Game Based Approach in Teaching Mathematics For Grade One Pupils
Type
Thesis
Authors
Category
Publication Year
2018
Pages
92
Abstract
This study attempted to determine the effectiveness of game-based approach (GBA) in teaching Mathematics to Grade One pupils in Camarin D Elementary School Unit II. Thirty-six (36) pupils were treated with GBA while thirty-six (36) pupils were not treated with GBA, the experiment was held during the school year 2017-2018
Specifically, it answered the following questions:
1. What is the profile of the respondents in terms of the following variables?
1.1. Gender
1.2. Age
1.3. Highest educational attainment?
2. In what topics in Mathematics may the game-based approach be used?
3. How do the pupils perform before and after implementing the GBA for both
control and experimental groups?
4. Are there significant differences in the pre-test and post-test results of the control and experimental groups based on their mean scores? 5. What are the challenges encountered by teachers in using GBA?
6. How may the findings of the study be utilized in adapting game-based approach toolkit? The quantitative and qualitative method of research were used in this
study with the questionnaire as data gathering instruments.
The statistical tools used to treat the data were frequency and ranking.
weighted mean, and paired t-test.
The inmost findings of the study are the following:
1. The profile of the pupil respondents namely gender and parents highest educational attainment revealed that there were more males (19, 52.8%) of pupils with games-based approach than females (17, 47.2%). While the group of pupil respondents without games-based approach majority were males (21, 58.33%) than females (15, 41.67%).
Then, majority of parents are college level and high school level in terms of highest educational attainment.
2. The topics in Mathematics from first to fourth quarters to which GBA may be used got the highest score and the rating agree that GBA will be effective and the lowest scores to the topics that are not for use of GBA
3. The pupils perform before and after implementing the GBA for both experimental and control groups. Majority of the respondents in the experimental and control group belonged to fairly satisfactory and did not meet expectations. There was a slight increase in the post test with a rating of fairly satisfactory for the control group. On the other hand, the post test result of the experimental group showed high increase in performance based on of fairly satisfactory. satisfactory, very satisfactory and outstanding scale.
4. There is no significant difference in the pre-test and post-test result of the pupils respondents based on their mean scores.
5. The challenges encountered by the teachers' in using GBA are the noisy of pupils, misbehaved pupils, giving procedure verbally, design appropriate games, some pupils are not cooperating, sequences absences of the pupils. There are some pupils who cannot afford to buy their own things for the activity. lack of support of their parents, Handling diverse background of the pupils, and bullying of their peers. To lessen these challenges there were proposed solutions; very important to set standard rules before the implementation of GBA, make a matrix of the games, write and explain the procedure, motivations and the last thing let pupils know what they should do during the activity.
Specifically, it answered the following questions:
1. What is the profile of the respondents in terms of the following variables?
1.1. Gender
1.2. Age
1.3. Highest educational attainment?
2. In what topics in Mathematics may the game-based approach be used?
3. How do the pupils perform before and after implementing the GBA for both
control and experimental groups?
4. Are there significant differences in the pre-test and post-test results of the control and experimental groups based on their mean scores? 5. What are the challenges encountered by teachers in using GBA?
6. How may the findings of the study be utilized in adapting game-based approach toolkit? The quantitative and qualitative method of research were used in this
study with the questionnaire as data gathering instruments.
The statistical tools used to treat the data were frequency and ranking.
weighted mean, and paired t-test.
The inmost findings of the study are the following:
1. The profile of the pupil respondents namely gender and parents highest educational attainment revealed that there were more males (19, 52.8%) of pupils with games-based approach than females (17, 47.2%). While the group of pupil respondents without games-based approach majority were males (21, 58.33%) than females (15, 41.67%).
Then, majority of parents are college level and high school level in terms of highest educational attainment.
2. The topics in Mathematics from first to fourth quarters to which GBA may be used got the highest score and the rating agree that GBA will be effective and the lowest scores to the topics that are not for use of GBA
3. The pupils perform before and after implementing the GBA for both experimental and control groups. Majority of the respondents in the experimental and control group belonged to fairly satisfactory and did not meet expectations. There was a slight increase in the post test with a rating of fairly satisfactory for the control group. On the other hand, the post test result of the experimental group showed high increase in performance based on of fairly satisfactory. satisfactory, very satisfactory and outstanding scale.
4. There is no significant difference in the pre-test and post-test result of the pupils respondents based on their mean scores.
5. The challenges encountered by the teachers' in using GBA are the noisy of pupils, misbehaved pupils, giving procedure verbally, design appropriate games, some pupils are not cooperating, sequences absences of the pupils. There are some pupils who cannot afford to buy their own things for the activity. lack of support of their parents, Handling diverse background of the pupils, and bullying of their peers. To lessen these challenges there were proposed solutions; very important to set standard rules before the implementation of GBA, make a matrix of the games, write and explain the procedure, motivations and the last thing let pupils know what they should do during the activity.
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