Mineral Deposit Board Game For Grade 7 Earth And Space
Type
Thesis
Authors
Category
Publication Year
2019
Pages
126
Abstract
Students these days have strong appetite for play either with friends or classmates. It is the desire of the researcher to improve the learning by developing an instructional material infusing games that would help the students to have eagerness to learn concepts because of their excitement to play a game. The game at the end could motivate students to master the concept as they emerge as a winner of the game at the end of it. For this reason, the researcher proposes to develop a board game for students in grade 7 students.
The use of manipulative Mineral Deposit Board Game is prepared by the researcher since it can be used in the classroom and make it easier for the learners to understand the concept.
This study focuses on the learning experiences by means of playing gamified topics Mineral Resources under natural resources on earth and space topic in Grade 7 Science. The developed games was based on the principles and theorist of Constructivists, Situated and Experiential Learning Theory.
The study will involve 2 sections of Grade 7 with a population of 110 students in Tala High School, currently enrolled for school year 2018-2019. The researcher designed and employed descriptive and quasi-experimental method to gather necessary data in the study.
The study tends to determine the effectiveness of Board Game in teaching Grade 7 Earth and Space. And how it enhance student performance. Specifically, results of the study shows the topic on "Locating places and mineral resources in Philippines using Latitude and Longitude "were topics considered in the development of the Mineral Deposit Board Game. The level of performance of Grade 7 in the pre-test shows that the mean is low, standard deviation is high and proficiency level is below 75%. For the post-test, students got a mean that is high, standard deviation is high proficiency level above 75%. Considering the data gathered, the mean percentage of the pre-test increased as shown on the post-test result. This findings shows that the students performed better after using the developed Board Game.
Furthermore, the result in determining the significant difference between the pre-test and post-test result using the t-test of one group shows that the result on the scores obtained on the post-test, that is higher than the pre-test. The computed t-value is remarkably higher than the tabulated value.
Another thing, the constructed developed Board Game based on the LRMDS evaluation toll comprised of three indicators which includes Content Quality, Error Found and Design. Considering the three criterion set, the over all mean score computed reflects that the Board Game "Passed" the LRMDS evaluation tool and is Accepted.
More so, the Level of acceptability of the Mineral Deposit Board Game based on the International Gamification Criterion, in terms of the 4 criteria Emotional/Affective Concern, User- Centricity/ Engagement. Appeal/ Satisfaction and Educational Usability, shows that the overall weighed mean 2.44 with an interpretation of Very Satisfied is Accepted.
The use of manipulative Mineral Deposit Board Game is prepared by the researcher since it can be used in the classroom and make it easier for the learners to understand the concept.
This study focuses on the learning experiences by means of playing gamified topics Mineral Resources under natural resources on earth and space topic in Grade 7 Science. The developed games was based on the principles and theorist of Constructivists, Situated and Experiential Learning Theory.
The study will involve 2 sections of Grade 7 with a population of 110 students in Tala High School, currently enrolled for school year 2018-2019. The researcher designed and employed descriptive and quasi-experimental method to gather necessary data in the study.
The study tends to determine the effectiveness of Board Game in teaching Grade 7 Earth and Space. And how it enhance student performance. Specifically, results of the study shows the topic on "Locating places and mineral resources in Philippines using Latitude and Longitude "were topics considered in the development of the Mineral Deposit Board Game. The level of performance of Grade 7 in the pre-test shows that the mean is low, standard deviation is high and proficiency level is below 75%. For the post-test, students got a mean that is high, standard deviation is high proficiency level above 75%. Considering the data gathered, the mean percentage of the pre-test increased as shown on the post-test result. This findings shows that the students performed better after using the developed Board Game.
Furthermore, the result in determining the significant difference between the pre-test and post-test result using the t-test of one group shows that the result on the scores obtained on the post-test, that is higher than the pre-test. The computed t-value is remarkably higher than the tabulated value.
Another thing, the constructed developed Board Game based on the LRMDS evaluation toll comprised of three indicators which includes Content Quality, Error Found and Design. Considering the three criterion set, the over all mean score computed reflects that the Board Game "Passed" the LRMDS evaluation tool and is Accepted.
More so, the Level of acceptability of the Mineral Deposit Board Game based on the International Gamification Criterion, in terms of the 4 criteria Emotional/Affective Concern, User- Centricity/ Engagement. Appeal/ Satisfaction and Educational Usability, shows that the overall weighed mean 2.44 with an interpretation of Very Satisfied is Accepted.
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