Development And Validation Of Board Game In Teaching Science
Type
Thesis
Authors
Category
Publication Year
2018
Pages
89
Abstract
cience is an amazing subject that can feed them from their curiosity, with the knowledge of science, they learn to think logically and enable a person to solve problems. Communications, medicine, transportation, and almost everything they see around them are possible because individuals have used their knowledge of science and converted in real life applications.
This study determined the impact of the developed board games to the academic performance of the students especially in the least mastered skills. The study utilized descriptive method of research with the used of survey checklist questionnaire. This study involved 100 student respondents and 5 experts: 1 LRMDS School Coordinator, 2 advisers teachers, 1 Science Master teacher, 1 District Science Coordinator of Caloocan North Elementary School. The statistical tools were mean, weighted mean and t-test.
The study came up with the following findings 1) The least mastered skill topics in Science 5 based on the Fourth Quarter Test of S.Y 2016-2017 were forces that contribute to the weathering of rocks, identifying the agents of soil erosion, identifying the phases of the moon, and identifying star pattern/ constellations with a mean percentage score of 20.20, 20.90, 31.70 and 21.40 with a no mastery level of proficiency. 2) From the identified least mastered skill phases of the moon, the researcher developed an MS or My Science Board Game 1 which is a modified snake and ladder game. This board game comes with a follow up game, the MS or My Science Board Game 2 which have 4 levels that will lead the students to mastery in the mentioned learning topics. 3) It was found that the weighted mean result of 2.02, 2.09, 3.22, and 2.14 for pre-test got a mean percentage score of 20.20, 20.90, 32.20, and 21.40 which were lower than the 75% level of proficiency. Moreover, post-test result got a weighted mean of 8.56, 8.76, 7.89, and 8.65 with a mean percentage score of 85.60, 87.60, 78.90, and 86.50 which were all higher than 75% level of proficiency. This means that the developed board game was very effective in raising the academic performance of the students. 4) With the significant level of .05, the t-value was 1.98 for the degree of freedom 99. Since 48.12, 45.36, 41.71 and 40.25 are greater than 1.98, at 5% significant level, there was a significant difference between the pre-test and the post-test mean score of the respondents. 5) The mean score gathered from the survey for the experts got an average of 3.74 with a descriptive rating of "Very Satisfactory" in the Content factor, a weighted mean of 4.0 with the corresponding verbal interpretation of "Not Present" in the factor Other Findings, and an average weighted mean of 3.87 with the corresponding verbal interpretation of "Very Satisfactory" in the factor Additional Requirements for Manipulative. It meant that the developed board game was accepted by the experts and they recommend it to teachers to use in their teaching process. 6) The comments of the 2 Adviser Teachers; 1 Science Master Teacher, 1 District Science Coordinator and 1 LRMDS Coordinator in Caloocan North Elementary School were nice and a great help for the enhancement of the developed board game. They all complement that using the tool, students will attain their mastery of the lesson. Their suggestions gave the researcher ideas on how to further enhance the developed board game by providing more interactive strategies in their playing experience.
From the findings, the following conclusions were drawn: 1) The identified least mastered skill topics in Science 5 based on the Fourth Quarter Test of S.Y. 2016-2017 were describe the forces that contribute to the weathering of rocks, identify the agents of soil erosion, identify the phases of the moon and identify star patterns/ constellations. 2) Based on the least mastered skill topics describe the forces that contribute to the weathering of rocks, identify the agents of soil erosion, identify the phases of the moon and identify star patterns/ constellations, the researcher developed a board game that is simple to play, fun, creative, cost wise and great way to establish the mastery to the lesson. 3) Using the developed board game as a learning tool to the students was effective. 4) After using the science board game, there was a significant difference between the pretest and posttest score of the respondents. This was an indication that students increased their understanding on the least mastered skill because of the board game. 5) The developed board game met the LRMDS. 6) The comments and suggestions regarding the developed board game were about how students will be benefited from tool and more of additional strategy that will make the developed board game more enjoyable that will give students valuable and meaningful learning experiences. Based on the findings and conclusions the following recommendations were proposed: 1) Testing Coordinator of the school or teachers should monitor the test results together with the help of the school administration, identify the least mastered skills every periodic test and develop a board game fro each; 2) After the least mastered skills were identified, teachers should have collaboration and cooperate to a team that will develop board game. Students should also welcome any interventions given by their teacher. Always remember that teachers will just guide you but the learning will always matters on you; 3) Developed board game should be properly planned, organized, suited to the learning capabilities of the students, objective oriented based from learning competency in the curriculum guide provided by the DEpEd, and should be evaluated, 4) The developed board game should be planned, implemented and evaluated. A pre-test and post-test should be provided to the students to determine whether they mastered the least mastered skill or not. 5) The researcher recommends the teacher to develop board games that complies with the LRMDS standards. 6) Teachers who will create board games should simplify mechanics and be creative in coming up with content to aid students in mastering the learning competency.
This study determined the impact of the developed board games to the academic performance of the students especially in the least mastered skills. The study utilized descriptive method of research with the used of survey checklist questionnaire. This study involved 100 student respondents and 5 experts: 1 LRMDS School Coordinator, 2 advisers teachers, 1 Science Master teacher, 1 District Science Coordinator of Caloocan North Elementary School. The statistical tools were mean, weighted mean and t-test.
The study came up with the following findings 1) The least mastered skill topics in Science 5 based on the Fourth Quarter Test of S.Y 2016-2017 were forces that contribute to the weathering of rocks, identifying the agents of soil erosion, identifying the phases of the moon, and identifying star pattern/ constellations with a mean percentage score of 20.20, 20.90, 31.70 and 21.40 with a no mastery level of proficiency. 2) From the identified least mastered skill phases of the moon, the researcher developed an MS or My Science Board Game 1 which is a modified snake and ladder game. This board game comes with a follow up game, the MS or My Science Board Game 2 which have 4 levels that will lead the students to mastery in the mentioned learning topics. 3) It was found that the weighted mean result of 2.02, 2.09, 3.22, and 2.14 for pre-test got a mean percentage score of 20.20, 20.90, 32.20, and 21.40 which were lower than the 75% level of proficiency. Moreover, post-test result got a weighted mean of 8.56, 8.76, 7.89, and 8.65 with a mean percentage score of 85.60, 87.60, 78.90, and 86.50 which were all higher than 75% level of proficiency. This means that the developed board game was very effective in raising the academic performance of the students. 4) With the significant level of .05, the t-value was 1.98 for the degree of freedom 99. Since 48.12, 45.36, 41.71 and 40.25 are greater than 1.98, at 5% significant level, there was a significant difference between the pre-test and the post-test mean score of the respondents. 5) The mean score gathered from the survey for the experts got an average of 3.74 with a descriptive rating of "Very Satisfactory" in the Content factor, a weighted mean of 4.0 with the corresponding verbal interpretation of "Not Present" in the factor Other Findings, and an average weighted mean of 3.87 with the corresponding verbal interpretation of "Very Satisfactory" in the factor Additional Requirements for Manipulative. It meant that the developed board game was accepted by the experts and they recommend it to teachers to use in their teaching process. 6) The comments of the 2 Adviser Teachers; 1 Science Master Teacher, 1 District Science Coordinator and 1 LRMDS Coordinator in Caloocan North Elementary School were nice and a great help for the enhancement of the developed board game. They all complement that using the tool, students will attain their mastery of the lesson. Their suggestions gave the researcher ideas on how to further enhance the developed board game by providing more interactive strategies in their playing experience.
From the findings, the following conclusions were drawn: 1) The identified least mastered skill topics in Science 5 based on the Fourth Quarter Test of S.Y. 2016-2017 were describe the forces that contribute to the weathering of rocks, identify the agents of soil erosion, identify the phases of the moon and identify star patterns/ constellations. 2) Based on the least mastered skill topics describe the forces that contribute to the weathering of rocks, identify the agents of soil erosion, identify the phases of the moon and identify star patterns/ constellations, the researcher developed a board game that is simple to play, fun, creative, cost wise and great way to establish the mastery to the lesson. 3) Using the developed board game as a learning tool to the students was effective. 4) After using the science board game, there was a significant difference between the pretest and posttest score of the respondents. This was an indication that students increased their understanding on the least mastered skill because of the board game. 5) The developed board game met the LRMDS. 6) The comments and suggestions regarding the developed board game were about how students will be benefited from tool and more of additional strategy that will make the developed board game more enjoyable that will give students valuable and meaningful learning experiences. Based on the findings and conclusions the following recommendations were proposed: 1) Testing Coordinator of the school or teachers should monitor the test results together with the help of the school administration, identify the least mastered skills every periodic test and develop a board game fro each; 2) After the least mastered skills were identified, teachers should have collaboration and cooperate to a team that will develop board game. Students should also welcome any interventions given by their teacher. Always remember that teachers will just guide you but the learning will always matters on you; 3) Developed board game should be properly planned, organized, suited to the learning capabilities of the students, objective oriented based from learning competency in the curriculum guide provided by the DEpEd, and should be evaluated, 4) The developed board game should be planned, implemented and evaluated. A pre-test and post-test should be provided to the students to determine whether they mastered the least mastered skill or not. 5) The researcher recommends the teacher to develop board games that complies with the LRMDS standards. 6) Teachers who will create board games should simplify mechanics and be creative in coming up with content to aid students in mastering the learning competency.
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