EFFECTS OF GAMES IN IMPROVING THE PERFORMANCE OF GRADE 1

LEARNERS IN MATHEMATICS

APRIL ANN

Master in Education

JUNE 2024

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EFFECTS OF GAMES IN IMPROVING THE PERFORMANCE OF GRADE 1
LEARNERS IN MATHEMATICS

School of Professional Studies

Universidad de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

June 2024

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 Approval Form

In partial fulfillment of the requirements for the degree MASTER IN EDUCATION, the
completed practicum paper entitled “”EFFECTS OF GAMES IN IMPROVING THE
PERFORMANCE OF GRADE 1 LEARNERS IN MATHEMATICS, prepared and
submitted by APRIL ANN and is hereby endorsed for approval.

BARTOLOME A. CARRERA, Ed.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by APRIL ANN has been approved and accepted on June 2024 by the Oral Examination
Committee.
FELIZA ARZADON-SUA, Ed.D.
Chairman

JANN ALFRED A. QUINTO, MSIB FLORIBETH P. CUISON, DIT

Member Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.

CARIDAD OLI ABUAN, Ed.D.

Dean

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 ABSTRACT

_______name, “____________________”, Master of Education, Major in Educational

Leadership , School Of Professional Studies Studies, Universdad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine

the effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the students in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the mathematics subjects and also their
numeracy skills in other subjects. Hence, the proposed intervention was proven effective.

Keywords: Numeracy Skills, Mathematics, Modular Learning Modality,

SPED learners

Sample only

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 ACKNOWLEDGMENT

This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.

The Panel of Evaluators, for providing me the foundational knowledge in action

research and for their special concerned, insightful comments, valuable and constructive
suggestions;

Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;

My beloved Principal of ___ School, for allowing me to conduct my investigation

and for providing logistical and moral support throughout the duration of my project;

My fellow teachers of ___ School for their support and cheers in the
accomplishment of this study;

My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;

To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;

Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.

NAME

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 DEDICATION

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter _____ and to my
Loving wife and my dearest mother, who have never left my side throughout my masteral
studies.
My siblings.
Nephews,
Nieces,
Friends,
My School head,
My Learners,
Above all, to Almighty GOD,
The source of LIFE and BLESSINGS!

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 TABLE OF CONTENTS

Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix

Chapter

1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….

2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………

3 RESULTS AND DISCUSSION …………………………………

4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS

Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………

BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..
A. Permit to Conduct a Study…..………………………………
B. Schedule on the Conduct of the Study…..……………………………

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C. Raw Data…………………………………………………38
D. Pre-test and Post-test Questions with Table of Specifications ………..
E. List of Instructional Materials Used with Brief Description……...…….42
F. Pictures of Instructional Materials Used ………………………………. 43
G. Pictures while Conducting the Study …………………………………...44
H.Curriculum Vitae

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 LIST OF TABLES

Table Title Page

1 Analyzing Norms……………………………………………………

2 Level of Learners’ Academic Performance in ___ before the

Implementation of Modules
3 Level of Learners’ Academic Performance in English after the
Implementation of Modules
4 SignificantDifference in The Learners’ Level of
Academic Performance in ______

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 LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study

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 Chapter I

INTRODUCTION

Background of the Study

Grade 1 Mathematics introduces number lines and symbols for addition. Covers

2-digit numbers, with emphasis on "tens and ones". Includes skip counting, rounding to

the nearest 10 and adding / subtracting tens. Concept of subtraction and subtraction facts

within 0-10

Thus, learners' difficulties with basic number concepts, counting and number

sequencing, mathematical language comprehension, inconsistent geometric shape grasp,

limited ability to visualize abstract concepts, and differences in prior knowledge due to

diverse backgrounds are common issues encountered when teaching mathematics to first-

graders. These issues are frequently exacerbated by short attention spans and the need for

engaging, hands-on activities at this developmental stage (Akerson, 2019).

The use of hands-on Games, visual aids, relating math to real-world scenarios,

playing math games, giving frequent praise, emphasizing the development of number

sense through counting and patterning, employing differentiated instruction based on

individual needs, and promoting active student participation through open-ended

questions are, on the other hand, recommended effective solutions (Tilgner, 2019). All of

these strategies should be implemented while preserving a fun and stimulating learning

environment which are preferably done in the form of games.

Thus, in order to counter the problems encountered in teaching Grade 1

mathematics, an innovative intervention involving games may provide an an innovative

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intervention providing frequent positive reinforcement, focusing on building number

sense through counting and patterning,

Thus, there is a need to adapt an intervention to catch the interest of students in

learning Mathematics in the form of games and also to come up of an efficient way for

the students to master the lessons in a lesser span of time. Thus, this leads to the study the

study “Effects of Games in improving the performance of Grade 1 learners in

Mathematics”.

Games can be effective in teaching mathematics because they are fun and

engaging, and they help students practice and apply mathematical concepts. Games can

also help students develop critical thinking skills and reduce anxiety.

Thus the effectiveness of interactive games was revealed in numerous studies

such as the study “Leveling up Mathematical Skills: The Effectiveness of Game-Based

Learning”, by Cayang and Ursabia (2024), using an experimental approach, aimed to

determine the effectiveness of game-based learning in teaching mathematics. The

respondents were fourth-grade pupils in an elementary school in Aleosan, North

Cotabato, Philippines. Data were gathered using a pre-test questionnaire adopted by the

researcher and a researcher-made post-test questionnaire validated by experts. The data

were analyzed using weighted means and paired and unpaired t-tests. Results revealed

that academic performance in mathematics during the pre-test was poor. However, there

was a highly significant difference between the scores before and after the intervention.

There was also a significant difference between the control and experimental groups (t=-

2.337, p=0.022), with the experimental group (M=19.18) scoring significantly higher

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than the control group (M=16.31). Based on the findings, it can be affirmed that

implementing game-based learning strategies in mathematics instruction is highly

effective, resulting in a notable enhancement of learners' academic performance

compared to conventional teaching methods. Moreover, the results encourage teachers to

revisit their instructional materials and integrate game-based learning materials aligned

with specific learning objectives. Additionally, the study provides substantial evidence

that game-based learning significantly enhances academic performance in mathematics

compared to traditional instructional resources.

Likewise, the study. “Effectiveness of Game-Based Learning Instructional

Materials in Enhancing the Mathematics Performance of Grade 8 Learners” by Orbon

and Sapin (2022), aimed to improve grade 8 participants' capacity for mathematical

thought. The researchers developed the students' capacity to think, comprehend

underlying ideas, and solve challenging mathematical problems when they learn

mathematics through games. While having fun, educational games encourage students to

come up with original ideas and push them to learn more quickly. Instructional games

only make arithmetic ideas easier for pupils to comprehend and retain. Their confidence

is increased by the conversations students have with one another to provide a lasting

learning effect. Together, games help learners feel powerful and on par with their peers.

The quasi-experimental methodology of the current research utilized the group design of

non-equivalent pretest and posttest, comprising the experimental and comparison groups.

The researchers developed the instruments validated by the experts (head teacher and

master teachers) from the City Schools Division of Cabuyao. Participants' mean

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performance scores in the pretest and posttest data were compiled and contrasted. Using

the paired sample t-test and Cohen's d, it was evaluated whether the mean scores on the

pretest and posttest differed statistically significantly. The outcome from the posttest

frequently improved over those from the pretest. Pretest and posttest results showed a

discernible difference, showing that game-based learning instructional materials might

assist students in enhancing their mathematical problem-solving abilities. Game-based

learning using different game application tools emphasizes the importance of

strengthening the foundation of math concepts and the mathematical proficiency to solve

various problems in math.

Furthermore, the study “The Roles Of Games In Teaching And Learning Of

Mathematics In Junior Secondary Schools” by Orim and Ekwueme (2021), examined the

role of games in teaching and learning of Mathematics in junior secondary schools. The

research seeks to enhance the status of games in teaching mathematics in junior

secondary schools curriculum because of the place of Mathematics in the teaching and

learning of other subject areas. Though viewed by learners with negative attitude and

hatred, the paper reveals that the use of games and activities can make the mathematics

enjoyable. In the paper, practice, motivation, understanding and suppression of anxiety

are some of the reasons behind the use of games in Mathematics teaching and learning.

Since Mathematics is a dreaded subject, the paper concluded that basic facts must be

learned before moving to basic application and each level of application should build on

already learned materials.

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Paradigm of the Study
Games can be an effective way to improve performance in

Mathematicsbecause they can make learning fun and help students retain new

words. Games can also help students practice using English in a communicative way.

Some examples of games that can help improve vocabulary are Taboo Words

wherein players try to guess a word without using the taboo words given on the card;

Flashcard Memory Match Game, wherein players match words to their definitions;

Vocabulary Pictionary, wherein players describe a word with a drawing, and their team

guesses the word; Chalkboard Acronym, wherein players write a new word that starts

with each letter of a vertical word written on the board; Heads Up , wherein players guess

the word that another player is describing; and Word Charades, wherein players act out

words without speaking, and others guess the word.

The paradigm on the next page indicates how this study will work.

The box on the left signifies the input of this action research which will be the test

scores before and after the implementation of Games in the performance of the Grade 1

learners.

Meanwhile, the process deals with the administration of pretest, examination, use

of Games, administration of the post test examination and test the significant for the

difference between the pretest and post-test score

Lastly the box on the right will be the output which consists of the Effectiveness

of Games and difference between the test scores of Grade 1 learners in before and after

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the implementation of Games and the effectiveness of Games in their performance in

Mathematics.

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Paradigm of the Study

INPUT PROCESS OUTPUT

 Test Scores  Difference

before the use of between the
Games  Administer pre- scores of Grade 1
 Test Scores test examination learners in their
after the use of  Use the performance in
Games Interactive mathematics
Games for 15 after the use of
days Interactive
 Administer post- Games
test examination
 Test for the  Effectiveness
difference of Games
between the
pretest and post-
test scores

Feedback

Figure 1. Paradigm of the Study

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Statement of the Problem (SOP)

This research study aimed to determine the level of performance in Mathematics

of Grade 1 learners with the use of Games as a tool for learning at _______ Elementary

School for School Year 2024-2025.

Specifically, this research study answered the following questions:

1. What is the level of performance in Mathematics of the learners before using

Games as a learning tool?

2. What is the level of performance in Mathematics of the learners after using

Games as a learning tool?

3. Is there a significant improvement in the level of performance in Mathematics

of the learners after using Games?

Hypothesis

In this study, the hypothesis below was tested in their null form at the 0.05 level

of significance:

The use of Games is very effective in enhancing the level of performance in

Mathematics of the Grade 1 learners of ______Elementary School for the school year

2024-2025.

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Significance of the Study

The researcher believes that the findings of the study will benefit the following:

Department of Education. The results of this study will give them

information and will help them to understand how the different aspects of games as an

innovative strategy. This study will serve also as input to the DepEd officials in their

incessant quest to trace out the implications of the Most Essential Learning

Competencies.

School Heads and Administrators. This study will serve as a baseline data in

planning better strategies that will help in enhancing Mathematics instruction, giving

more material support to make sure innovations/programs effective in helping learners

improve their academic performances.

Teachers. Games can be a supplemental material in their teaching

endeavor. The content is relevant to the needs of their teaching session. Further, this will

give them better insights for enhancing the teaching-learning process. The result of the

study will lead the English teachers to introspect unto themselves on how they could

improve their teaching skills and techniques. They can use the result of this study to make

themselves sensitive to the needs of the Grade 1 mainstreamed learners who are the

primary factors to be considered in creating worthwhile learning activities to the students.

Learners. The developed Games can be used as an aid in their everyday learning,

they can grasp more information using an intervention tailored to their needs. As student-

centered research, this study may benefit the students in terms of their pperformance in

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English. The formulation and implementation of interactive games as learning tools can

generally aim to develop and improve the performance of the learners.

Researchers. This study helps and guides the future researcher to conduct more

relevant study that will ensure the continues improvement in the system. Future

researchers may be benefited also utilizing the data that this may provide sufficient data

related or similar to this study. Furthermore, they may be encouraged to apply for the

contextualized module and to tests its effects on another research locale, population, and

time frame.

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 Chapter 2

METHODOLOGY

Research Design

This research used the quasi-experimental design primarily the non-equivalent

control group pretest-posttest design to assess the results of Games in the level of learner

learning competencies against the performance in Mathematics of the Grade 1 learners.

According to Tyler (2018), quasi-experimental study designs are the most often

used method for evaluating the results of social work initiatives and policies.

Additionally, it has an intervention and manipulation of the independent variable, but

ignores a critical characteristic of laboratory studies: randomization. Since researchers

remain uncertain if the classes are actually comparable, quasi-experimental designs are

rated lower as sources of proof than experimental trials.

Additionally, quasi-experimental structures provide a reference group of

characteristics that are as similar as possible to those of the patient group at baseline (pre-

intervention). The reference category represents the results that may have occurred in the

absence of the program/policy (i.e., the counterfactual). Thus, the disparity in results

between the care and reference groups may be attributed to the program or strategy.

In the case of this action research, quasi-experimental design was implemented to

test whether Games has an effect to the academic performance in English of the Grade 1

learners.

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Sources of Data

The sources of data were the fifteen (15) Grade 1 learners of ____________

School, who were enrolled during the school year 2024-2025.

The learners were chosen as subjects for this action research because it was

proven that they have the least scores during the previous conducted for the subject

Mathematics prior the start of the first quarter.

Purposive sampling technique was considered as the technique for this action

research since the respondents were taken from just one section.

Moreover, Banerjee (2015) conferred that total population sampling a type

of purposive sampling technique that involves examining the entire population (i.e.,

the total population) that have a particular set of characteristics (e.g., specific

attributes/traits, experience, knowledge, academic performances, exposure to an event,

etc.). While total population sampling is infrequently used, there are specific types of

research where total population sampling can be very useful. This article (a) explains

what total population sampling is and when it may be appropriate to use it, (b) sets out

some examples of total population sampling, (c) shows how to create a total population

sample, and (d) discusses the advantages and disadvantages of total population sampling

In any piece of research, units have certain characteristics that help to define

them. For example, if the units of interest are people, they can be defined by

certain attributes/traits (e.g., age, gender, occupation, health-status,

etc.), experiences (e.g., an assault, the break-up of a marriage, a trip to a concert,

etc.), attitudes (e.g., supporters of a certain political party, pro-choice in the abortion

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debate, etc.), and so forth. A sample may be defined by a small/ large number of

characteristics, a narrow/wide range of characteristics, and so forth.

In the case of total population sampling, the units of interest tend to

have some characteristics that are not very common. It is important to note that

only some characteristics are not very common, but since it is these characteristics that

we are interested in, they influence our choice of total population sampling.

Instrumentation and Data Collection

The main data gathering instrument used in this research study was test questions.

The test question was developed by the research proponent. It is a 20- item multiple

choice assessment taken from the 2nd quarter lesson based from the MELCS. The

researcher also prepared table of specification following the principle of Blooms Revised

Taxonomy such as remembering, understanding, applying, analyzing, evaluating and

creating to ensure that learning competencies as well distributed.

This was forwarded to the adviser for comments, suggestions and for possible

improvement of the research instrument. Afterward the instrument was forwarded to the

group of experts for content validity, correction and comment. The evaluators’ are (1)

school principal, (1) master teacher and (1) Mathematics Coordinator. The evaluators’

suggestions were considered to further improve the instrument. Moreover, the research

instrument was also administered to the Grade 1 learners of________ Elementary School,

who were not included as respondents of the study to ensure that items included are

within their abilities and developmentally appropriate. The pre-testing results and

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adviser’s served as basis for revision and/or improvement of the instrument, which was

used for the final data collection.

Moreover, the researcher the computed the evaluators’ rating for content validity.

The criteria used in the content validity of the instrument were as follows; objectivity,

specificity and attainability. The computed average rating was 4.56 which is highly valid.

The approved instrument was administered to the identified Grade 3 learners during the

pretest and posttest. The results were carefully gathered, computed and analyzed using

the appropriate statistical tools such as means index of mastery and t-test for significant

difference.

The test questions aimed to measure the proficiency level in Mathematics and the

score obtained by the respondents were interpreted using the Likert scale. The instrument

was administered to fifteen (15) Grade 1 learners of _________Elementary School.

The research study started implementing the Games on the 2 nd week of ____and

ended on ____. It is an 8 weeks intervention of aiming to enhance the proficiency level

of the respondents in Mathematics.

Tools for Data Analysis

To obtain valid and accurate results from the data that were gathered, appropriate

statistical tools were employed by the researcher.

For problems number 1 and 2, frequency, percentage, mean, median, mode and

standard deviation were used as tools for data analysis. Further, frequency means a

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representation, either in a graphical or tabular format that displays the number of

observations within a given interval (Young, 2020). Percentage means a relative value

indicating hundredth parts of any quantity. One percent (symbolized 1%) is a hundredth

part; thus, 100 percent represents the entirety and 200 percent specifies twice the given

quantity (Britannica, 2021). While Turner (2020) mean of a set of data points is defined

as their sum divided by the total number of data points. The actual name for this

parameter is the “arithmetic mean,” a term that distinguishes it unambiguously from the

For mean computation Mean: It is used to represent the level of performance of

the respondents in Mathematics before and after the learning investigation which was

the use of Games.

Formula:

X= ∑x

Whereas x= mean score

N= no of students

∑x= sum of all scores

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 The following norms were used in analyzing the obtained data;

Table 1. Norms in Analyzing the Obtained Data

Descriptive Equivalent Score

High Level Academic
16-20
performances
Moderate Level 11-15
Academic performances
Average Level Academic 6-10
Performances
Low Level Academic 1-5
Performances

For problem number 3, T-test method was utilized to discover the improvement in

the numeracy skills in Mathematics of the Grade 3 learners. The information assembled

were arranged, assessed and broken-down utilizing rates to distinguish the learning

academic performances of the understudies and decided the critical improvement

between the pre-test and the post-test results in Mathematics. Meanwhile, a t-test is a type

of inferential statistic used to determine if there is a significant difference between the

means of two groups, which may be related in certain features. It is mostly used when the

data sets, like the data set recorded as the outcome from flipping a coin 100 times, would

follow a normal distribution and may have unknown variances. A t-test is used as a

hypothesis testing tool, which allows testing of an assumption applicable to a population

(Hayes, 2020).

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 Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution

values, and the degrees of freedom to determine the statistical significance. To conduct a

test with three or more means, one must use an analysis of variance.

This was used to find if there is significant difference between the pretest and

posttest scores of the respondents.

T-TEST COMPUTATION

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 Chapter 3

RESULTS AND DISCUSSION

Level of Mathematics Skills of the Grade 3 Learners Before and After the

Implementation of the Games

Table 2 presents the test scores of the Grade 3 learners before the implementation

of Games as intervention.

Table 2. Learners’ Performance in Mathematics before using Games

Academic performance
Frequency Percentage
PRETEST Levels
High Level Academic 0 0.00
Performance
Average Level Academic
0 0.00
Performance
Low Level Academic 15 100.00
Performance
Total 15 100.00
MEAN 3.40

The table above indicates the level of performance in Mathematics of the Grade 1

learners before the implementation of Games in their lessons.

According to the table, all of the fifteen (15) participants or 100.00% achieved a

low level of performance. On the 20-item test, these participants received either a score

ranging from 1 to 5. The average score on the pretest taken by participants to gauge their

academic performance is 3.40.

The low marks of the learners are due to the difficulty that they encounter since

implementation of face-to-face classes.

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 Table 3 presents the test scores of the Grade 3 learners after the implementation of

Games.

Table 3. Performance in Mathematics of Grade 1 learners after the

Implementation of Games

Academic
Frequency Percentage
performance Levels
High Level
8 44.44
Academic Performance
Average Level 38.89
7
Academic Performance
Low Level
0 0.00
Academic Performance
Total 15 100.00
MEAN 23.00

The table above shows the level of performance in Mathematics of the Grade 1

learners after the implementation of Games in their lessons.

Based on the table, after the implementation of Games, 8 or 44.44% of the

participants achieved high level (score = 16 to 20), while 7 or 38.89% achieved moderate

performance (score = 11 to 15).

Thus, the results coincide with the study “Effectiveness of Game-Based Learning

Instructional Materials in Enhancing the Mathematics Performance of Grade 8 Learners”

by Orbon and Sapin (2022), aimed to improve grade 8 participants' capacity for

mathematical thought. The researchers developed the students' capacity to think,

comprehend underlying ideas, and solve challenging mathematical problems when they

learn mathematics through games. While having fun, educational games encourage

students to come up with original ideas and push them to learn more quickly.

PAGE \* MERGEFORMAT 46
Instructional games only make arithmetic ideas easier for pupils to comprehend and

retain. Their confidence is increased by the conversations students have with one another

to provide a lasting learning effect. Together, games help learners feel powerful and on

par with their peers. The quasi-experimental methodology of the current research utilized

the group design of non-equivalent pretest and posttest, comprising the experimental and

comparison groups. The researchers developed the instruments validated by the experts

(head teacher and master teachers) from the City Schools Division of Cabuyao.

Participants' mean performance scores in the pretest and posttest data were compiled and

contrasted. Using the paired sample t-test and Cohen's d, it was evaluated whether the

mean scores on the pretest and posttest differed statistically significantly. The outcome

from the posttest frequently improved over those from the pretest. Pretest and posttest

results showed a discernible difference, showing that game-based learning instructional

materials might assist students in enhancing their mathematical problem-solving abilities.

Game-based learning using different game application tools emphasizes the importance

of strengthening the foundation of math concepts and the mathematical proficiency to

solve various problems in math.

Table 4 presents the significant difference in the level of Academic performance

before and after using Manipulative Devices Intervention.

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Table 4. Significant Difference in the Learners’ Level of Academic Performance

Table 4
t-Test: Two-Sample Assuming Unequal Variances

PRETES POSTEST
T
Mean 3.40 13.73

Variance 2.542857 22.49524

Observations 15 15

Hypothesized Mean Difference 0

Df 17

t Stat -7.99807

P(T<=t) one-tail 1.83E-07

t Critical one-tail 1.739607

P(T<=t) two-tail 3.66E-07

t Critical two-tail 2.109816

A t-test was used to determine the difference between the pretest and post-test

findings, using t-test for two samples with differing variances was used at 0.05 level of

alpha. The following are the outcomes.

The results of the t-test are shown in Table 4. As a result, P (T<=t) one-tail =

1.83E-07; and P (T<=t) two-tail = 3.66-E07 are both less than alpha (<0.05). The

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difference between the means is significant when the p values are smaller than the

significance level. Thus, the significant difference depict that using the use of Games was

effective.

Thus these results were in parallel to the “Leveling up Mathematical Skills: The

Effectiveness of Game-Based Learning”, by Cayang and Ursabia (2024), using an

experimental approach, aimed to determine the effectiveness of game-based learning in

teaching mathematics. The respondents were fourth-grade pupils in an elementary school

in Aleosan, North Cotabato, Philippines. Data were gathered using a pre-test

questionnaire adopted by the researcher and a researcher-made post-test questionnaire

validated by experts. The data were analyzed using weighted means and paired and

unpaired t-tests. Results revealed that academic performance in mathematics during the

pre-test was poor. However, there was a highly significant difference between the scores

before and after the intervention. There was also a significant difference between the

control and experimental groups (t=-2.337, p=0.022), with the experimental group

(M=19.18) scoring significantly higher than the control group (M=16.31). Based on the

findings, it can be affirmed that implementing game-based learning strategies in

mathematics instruction is highly effective, resulting in a notable enhancement of

learners' academic performance compared to conventional teaching methods. Moreover,

the results encourage teachers to revisit their instructional materials and integrate game-

based learning materials aligned with specific learning objectives. Additionally, the study

provides substantial evidence that game-based learning significantly enhances academic

performance in mathematics compared to traditional instructional resources.

PAGE \* MERGEFORMAT 46
 Likewise to the study “The Roles Of Games In Teaching And Learning Of

Mathematics In Junior Secondary Schools” by Orim and Ekwueme (2021), examined the

role of games in teaching and learning of Mathematics in junior secondary schools. The

research seeks to enhance the status of games in teaching mathematics in junior

secondary schools curriculum because of the place of Mathematics in the teaching and

learning of other subject areas. Though viewed by learners with negative attitude and

hatred, the paper reveals that the use of games and activities can make the mathematics

enjoyable. In the paper, practice, motivation, understanding and suppression of anxiety

are some of the reasons behind the use of games in Mathematics teaching and learning.

Since Mathematics is a dreaded subject, the paper concluded that basic facts must be

learned before moving to basic application and each level of application should build on

already learned materials.

PAGE \* MERGEFORMAT 46
 Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY

The study aimed to determine the effectiveness of using Games in enhancing the

performance in Mathematics of Grade 1 learners in the 2 nd Quarter of

_______________________ School in school year 2024-2025. Specifically, it sought to

answer the following: 1. What is the level of performance in Mathematics of the Grade 1

learners in Quarter 2 before the implementation of the intervention?; 2. What is the level

of performance in Mathematics of the Grade 1 learners in Quarter 2 after the

implementation of the intervention?; and 3. Is there significant difference on level of

performance in Mathematics of the Grade 1 learners in Quarter 2 before and after the

implementation of the intervention?

There were fifteen (15) Grade 1 learners from __________________ School

which were used as the respondents of this study. This action research utilized the quasi-

experimental research design since its main purpose was to determine the effectiveness of

the use of Games in increasing the level of performance in mathematics. Fifteen (15)

learners were taught the vocabulary lessons for three sessions. They were taught using

Games. The results of the pre-test and the post-test were compared to determine whether

the use of Games will help improve the mathematics skills of the learners. The results of

pre-test and post-test of the Grade 1 learners showed that using Games was effective in

terms of improving the performance in Mathematics of the Grade 1 learners in Quarter 2.

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Based on the results of their pretest and posttest, this intervention was effective and can

be used as an alternative in teaching Mathematics to Grade 1.

The following are the salient findings of the study; the Grade 1 learners were

classified under low proficiency level and all of them failed before the use of Games. The

Grade 1 learners were classified under moderate to high proficiency and all of the

learners (100%) improved after the use of Games. There is a significant difference on the

performance in Mathematics before and after the use of Interactive Games.

CONCLUSIONS

Based on the foregoing findings the following conclusions were drawn: The

Grade 3 learners were observed by the researcher prior to the use of Games that learners

had poor performance in Mathematics in Quarter 2. Moreover, based on their pre-test

scores in the Second Quarter of S. Y. 2024-2025, there were low in their performance in

Mathematics. Post-test results of the fifteen (15) Grade 1 learners, who were taught in

Mathematics through Games, have performed better than their previous scores thus

rejecting the null hypothesis of the study. This led to the result that there was significant

difference in the performance in Mathematics of learners before and after the use of

Games. The result of the research also revealed that the use of Games is very effective in

improving the performance in Mathematics of the learners in Quarter 2. Also, it shows

that the teachers can use this intervention in improving not only the performance in

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Mathematics of the learners within the grade level but also other connected skills of the

learners in other field of interest.

RECOMMENDATIONS

In light of the significant findings and conclusions of the study, the following

recommendations are offered:

1. Thus it is recommended that, when incorporating games into learning, teachers

should consider aligning the game mechanics with learning objectives, tailoring

difficulty levels to students, providing clear instructions, facilitating collaboration,

incorporating immediate feedback, and regularly reviewing and adapting games to

maximize their effectiveness; ensure games are relevant to the topic, encourage

critical thinking, and offer opportunities for differentiated learning based on

student needs.

2. The use of Games is more effective than the traditional means of teaching in

improving the performance in Mathematics of Grade 1 learners. Thus, the

intervention is highly recommended when it comes to numeracy lessons.

3. Teachers and school administrators should integrate the use of Games in creating

lesson in teaching learners how to improve their mathematics skills not only in the

mathematics subjects but also across all subjects. This will ensure the continuity

of the development of the basic mathematics skills of the learners as they

transition from modular to online learning modality.

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4. The use of Games that can be touched can help engage learners in improving their

mathematics skills, such as using web applications that instigate mathematical

problem solving and simulation, will make learners even more occupied in

internalizing giving solutions in their minds and be able to apply it in real

practical problems.

5. Further studies, could be conducted using other Grade levels and learning areas

and utilizing different game formats like quizzes, simulations, role-playing,

puzzles, and challenges to cater to diverse learning styles and keep students

engaged

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 Bibliography

a. Books

Akerson, V. L. (2019). Teaching science when your principal says “Teach Language
Arts.” Science and Children. Sybex.
Coll, E. G. (2019). Hands-on English: Using Games in The classroom. Principal.

Davis, F. B. (2019). Fundamental factors of comprehension in reading. Psychometrika.

Tilgner, P. J. (2019). Avoiding science in the elementary school. Science Education,

Sybex,
Tyler. A. (2018). Selecting and Improving Quasi-Experimental Designs in Effectiveness
and Implementation Research. Annual Review of Public Health. Handly Press.
USA.

b. Journal

Banerjee, A., & Chaudhury, S. (2015). Statistics without tears: Populations and samples.
Industrial Psychiatry Journal, 19(1), 60-65.

Cayang, J. and Ursabia, E, (2024). Leveling up Mathematical Skills: The Effectiveness of

Game-Based Learning. Journal of Interdisciplinary Perspectives. Vol. 2, No. 7,
pp.784-791.

Orim, R., Ekwuema, C. (2021). The Roles of Games in Teaching and Learning of
Mathematics in Junior Secondary Schools. Global Journal of Educational
Research vol 10, no. 2, 2011: 121-124

Orbon C., and Sapin S., (2022). Effectiveness of Game-Based Learning Instructional
Materials in Enhancing the Mathematics Performance of Grade 8 Learners.
Journal of Interdisciplinary Perspectives. P-ISSN: 2719-1842 .E-ISSN: 2945-
4107

c. Internet Sources

Hayes, A. (2020). -Test: What It Is With Multiple Formulas and When To Use Them.
Investopedia. https://www.investopedia.com/terms/t/t-test.asp

Young, J. (2020). Frequency Distribution: Definition, Investopedia.

https://www.investopedia.com/terms/f/frequencydistribution.asp#:~:text=A
%20frequency%20distribution%20is%20a,of%20frequency%20of%20the
%20variable

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 Appendix A

PERMIT TO CONDUCT A STUDY

____________

MRS. _
__________ School
_________District I

Madam:

Greetings!

The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ learners in connection to her Action Research.

Your kind favorable consideration of this request will be highly appreciated.

Respectfully yours,

_
Teacher-Researcher

Approved:

_
Principal III

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 Appendix B

Schedule in Conducting the Action Research

Work Plan

The study was conducted during the second quarter of SY 2020-2021 (January 2021 to

March 2021).

Time Frame Persons Involved Activities/Strategies Expected Outputs

Identify the reading skill Identified games

level of the learners to be used

(Subject Teacher)

Asked permission from Prepared activity

January 2021
the school head sheets
Asked parental consent Recorded the pre-

Conducted the test

(Subject Teacher) experiment

Data analysis Data analysis

Continuation of the Recorded the daily

February 2021 experiment activities
(Subject Teacher)
Use of Modular
Learning Modality

Administer the post-test

March 2021 (Subject Teacher)

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 Data Analysis Final paper

(Subject Teacher)
Completed out put

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 Appendix C

RAW SCORES

LEARNE PRETE POSTTE

RS ST ST
1 5 20
2 4 19
3 2 12
4 3 18
5 1 16
6 4 18
7 5 18
8 2 12
9 3 11
10 2 1
11 6 19
12 3 11
13 5 12
14 1 15
15 5 17

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 Appendix D

PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS

WITH PREPARED BY

AND VALIDATED BY

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 Appendix E

LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION

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 Appendix F

PICTURES OF INSTRUCTIONAL MATERIALS USED

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 Appendix G

PICTURES WHILE CONDUCTING THE STUDY

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 Appendix H

CURRICULUM VITAE

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