GAME-BASED LEARNING: AN INTERVENTION

TO ENHANCE THE BASIC NUMERACY SKILLS

AMONG GRADE 9 STUDENTS

A Research Presented to

The Faculty of College of Education

PHINMA-Cagayan de Oro College

In Partial Fulfillment

Of the Requirements for the Course

EDU 541- TEACHING INTERNSHIP

By

Sonny Mae B. Cabellon

MARCH 2024
 Acknowledgement

The completion of this research could not have been accomplished without
the participation and cooperation of so many people whose names may not all be
enumerated. Their contributions are sincerely appreciated and gratefully
acknowledge. Researcher would like to express her outmost gratitude particularly
to the following:

To Mr. Marvin Anthony A. Ramos, Principal of Kauswagan National High

School, for his support and approval to conduct this study to the grade nine
students section Radius.

To Mrs. Leila E. Arsenal, class adviser, for her professional assistance and
patience for helping her students as respondents in this study.

To the Parents of the Students/Guardians, whose unwavering support and

encouragement have been invaluable throughout the duration of this study. Truly
your trust and cooperation have played a vital role in ensuring the success of this
study.

To Mr. Archie A. Cabacab, teaching internship adviser, for his professional

assistance and patience for helping the researchers acquired knowledge in ways
of doing research paper precisely.

To Grade 9 Radius Students from Kauswagan National High School, for

being cooperative and for spending time in answering the instruments provided.

To the Researcher’s beloved Family, beloved one and friends, for their
unending financial, emotional and spiritual support to accomplish this study.

And most especially, the researcher owes a special thanks to our Almighty
God for giving strength and guidance for every step we take and for making the
impossible to possible.
 Abstract
This study examines the effectiveness of using a game-based learning in
improving students’ numeracy skills of 41 ninth-grade students in Radius section during
their mathematics time. Titled “Game-Based Learning: An Intervention to Enhance the
Basic Numeracy Skills Among Grade 9 Students,” the study employs pre-test and post-
test assessments to measure the levels of students’ basic numeracy skills before and
after the intervention, thus the researcher adopted survey instruments from other related
studies to gather the data needed for this study. Quantitative Statistics, particularly mean
& standard deviation were utilized to determine the level of basic numeracy skills and to
determine if there is significant difference between before and after the intervention,
Paired T-test were utilized by the researcher.

Results showed that, even with having a time limit in answering the four
fundamental operations in mathematics, most of the respondents found out that they
can answer the said test with no less than three minutes, that is why results showed that
mostly of their level of basic numeracy skills after integrating the game-based learning
is Advanced. Thus, these findings underscore the effectiveness of integrating Game-
Based Learning Strategy in enhancing the basic numeracy skills among the students.
furthermore, the researchers recommended collaboration between the school
administrators and teachers especially mathematics teacher that could be done to
support them in developing a collaborative learning environment.
INTRODUCTION

A. Background of the Study

The mediocre level of numerical proficiency is not exclusive to students from the
Philippines. In reality, the Programme for International Student Assessment (PISA)
results for 2018 (as cited in, Layug, G. et.al, 2021) showed that the Philippines came in
second last overall out of 79 participating countries globally. This only suggests that
math proficiency among students in the Philippines is poor. However, the reason for
students' continuing underperformance in mathematics may also be related to their
attitude toward the subject, bad study habits, or overuse of technology, instead than
indicating mastery of many disciplines of mathematics or complicated mathematical
formulas. Mathematics literacy is a broad range of knowledge, comprehension, and
appreciation of what mathematics can do. Journal of Physics: Conference of Series
2018 (as cited in Wardono, S.M. 2018), "mathematics literacy is the ability to understand
and apply basic knowledge of mathematics in everyday life," which means it entails
understanding and correlating numerical basic concepts, terminologies, facts, and skills
in response to the external situation's requirement of the real-world. The George W.
Bush Institute (as cited in Layug, G., et. al, 2021) claims that students' lives are greatly
impacted by mathematics. It gives students career options in a wide range of scientific,
technological, engineering, and mathematical fields. It aids in encouraging critical
thinking and addressing learning challenges. This makes them successful in the future
in numerous ways.

Game-based learning may be defined as an interactive environment where

students can test their problem-solving skills and work toward the game's learning
objectives Qian and Clark (2016). These are learning objectives that aim to develop the
desired competencies Kuswandi, et.al. (2018). The idea that games can serve as rich
primers for active and deeper learning engagement with subject matter by offering
appealing and contextual settings for real-world problem solving is a popular reason for
employing digital games to promote learning. Ke, Xie, & Xie, (2016) states that, the goal
of effective learning games is to engage players in a repetitive problem-based learning
process where they evaluate embedded questions, test out solutions or strategies,
analyze system feedback, reflect, and modify their approaches in order to gain new
knowledge or abilities.

Moreover, math drill practice can improve mastery of the fundamental processes,
and as mastery grows, a student will be able to apply it to even the most basic home
and professional settings Manalaysay, J. (2021). Instructional methods are essential to
the teaching and learning process. It improves students’ memory capacity and adds
excitement to the teaching and learning process. Intervention activities such as game-
based learning or drills are currently high valued as instruments for improving students’
academic performance and improving classroom discussions in the Philippine
Educational System. Furthermore, the use of drill can add intrigue and motivation to the
opening of every discussion. It’s crucial that students learn the fundamentals during their
early childhood years. Once they have mastered these fundamental number
relationships, they will be considerably more equipped to take on more difficult problems
in higher mathematics. Thus, the purpose of this action research is to determine the
effectiveness of using a game-based learning in improving students’ numeracy skills.

B. Theoretical Framework/Conceptual Framework

This study is anchored on the following theories namely; Jean Piaget's (1973)
constructivist learning theories support this study also as he noted that higher-order
thinking abilities like problem-solving and critical thinking have been demonstrated to be
promoted by the use of constructivism in educational contexts. Constructivist education
is founded on the idea that learning happens when students actively participate in the
process of creating meaning and knowledge, as opposed to just taking in information. In
connection, learning and development are two opposites. Piaget 1973 states that
learning is sparked by circumstances, and knowledge development is spontaneous and
closely linked to the body (as cited in Pivac, B. 2023). This is a constrictive attitude that
views the body and mental cognition as separate, autonomous entities. However, the
game principle of situated learning, which is crucial component of game-based learning,
is founded on the idea of learning that is stimulated by situation (Plass et al. 2015).
Which means that learning refers to the delivery of information to the learner at the
proper time and place. Vygotsky’s Sociocultural theory also supports this study 1978
(as cited in White, K. & McCoy, L. 2019) asserts that students are fundamentally social
creatures who learn best through inquiry and social engagement. Since serious games
offer students the chance to examine ideas through the form of competitive exploration,
GBL was founded on the idea of social engagement. Studies have looked into how
competition affects learning. Results from the recent studies of (Burgillo, 2010; Cagiltay,
& Ozcelik 2015). Competition increases motivation and cooperation, which in turn
enhances learning outcomes.

Furthermore, Researchers have demonstrated that in Nigerian contexts (as cited

in Edge, et.al, 2020), the 3 basic components of numeracy are: context, content and
cognitive. Additionally, emotional numeracy refers to the capacity to apply mathematical
ideas in unusual ways to address difficulties in everyday life. Awofala (2017); Eno,
(2016); Adegoke (2013). However, the evaluation of numeracy abilities should go
beyond evaluating merely mathematical prowess and consider its application in daily
life. Awofala (2017); Thelma (2011). In particular, Thelma (2011) offered advice on how
to evaluate numeracy skills, which should take into account both mathematical prowess
and its practical application. This means that the level of content of the mathematics
subject at the ordinary level of education that was taken into account in this study.
Therefore, the mathematical abilities of the students are evaluated using an appropriate
mathematics test.

C. Statement of The Problem

The study aims to determine the effectiveness of using a game-based learning in
improving students’ numeracy skills.

Specifically, this study seeks to answer the following questions:

1. What is the level of students’ numeracy skills before the intervention?

2. What is the level of students’’ numeracy skills after the intervention?
3. Is there a significant difference on students’ basic numeracy skills in implementing
game-based learning?
D. Statement of the Hypothesis
H0: There is no significant difference on students’ numeracy skills in implementing
a game-based learning.

H1: There is significant difference on students’ numeracy skills in implementing a

game-based learning.

E. Significance of The Study

The study would be significant tool in promoting the level of basic numeracy skills.
Generally, the following group were also benefited from this study:

1. The results of this study will help students to improve their numeracy skills.
2. This study will help teachers to apply this intervention as their basis for the
development of their teaching strategy in having an interactive learning
environment in mathematics class.
3. This study would be significant to all future researchers out there; this will give
them an idea on where to focus on improving students’ numeracy skills. This will
also serve as their avenue to conduct further research of the things that
researcher forgot to address at the end of this action research.

F. Scope and Delimitation

The general purpose of this study is to identify how grade 9 students
improve their basic numeracy skills. The target population are the grade 9
students who are currently enrolled in this Academic Year 2023-2024. The study
conducted at Kauswagan National High School, Cagayan de Oro City. As well as
the period of the study is during the Quarter 3 of the School Year 2023-2024.
 REVIEW OF RELATED LITERATURE

The development of a more comprehensive, adaptable lifelong knowledge among

students is the ultimate objective of mathematical education. Harris & Petersen (2017)
study stated that there is a correlation between students’ performance in later grades
and their early instruction in mathematics. Without these fundamentals, students would
surely have trouble later on with more difficult mathematical ideas. Therefore, it is
evident that developing mathematics and numeracy skills are fundamentally stepping
stones towards futuristic excellence in this area. As a result, the best course of this action
would be to ensure that such math learning and intervention takes place at an early entry
level in schools.

To appeal students more, game-based learning applies some gaming concepts

to a practical learning environment Singh, et al. (2021). The ability to incorporate both
individualistic and social efficacy into the students, the presence of numerous elements
and structures that can be embedded in learning, motivating students through a sense
of belonging to the learning process, and reducing mental strain during the learning
process are some benefits of game-based learning. The argument is that the educational
challenges outlined before may be overcome in an enjoyable and exciting way by
employing games as a medium. Since motivation is one of the performance elements, it
is reasonable to assume that educational games improve students’ learning
performance.

Additionally, Miller (2018) examined how interactive technology, specifically

mathematical applications made available via iPads, impacted the kindergarten
students’ development of number sense in a play-based learning environment. He
concludes that the effectiveness of the application, which encourage student’s interests
in studying mathematics, was one factor driving the use interactive technology.

Manalaysay (2021) on the other hand, stated that the purpose of her study was
to demonstrate how regular math practice can affect students’ numeracy abilities of
students in basic grades. It has been noted that using students-centered methods to
teach mathematics produces exam results comparable and occasionally even better. As
the said approaches, these are frequently used in teams or small groups of students,
but they can also be used by individuals. From the findings of this study, learners’
interactions with the exposure to math drill used the casual style of discourse, had
noticeably superior numeracy recall, and attained the lesson’s mastery level right away.

Moreover, Chavez (2019) stated that, young people today are seen as vibrant,
individual people have distinct distinctions in their cultural backgrounds, cognitive talents
and physical attributes. The mathematics quarterly results demonstrated clearly that
students must be taught in a variety way, both in terms of learning and teaching methods,
in order to accommodate their diversity. From the findings of this study, differentiated
instruction had a significant impact to students’ mathematics performance. In terms of
preparation, interest and learning profile, the experimental group and the control group
both perform at a nearly equal level. On the other hand, when students received
differentiated training, the experimental group outperformed the control group in terms
of performance. Flexible grouping was the teachers’ most successful method among
experimental group while using differentiated teaching. This demonstrates that working
together with peers or students at the same academic level has a positive effect on the
development of learners’ mathematical skills.

CHAPTER 3
RESEARCH METHODOLOGY
A. Research Design
The researcher of PHINMA Cagayan de Oro College conducted the study
utilizing an Experimental Research Design. This research is based on a pre-
experimental design. It carries out to see how effective the game-based
learning is in enhancing the students’ basic numeracy skills. Thus, this action
research uses the quantitative research method to obtain the data needed to
assist the researchers to make a better judgement.

B. Research Participants
This study consisted of Forty (40) grade 9 students in Kauswagan National
High School. These respondents attended grade eight classes during the
previous school year and proceed to the grade nine level.
C. Research Instrument
The research instrument in this study is a standardized test. In terms of
pre-test and post-test, researcher adapted the questions from RUNT or
Regional Unified Numeracy Test (2019) from Department of Education. All
instrument will be disseminated through printed questionnaires.

D. Data Gathering Procedure and Ethical Considerations

Following the data collection, the researcher employed the pre-
experimental approach to observe the students’ standardized pre-test,
implementation of Game-Based Learning and standardized post-test using
printed test questionnaires.
This is how the researcher assess whether the intervention has the ability
to improve student’s basic numeracy skills.
Question number 1, the data is collected through conducting the
standardized pre-test for the students in grade 9 to determine their proficiency
in basic numeracy. In addition, researcher will use printed test questionnaires
as a tool for conducting the test. The questions that the researcher gathered
was from the standardized test made by DepEd. Researcher conducted a pre-
test using a speed test and gathered the total score for the whole quarter pre-
test. After that, researcher proceed to the intervention and standardized post-
test. Researcher conduct the implementation for the quarter 3, which contains
10 items in each of the basic fundamental operations in mathematics with a
total of 40 items all in all. The researcher disseminates the post-test in each
student. Based on the results, out of 40 students, there are 40 students as
well who completed the activities in the whole third quarter.
Question number 2, researcher conduct the standardized post-test. To
identify if there is an improvement in student’s scores. In addition, researcher
use the same set of standardized questions in the pre-test for the post-test as
a tool to conduct the test in order to determine whether there is an
improvement in the students’ proficiency in basic numeracy. In the same
method as the pre-test, researcher conducted a post-test for using a speed
 test and gathered the total score for the whole quarter post-test. After that,
researcher gathered the data from the results of the post-test.
Question number 3, researcher will analyzed the gathered the data from
students’ pre-test and post- test using statistical tool (t-test) and identify if
there is an improvement from the students’ basic numeracy skills.

E. Administration of the Intervention

Pre-Intervention. To assess the basic numeracy skills of the students prior to the
researcher’s intervention. The researcher conducts a pre-test and gather
student’s scores. Then by using the mean and standard deviation the scores will
be analyzed.
Intervention. To get the proficiency of the students in basic numeracy skills using
the game-based learning the researcher conducts a post-test and get the
students’ academic scores. It will be analyze by computing the mean and
standard deviation.
Post-Intervention. To determine if there is a significant difference between the
scores of the students and after the implementation of the said intervention the
researcher will use the t-test to analyze the data.

F. Data Analysis
This study used measures of central tendency to analyzed the gathered
data among grade 9 students specifically section Radius in Kauswagan
National High School, particularly the mean, the standard deviation and
paired T-test thus, the results are interpreted using the table of
interpretation for the average score (mean) to get the level of grade 9
section radius students with their basic numeracy skills and to see if there
was a significant difference with their basic numeracy skills the researcher
will used a paired T-test with 0.05 significance level..
Table 1: Table of Interpretation of Average Scores

Average Score Interpretation

22 and below Non-Numerates

23-28 Beginning Level

29-34 Intermediate Level

35-40 Advanced

Chapter 4
DISCUSSION OF RESULTS
This part provides a discussion of the results and a reflection on the study. The
data presented in this part follows the structure of the questions set forth in the Action
Research Questions.
1. What is the level of students’ numeracy skills BEFORE the intervention?

Table 2. Standardized PRE-TEST results from the students of Grade 9 Radius

MEAN 37
STANDARD DEVIATION 3.585
INTERPRETATION ADVANCED

From the table 1 shown above, in the pre-test result of Grade 9 Radius in
Numeracy prior to the implementation of Game-Based Learning, the average score
of the students is less than of the total score which indicates that majority of the
learners did not have an ample amount of knowledge in Numeracy (specifically in
the multiplication and division operation in mathematics) it is also because they are
pressured with the time limit. However, their level in numeracy skills is Advanced.
 2. What is the level of students’ numeracy skills AFTER the intervention?

Table 1. Standardized POST-TEST results from the students of grade 9

Radius
MEAN 39.439
STANDARD DEVIATION 0.976
INTERPRETATION ADVANCED
From the table 2 shown above, in the post-test result of Grade 9 Radius in
Numeracy after the implementation of Game-Based Learning, the average score of the
students is greater than the score of their pre-test which indicates that majority of the
learners have learned basic numeracy (four fundamental operations in math) after the
said intervention. Although they are still pressured with the time limit however, they still
got higher scores and their level in basic numeracy skills is still Advanced.
3. Is there a significant difference on students’ basic numeracy skills in
implementing game-based learning?

TABLE 3. PAIRED T-TEST AND CI: OF PRE-TEST AND POST-TEST

N MEAN StDev SE MEAN
PRE-TEST 41 37 3.585 0.559834
POST-TEST 41 39.439 0.976 0.152415
DIFFERENCE 41 -2.439 3.578 0.55880
95% CI for mean difference: (-3.56840, -1.30965)
T-Test of mean difference = 0 (vs ≠ 0): T-Value = -4.365 P-Value = 0.000
The table shows the results of the T-test comparing pre-test and post-test. It
suggests that the null hypothesis was rejected with a probability value of 0.000, which
was less than the significance level of 0.05. Therefore, there was a significant difference
between the pre-test and post-test scores. The above results indicate that the
researcher’s intervention is effective in improving the basic numeracy skills among grade
9 students. These studies found that the results which demonstrate that learners make
progress with their performance in numeracy skills when they are exposed to learning
experiences tailored to build numeracy abilities throughout years of study Stated from
the findings of Meiers and Raid (2014) and Pam (2017). One factor that they are
outstanding with their numeracy skills is that they were exposed with game- based
learning (such as the boat is sinking, 101 Points, sign my sheet, stand up or sit down)
as well as their catch up Friday. And as a result, the author advised the teachers and
educators to used game-based strategy in the classroom.

CHAPTER 5
SUMMARY
The findings are strongly supported in the study of Hui and Mahmud (2023) on
their influence of game-based learning in mathematics education on the students’
cognitive and affective domain. Their findings indicate how game-based learning helped
students arithmetic learning. Where it consists of five categories of affective domain
namely; achievement, attitude, motivation, interest and engagement) as well as the two
types of cognitive domain namely; knowledge and mathematical skills. thus, they
recommended that using GBL in the classrooms effectively were appropriate to assist
both the teachers and students in improving their numeracy skills.

CONCLUSIONS
On the light of the findings, the following conclusions are drawn.
1. The numeracy level of the students in pre-test is described as Advanced however,
there are some students who are still struggling most especially in the
multiplication and division operations in mathematics, also because it has a time
limit which is they are given only three minutes to answer the 40 items. Thus, the
numeracy level of students in post-test is also Advanced, where the researcher
sees differences with their average scores. Thus, implementing the different
Game Based learning developed and utilized improved grade nine student’s
numeracy skills.
2. The Game-based learning that were developed passed the expert validation.
3. There were significant differences in the pre-tests and post-tests of the students
using different game-based learning strategy.
RECOMMENDATIONS
Based on the conclusions, the following recommendations are made.
1. Teachers teaching the mathematics subject may provide activities and exercises
to help develop the knowledge and skills of the students most especially their
numeracy skills.
2. Mathematics teachers may assess basic numeracy skills of their students
regularly for providing mastery with students’ numeracy skills most especially in
the multiplication & division operation in mathematics.
3. GBL that were developed by the researcher may be adopted and utilized by other
mathematics teachers to improve the numeracy skills of the students.
4. Collaboration between the school administrators and teachers especially
mathematics teacher may be done to support them in developing collaborative
learning.
5. The DepEd may create policies and guidelines as basis for the schools in
developing GBL (Game-based Learning).
6. Future researchers who would like to pursue the same topic may further
make improvements with the study by having numeracy skills correlated to
other factors.
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 APPENDIX
A. Letter Request and CBAR Consent Form
 B. Standardized Pre- test and Post-test
Dear Respondents:

We are Mathematics Research students who are conducting a

questionnaire/survey on “level of Basic Numeracy Skills Among Pre-Service
Teachers”. With this, we are inviting you to participate in this research through
answering the survey/questionnaire. Your participation is completely voluntary.
Rest assured that all your answers will be treated with outmost confidential and
anonymous. If you agree to participate in this study, please answer the
survey/questionnaire as best as you can. Thank you very much!

The Researchers

Name: ________________________ (Optional)

DIRECTIONS: The questions below aim to measure your basic numeracy skills
specifically on the four basic operations: Addition, Subtraction, Multiplication and
Division. You will be given 3 minutes to answer and write them in the space provided.
Start once the go signal to answer will be given.
ADDITION SUBTRACTION MULTIPLICATION DIVISION
7+2= 8−4= 3 × 4= 2÷1=
2+3= 3−2= 3 × 2= 5÷5=
6+1= 7−5= 5 × 5= 6÷3=
01 + 5 = 2−1= 2 × 5= 4÷2=
4+5= 6−0= 0 × 9= 0÷8=
3+4= 4−2= 2 × 0= 8÷4=
9+0= 8−8= 6 × 2= 7÷7
0+5= 5−0= 4 × 2= 9÷3=
2+2= 9−6= 7 × 1= 0÷2=
1+2= 1−1= 2 × 1= 3÷3=
SCORE: SCORE: SCORE: SCORE:

Source: Runt (Regional Unified Test 2019)

C. Picture in Conducting the Survey and Intervention