022-2023. The participants of the study will be the 10 grade 9
students who are assessed with poor problem- solving skills in mole concept based
on their mole output in science-9 subject. The intervention that will be used in this
study is the Mole! Board Game. Data will be collected during the board game
intervention and will be analyzed using its descriptive equivalent based on a rubric.
Consequently, students will also undergo interviews and focus-group discussion
to determine their experiences in solving problems using board games.

A. Data Collection Procedure

A letter of permission will be secured from the school principal of Maa
National High School to conduct the study. The researcher will identify the
participants of the study. After determining the students who will participate in the
intervention, they will solve problems on mole concept using board games. During
the game, the performance and output of each participant will be observed. The
researcher will be preparing schedules for the conduct of interviews to the
participants, 3 students will be selected for the in – depth interview (IDI) while 7
students will be for the Focused Group Discussion (FGD). To ensure that there will
be no violation of ethical rules of conduct associated with the administration of this
research, several precautions will be taken. First and foremost is the approval and
strict adherence to the rules and guidelines established by the Department of
Education Division of Davao City. All the necessary written approved letters will be
ensured granted to the researcher before any part of the intervention is
implemented. Informed consent of the participants will be secured prior to the
conduct of the study and during data gathering, pseudonyms are assigned to each
participant to protect their privacy. In addition, adherence to the Inter Agency Task
Force on Infectious Diseases on health protocols especially the physical distancing
and avoiding mass gatherings is the primary concern of the researcher to prevent
the spread of COVID-19 virus and ensure the safety of the researcher and also the
research participants

B. Data Analysis Plan

For data analysis, responses of the participants on the interview and focus group
discussion will be transcribed. Thematic Coding Analysis will be used to identify
the patterns of meaning across a data set that will provide an answer to the
research question being addressed.
Action Research Work Plan and Timeliness

.
Activities Objectives Time Person Place Verifiable Budget/
Frame Responsibl Indicators Resource
e s Needed
Getting Seek a May School Maa Permit to P20 for
permission to permit 11,202 Principal Nation conduct bond
conduct from the 2 al High study paper
CBAR school School and
principal printing
to conduct of
and apply permits
interventio
n on
CBAR
Pre- To May Students, Maa Mole P20 for
assessment conduct 16- and Nation Concept the
administratio pre-test to 18,202 teacher al High Problem- printing
n students 2 School solving skills of rubric
rubrics
Implementati Apply the May Students Maa Conduct Board
on of interventio 23- and Nation series of games
intervention n stated in 27,202 teacher al High Mole board and
CBAR 2 School games cards
Post- To May Students Maa Test P100 for
assessment conduct 30- and Nation Questionnai the
administratio pre-test to 31,202 teacher al High re printing
n students 2 School of rubric

Cost Estimates

Date Activities Cost

May 11, 2022 Getting permission to P20 for bond paper and
conduct CBAR printing permits
May 16-18,2022 Pre-assessment P20 for the printing of
administration rubrics
May 23-27,2022 Implementation of Board games and cards
administration
May 30-31,2022 Post-assessment P100 for the printing of
administration rubric
Total Cost: P140.00

Plans for Dissemination and Utilization

The intervention will be shared with other teachers during SLAC sessions. Some
teachers will be encouraged to adopt the intervention. School heads will be encouraged
also to provide mole board games and cards materials to students to help them improve
their performance in Mole concept problem-solving skills.

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