THE RELATIONSHIP BETWEEN GAME-ASSISTED MATHEMATICS

EDUCATION AND ACADEMIC PERFORMANCE OF SELECTED

BSE MATHEMATICS STUDENTS: BASIS FOR A PROPOSED
INSTRUCTIONAL MATERIAL

An Action Research
Presented to the Faculty
of the College of Education
Taguig City University

In partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education Major in Mathematics

ALONA M. AMBAT
CLARISE S. CALIVO
LEA ANDREA T. GOJIT
ANGEL RENA M. LUEGA
JATER JAY I. SABUSAB

2021
 APPROVAL SHEET

This undergraduate action research titled THE RELATIONSHIP

BETWEEN GAME-ASSISTED MATHEMATICS EDUCATION AND ACADEMIC
PERFORMANCE OF SELECTED BSE-MATHEMATICS STUDENTS: BASIS
FOR A PROPOSED INSTRUCTIONAL MATERIAL, prepared and submitted by
ALONA M. AMBAT, CLARISE S. CALIVO, LEA T. ANDREA GOJIT, ANGEL
RENA M. LUEGA, JATER JAY I. SABUSAB in partial fulfillment of the
requirements for the degree BACHELOR IN SECONDARY EDUCATION
MAJOR IN MATHEMATICS is hereby accepted

MONEMAR B. VELEZ, MAEd

Adviser

Approved by the committee on Oral Examination with the grade of

_____.

FLORDELIZA B. FERRER, MSME

Chairman

MA. CRISTINA D. REYES, MAEd MA. VICTORIA G. ALLINGAG

Member Member

KINSAN S. SANCHEZ
Member

Accepted in partial fulfillment of the requirements for the degreeBachelor

of Secondary Education Major in Mathematics.

JENIFER E. TOLANG, Ed.D.

Dean, College of Education
Chairperson, Graduate School
 ACKNOWLEDGEMENTS

This endeavor has been a remarkably challenging yet rewarding

experience to the researchers. This was made in achievement because of the
people who had helped them in one way or another. Thus, their heartfelt
appreciation and sincere gratitude is humbly extended to the following:
Prof. Monemar B. Velez, their brilliant adviser who has always been
encouraging from the beginning to the end of their study, sharing his expertise,
giving directions, and imparting pieces of advice. His inspiration has propelled the
researchers to finish this study.
The members of the panel of examiners, who extended their valuable insights,
scholarly suggestions and encouraging words to improve the study were
composed of Prof. Flordeliza B. Ferrer, Prof. Maria Cristina D. Reyes, Prof.
Maria Victoria G. Allingag, and Prof. Kinsan S. Sanchez, from the College of
Education, Taguig City University.
Student-Respondents, too numerous to mention by name, who responded to
the survey which constituted much-needed data for this research work;
Parents, Relatives, Friends and Colleagues, for their wishes and prayers;
Above all, the GOD ALMIGHTY, for HIS blessings of health, love, courage, and
vision for the researchers to handle this investigation up to its completion, without
HIM everything would have been impossible.
To GOD be the Glory.

AA, CC, LAG, ARL, JJS

 ABSTRACT

THE RELATIONSHIP BETWEEN GAME-ASSISTED MATHEMATICS

EDUCATION AND ACADEMIC PERFORMANCE OF SELECTED
BSE MATHEMATICS STUDENTS: BASIS FOR A PROPOSED
INSTRUCTIONAL MATERIAL

Alona M. Ambat, Clarise S. Calivo, Lea Andrea T. Gojit,

Angel Rena M. Luega, Jater Jay I. Sabusab

Keywords: Game-Assisted, Game Interface

This study determined The Relationship Between Game-Assisted

Mathematics Education and Academic Performance of Selected BSE

Mathematics Students: Basis for a Proposed Instructional Material

The sample of thirty-three (33) respondents was gathered through total

enumeration sampling. The research included one section of BSE Mathematics

within the Taguig City University. The instrument that served as the data

gathering tool was adapted from a similar existing instrument and was modified

by the researchers that was validated by experts.

 The descriptive method of research was employed to gather data and

information that will describe the relationship of game-assisted mathematics

education and academic performance.

Specifically, the study sought to answer the following questions: (1) What

is the respondents’ grades on the subject History of mathematics (2) What is the

respondents’ perception on Game-Assisted Mathematics Education in terms of:

Students’ Motivation, Students’ Attitudes, Students’ Cognitive Development,

Game Interface and Students Expectation (3) Is there a significant relationship

between the respondents’ assessment and their academic performance? (4)

Based on the findings of the study, what instructional material can be proposed?

Based on the findings of the study, the researcher found out that students

are excited about using game-assisted mathematics education. In addition, the

students’ interest in the lesson increased because of game-assisted education.

Moreover, game-assisted instruction helps students think critically. Meanwhile,

the use of color and layout design in the games are interesting for students.

Lastly, the researchers also concluded that the students want to have more

opportunities to learn using the game approach and expect such game-assisted

materials to be used in their future lessons.

 Table of Contents

1. Introduction

1.1 Theoretical Framework

1.2 Conceptual Framework
1.3 Research Problems
1.4 Hypothesis
1.5 Scope and Limitation

2. Methodology

2.1 Research Design

2.2 Sampling
2.3 Respondents
2.4 Statistical Treatment

3. Results and Discussion

3.1 Conclusion
3.2 Recommendation
3.3 Output

References

Appendices

A. Output
B. Research Instrument
C. Letters
D. Curriculum Vitae
Introduction

In light of the quick advancement of sciences and technologies,

continuous developments of the content, strategies, and objectives of school

mathematics education are required. One of the promising methods for students

to actively participate in learning activities is the game-assisted teaching method.

Game-assisted education encourages active learning and participation by

allowing students to see problem solving in the context of games.

The idea of games as an educational tool is not a new one, it was

originally devised by Hellenic philosophers, Plato and Aristotle. In more recent

history, game-assisted education has been part of the educational theories of

important figures in this scientific area, such as J.A. Comenius (1592–1670), J.

H. Pestalozzi (1746–1827), F. W. Fröbel (1782–1852), H. Spencer (1820–1903),

K. Groos (1861–1946), M. Montessori (1870–1952), J. Piaget (1896–1980), L. S.

Vygotsky (1896–1934), and J. Dewey (1859–1952).

The momentum for widespread integration of game-assisted learning is

now being driven by other factors, including the integration of digital technology

into education.

With this huge increase in game-assisted learning applications questions

about their impact on students will naturally arise. Many studies and reviews of

existing research in this area have been conducted, mostly focused on the effect
of games on students’ performance compared with that of traditional classroom

instruction.

Thus, this study will dwell on The Relationship Between Game-Assisted

Mathematics Education and Academic Performance of Selected BSE

Mathematics Students: Basis for a Proposed Instructional Material but was

limited to the subject History of Mathematics.

Theoretical Framework

Kolb’s Experiential Learning Cycle

David Kolb published his learning styles model in 1984 from which he

developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four-stage cycle

of learning and four separate learning styles. Much of Kolb’s theory is concerned

with the learner’s internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that

can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for

the development of new concepts is provided by new experiences.

Kolb's experiential learning style theory is typically represented by a

four-stage learning cycle in which the learner 'touches all the bases':
 1. Concrete Experience

Kolb’s learning process cycle begins with a concrete experience. This can

either be a completely new experience or a reimagined experience that already

happened. In a concrete experience, each learner engages in an activity or task.

Kolb believed that the key to learning is involvement. It is not enough for learners

to just read about it or watch it in action. In order to acquire new knowledge,

learners must actively engage in the task.

2. Reflective Observation

After engaging in the concrete experience, the learner steps back to reflect

on the task. This stage in the learning cycle allows the learner to ask questions

and discuss the experience with others. Communication at this stage is vital, as it

allows the learner to identify any discrepancies between their understanding and
the experience itself. Good vocabulary also allows a solid review of the events

that occurred.

3. Abstract Conceptualization

The next step in the learning cycle is to make sense of these events. The

learner attempts to draw conclusions of the experience by reflecting on their prior

knowledge, using ideas with which they are familiar or discussing possible

theories with peers. The learner moves from reflective observation to abstract

conceptualization when they begin to classify concepts and form conclusions on

the events that occurred. This involves interpreting the experience and making

comparisons to their current understanding on the concept. Concepts need not

be “new”; learners can analyze new information and modify their conclusions on

already existing ideas.

4. Active Experimentation

This stage in the cycle is the testing stage. Learners return to participating

in a task, this time with the goal of applying their conclusions to new experiences.

They are able to make predictions, analyze tasks, and make plans for the

acquired knowledge in the future. By allowing learners to put their knowledge into

practice and showing how it is relevant to their lives, you are ensuring that the

information is retained in the future.

 As Kolb’s learning theory is cyclical, one can enter the process at any

stage in the cycle. However, the cycle should then be completed in entirety to

ensure that effective learning has taken place. Each stage is dependent on the

others and all must be completed to develop new knowledge.

Although the stages work together to create a learning process, some

individuals may prefer some components over others. While one may depend

heavily on concrete and reflective experiences, they may choose to spend less

time on the abstract and active stages.

Conceptual Framework

This study uses the framework below. It shows the game-assisted

Mathematics education as the Independent Variable, while the Dependent

Variable includes the academic performance of Third year BSE Mathematics

students in the subject History of Mathematics. And for the Proposed Action, The

Relationship Between Game-Assisted Mathematics Education and Academic

Performance of Selected BSE Mathematics Students will be a Basis for a

Proposed Instructional Material.

 Independent Dependent Towards a Proposed

Variable Variable Action

Research Problems

This action research attempts to study The Relationship Between

Game-Assisted Mathematics Education and Academic Performance of Selected

BSE-Mathematics Students: Basis for a Proposed Instructional Material.

Specifically, this will answer the following questions:

1. What is the respondents' grades on the subject History of Mathematics

(A.Y. 2019-2020)?

2. What is the respondents perception on Game-Assisted Mathematics

Education in terms of:

2.1. Students’ Motivation

2.2. Students’ Attitudes

2.3. Students’ Cognitive Development

2.4. Game Interface

2.5. Students Expectation

 3. Is there a significant relationship between the respondents’ assessment

and their academic performance?

4. Based on the findings of the study, what instructional material can be

proposed?

Hypothesis

The hypothesis below will be tested.

There is no significant relationship between students’ academic

performance and the use of games in learning mathematics.

There is no significant relationship between the respondents’ assessment

and their academic performance.

Scope and Limitation

The aim of this study was to determine the Relationship Between

Game-Assisted Mathematics Education and Academic Performance of Selected

BSE Mathematics Students: Basis for a Proposed Instructional Material. The

study covered three factors on (1) Students’ Motivation, (2) Students’ Attitudes,

(3) Students’ Cognitive Development, (4) Game Interface, and (5) Students’

Expectation.
 This action research will be limited to Third year BSE Mathematics

students only and is not conducted to other students of the university.

Methodology

Research Design

This action research will employ quantitative methods. In the quantitative

approach, a research survey will be used. The design was meant to know The

Relationship Between Game-Assisted Mathematics Education and Academic

Performance of Selected BSE Mathematics Students. It will be done through a

survey questionnaire.

Sampling

In order to answer the research questions, the researchers used total

enumeration. In total enumeration, researchers chose to study the entire

population since the group with the specific set of traits of interest is generally

very small. By total enumeration, all members of the whole population are

measured.

Respondents

The respondents are the Third-year students of Bachelor of Secondary

Education Major in Mathematics at Taguig City University.

 Table 1

Frequency and Percentage Distribution of Respondents According to

Gender

Gender Frequency Percentage

Male 10 30.30%

Female 23 69.70%

Total 33 100%

Statistical Treatment

In the current study, student information data from Third year BSE

Mathematics of Taguig City university students were analyzed using SPSS

software. Correlations were calculated for the relationship between students’

academic performance and game-assisted mathematics education using

Pearson’s Correlation Coefficient.

Pearson’s Correlation Coefficient is the test statistics that measures the

statistical relationship, or association between two continuous variable.

𝑁Σ𝑥𝑦−(Σ𝑥)(𝑦)
𝑟= 2 2 2 2
[𝑛Σ𝑥 −(Σ𝑥) ][𝑛Σ𝑦 −(Σ𝑦) ]
Where:

𝑁 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑖𝑟 𝑠𝑐𝑜𝑟𝑒𝑠

Σ𝑥𝑦 = 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠 𝑜𝑓 𝑝𝑎𝑖𝑟𝑒𝑑 𝑠𝑐𝑜𝑟𝑒𝑠

Σ𝑥 = 𝑠𝑢𝑚 𝑜𝑓 𝑥 𝑠𝑐𝑜𝑟𝑒𝑠

Σ𝑦 = 𝑠𝑢𝑚 𝑜𝑓 𝑦 𝑠𝑐𝑜𝑟𝑒𝑠

2
Σ𝑥 = 𝑠𝑢𝑚 𝑜𝑓 𝑠𝑞𝑢𝑎𝑟𝑒𝑑 𝑥 𝑠𝑐𝑜𝑟𝑒𝑠

2
Σ𝑦 = 𝑠𝑢𝑚 𝑜𝑓 𝑠𝑞𝑢𝑎𝑟𝑒𝑑 𝑦 𝑠𝑐𝑜𝑟𝑒𝑠

Table 2

Table of Interpretation for Correlation

1 Perfect Positive Correlation

0.90 to 0.99 Very High Positive Correlation

0.70 to 0.90 High Positive Correlation

0.50 to 0.70 Moderate Positive Correlation

0.30 to 0.50 Low Positive Correlation

0.10 to 0.30 Very Low Positive Correlation

0.00 to 0.10 Markedly Low Positive Correlation

 Table 3

Table of Interpretation for Weighted Mean

Weighted Mean Scale Verbal Interpretation

3.51-4.00 4 Strongly Agree

2.51-3.50 3 Agree

1.51-2.50 2 Disagree

1.00-1.50 1 Strongly Disagree

Results and Discussion

In this chapter the results of the study are presented and discussed with

reference to the aim of the study, which was to determine the Relationship

Between Game-Assisted Mathematics Education and Academic Performance of

Selected BSE Mathematics Students: Basis for a Proposed Instructional Material.

Table 4

Frequency and Percentage Distribution of Students According to Grades

Grade Frequency Percent

1.00 – 1.25 5 15.15%

1.50 – 1.75 21 63.64%

2.00 – 2.25 6 18.18%

2.50 – 2.75 1 3.03%

3.00 – 5.00 0 0%

Total 33 100%

As shown in Table 4, twenty-one (21) or 63.64% belongs to 1.50-1.75

grade bracket, six (6) or 18.18% belongs to 2.00-2.25, five (5) or 15.15% belongs
to 1.00-1.25, one (1) or 3.03% belongs to 2.50-2.75, and no respondent has a

grade of 3.00-5.00, which implies that most of the respondents fall to 1.50-1.75

grade bracket.

Table 5

Distribution of Frequency and Weighted Means on Respondents Perception

on Game-Assisted Mathematics Education in Terms of Students’ Motivation

No. Questions 1 2 3 4 Weighted Verbal

Mean Interpretation

2. I think this 0 1 18 14 3.39 Agree

game-assisted activity

give me lots of

benefits.

3. I prefer to answer 1 2 16 14 3.30 Agree

questions in a way of

using games

compared to using

books or paper.
4. I am very interested in 0 0 12 21 3.64 Strongly Agree

using games for

learning in the future.

5. I prefer to do exercises 0 1 20 12 3.33 Agree

in games rather than

quizzes during class.

6. The usage of games 0 0 11 22 3.67 Strongly Agree

makes the

mathematics subject

more interesting.

7. It is not 2 1 10 20 3.45 Agree

monotonous/boring.

8. I am excited about 0 0 10 23 3.70 Strongly Agree

using game-assisted

mathematics

education.

Grand Weighted Mean 3.50 Agree

 Table 5 shows the perception of the respondents on Game-Assisted

Mathematics Education in terms of Students’ Motivation.

On the first question, the data reveal that the respondents Agree, with a

weighted mean of 3.39, that game-assisted activity give lots of benefits.

On the second question, the data reveal that the respondents Agree, with

a weighted mean of 3.30, that they prefer to answer questions in a way of using

games compared to using books or paper.

On the third question, the data reveal that the respondents Strongly Agree,

with a weighted mean of 3.64, that they are very interested in using games for

learning in the future.

On the fourth question, the data reveal that the respondents Agree, with a

weighted mean of 3.33, that they prefer to do exercises in games rather than

quizzes during class.

On the fifth question, the data reveal that the respondents Strongly Agree,

with a weighted mean of 3.67, that the usage of games makes the mathematics

subject more interesting.

On the sixth question, the data reveal that the respondents Agree, with a

weighted mean of 3.45, that game-assisted mathematics education is not

monotonous/boring.
 On the seventh question, the data reveal that the respondents Strongly

Agree, with a weighted mean of 3.70, that they are excited about using

game-assisted mathematics education.

The overall weighted mean of 3.50 shows that the respondents Agree that

Students’ Motivation is a factor that affects game-assisted mathematics

education among Third-year Bachelor of Secondary Education Major in

Mathematics at Taguig City University.

Table 6

Distribution of Frequency and Weighted Means on Respondents Perception

on Game-Assisted Mathematics Education in Terms of Students’ Attitudes

No. Questions 1 2 3 4 Weighted Verbal

Mean Interpretation

9. I can learn better by 2 5 17 9 3.00 Agree

myself.

10. I can learn according 2 2 22 7 3.03 Agree

to my own pace and

sequence.
11. The content of the 0 0 22 11 3.33 Agree

games match my

subject syllabus.

12. I remember things 0 0 22 11 3.33 Agree

better when I play with

it compared to when I

read it.

13. When I was playing a 0 0 18 15 3.45 Agree

game, I tried my best

to do well in the game.

14. My interest in the 0 0 16 17 3.52 Strongly Agree

lesson increased

because of

game-assisted

education.

15. My self-confidence 0 0 18 15 3.45 Agree

was boosted during

game-assisted
 mathematics

education.

Grand Weighted Mean 3.30 Agree

Table 6 indicates the perception of the respondents on Game-Assisted

Mathematics Education in terms of Students’ Attitudes.

On the first question, the data disclose that the respondents Agree, with a

weighted mean of 3, that they can learn better by themselves.

On the second question, the data disclose that the respondents Agree,

with a weighted mean of 3.03, that they can learn according to their own paced

and sequence.

On the third and fourth question, the data disclose that the respondents

Agree, with a weighted mean of both 3.33, that the content of the games match

their subject syllabus and that they remember things better when they play it

compare to when they read it.

On the fifth and seventh question, the data disclose that the respondents

Agree, with a weighted mean of both 3.45, that when they were playing a game,

they tried their best to do well in the game and that their self-confidence was

boosted during game-assisted mathematics education.

 On the sixth question, the data disclose that the respondents Strongly

Agree, with a weighted mean of 3.52, that their interest in the lesson increased

because of game-assisted education.

The overall weighted mean of 3.30 indicates that the respondents Agree

that Students’ Attitudes is a factor that affects game-assisted mathematics

education among Third-year Bachelor of Secondary Education Major in

Mathematics at Taguig City University.

Table 7

Distribution of Frequency and Weighted Means on Respondents Perception

on Game-Assisted Mathematics Education in Terms of Students’ Cognitive

Development

No. Questions 1 2 3 4 Weighted Verbal

Mean Interpretation

16. Game-assisted 0 0 17 16 3.48 Agree

instruction promotes

knowledge retention.

17. These games help me 0 0 12 21 3.64 Strongly Agree

to think critically.
18. Solving the given 0 0 16 17 3.52 Strongly Agree

problems by using

games is very

interesting.

19. It is worth to try using 0 0 16 17 3.52 Strongly Agree

games for learning in

future.

20. Looking for the answer 0 0 20 13 3.39 Agree

of questions given is

an encouraging activity

when using

game-assisted

instruction.

21. These games 0 0 15 18 3.55 Strongly Agree

challenge my

understanding of the

subject.
 22. Games make it easier 0 0 16 17 3.52 Strongly Agree

to understand how

concepts are applied in

daily life.

Grand Weighted Mean 3.52 Strongly

Agree

Table 7 displays the perception of the respondents on Game-Assisted

Mathematics Education in terms of Students’ Cognitive Development.

On the first question, the data tell that the respondents Agree, with a

weighted mean of 3.48, that game-assisted instruction promotes knowledge

retention.

On the second question, the data tell that the respondents Strongly Agree,

with a weighted mean of 3.64, that these games help them to think critically.

On the third, fourth, and seventh question, the data tell that the

respondents Strongly Agree, with all three of them having a weighted mean of

3.52, that solving the given problems by using games is very interesting, it is

worth to try using games for learning in future, and the use of games make it

easier to understand how concepts are applied in daily life.

 On the fifth question, the data tell that the respondents Agree, with a

weighted mean of 3.39, that looking for the answer of questions given is an

encouraging activity when using game-assisted instruction.

On the sixth question, the data tell that the respondents Strongly Agree,

with a weighted mean of 3.55, that these games challenge their understanding of

the subject.

The overall weighted mean of 3.52 displays that the respondents Strongly

Agree that Students’ Cognitive Development is a factor that affects

game-assisted mathematics education among Third-year Bachelor of Secondary

Education Major in Mathematics at Taguig City University.

Table 8

Distribution of Frequency and Weighted Means on Respondents Perception

on Game-Assisted Mathematics Education in Terms of Game Interface

No. Questions 1 2 3 4 Weighted Verbal

Mean Interpretation

23. Options available in 0 2 19 12 3.30 Agree

the games are easy to

understand.
24. Navigations and 0 2 18 13 3.33 Agree

interactions in the

games are easy to

use.

25. Elements in the games 0 0 18 15 3.45 Agree

are interesting.

26. I just need a very short 0 2 18 13 3.33 Agree

time to know how the

game is functioning.

27. The use of color or 0 0 13 20 3.61 Strongly Agree

design layout in the

games are interesting.

28. Low costs are involved 0 0 21 12 3.36 Agree

in using games as a

teaching tool.

29. Games cover the 0 2 16 15 3.39 Agree

curriculum content.

Grand Weighted Mean 3.40 Agree

 Table 8 illustrates the perception of the respondents on Game-Assisted

Mathematics Education in terms of Game Interface.

On the first question, the data disclose that the respondents Agree, with a

weighted mean of 3.30, that options available in the games are easy to

understand.

On the second and fourth question, the data disclose that the respondents

Agree, with a weighted mean of 3.33, that navigations and interactions in the

games are easy to use and that they just need a very short time to know how the

game is functioning.

On the third question, the data disclose that the respondents Agree, with a

weighted mean of 3.45, that the elements in the games are interesting.

On the fifth question, the data disclose that the respondents Strongly Agree, with

a weighted mean of 3.61, that the use of color or design layout in the games are

interesting.

On the sixth question, the data disclose that the respondents Agree, with a

weighted mean of 3.36, that low costs are involved in using games as a teaching

tool.

On the seventh question, the data disclose that the respondents Agree,

with a weighted mean of 3.39, that the games used cover the curriculum content.
 The overall weighted mean of 3.40 illustrates that the respondents Agree

that Game Interface is a factor that affects game-assisted mathematics education

among Third-year Bachelor of Secondary Education Major in Mathematics at

Taguig City University.

Table 9

Distribution of Frequency and Weighted Means on Respondents Perception

on Game-Assisted Mathematics Education in Terms of Students’

Expectation

No. Questions 1 2 3 4 Weighted Verbal

Mean Interpretation

30. I wish I have more 0 0 16 17 3.52 Strongly Agree

opportunities to learn

using this game

approach.

31. I prefer using games to 0 2 21 10 3.24 Agree

learn compared to

traditional methods in

class.
32. I would like to learn all 0 0 22 11 3.33 Agree

my subjects using

educational games.

33. I think game-assisted 0 1 18 14 3.39 Agree

mathematics learning

can enhance students’

motivation to learn.

34. I think playing a game 0 0 17 16 3.48 Agree

could help me to learn.

35. I'm eager to attend this 0 0 18 15 3.45 Agree

type of game-assisted

learning.

36. I'm expecting such 0 0 16 17 3.52 Strongly Agree

game-assisted

materials to be used in

my future lessons.

Grand Weighted Mean 3.42 Agree

 Table 9 demonstrates the perception of the respondents on

Game-Assisted Mathematics Education in terms of Students Expectation.

On the first and seventh question, the data exhibit that the respondents

Strongly Agree, with a weighted mean of both 3.52, that they wish they have

more opportunities to learn using this game approach and that they’re expecting

such game-assisted materials to be used in their future lessons.

On the second question, the data exhibit that the respondents Agree, with

a weighted mean of 3.24, that they prefer using games to learn compared to

traditional methods in class.

On the third question, the data exhibit that the respondents Agree, with a

weighted mean of 3.33, that they would like to learn all their subjects using

educational games.

On the fourth question, the data exhibit that the respondents Agree, with a

weighted mean of 3.39, that they think game-assisted mathematics learning can

enhance students’ motivation to learn.

On the fifth question, the data exhibit that the respondents Agree, with a

weighted mean of 3.48, that they think playing a game could help them to learn.

On the sixth question, the data exhibit that the respondents Agree, with a

weighted mean of 3.45, that they’re eager to attend this type of game-assisted

learning.
 The overall weighted mean of 3.42 illustrates that the respondents Agree

that Students Expectation is a factor that affects game-assisted mathematics

education among Third-year Bachelor of Secondary Education Major in

Mathematics at Taguig City University.

Table 10

Spearman’s Correlation Analysis Between Students’ Academic

Performance and Students’ Motivation on Game-Assisted Mathematics

Education

Correlations

Grades Students’

Motivation

Grades Pearson 1 .139

Correlation

Sig. (2-tailed) .440

N 33 33
 Students’ Pearson .139 1

Motivation Correlation

Sig. (2-tailed) .440

N 33 33

The value of R is 0.139. Although technically there is a positive correlation

between Students’ Academic Performance and Students’ Motivation, the

relationship between the variables is weak which implies that there is a very low

positive correlation.
 Table 11

Spearman’s Correlation Analysis Between Students’ Academic

Performance and Students’ Attitudes on Game-Assisted Mathematics

Education

Correlations

Grades Students’

Attitudes

Grades Pearson 1 .259

Correlation

Sig. (2-tailed) .145

N 33 33

Students’ Pearson .259 1

Attitudes Correlation

Sig. (2-tailed) .145

N 33 33
 The value of R is 0.259. While technically there is a positive correlation

between Students’ Academic Performance and Students’ Attitudes, the

relationship between the variables is weak, implying a low positive correlation.

Table 12

Spearman’s Correlation Analysis Between Students’ Academic

Performance and Students’ Cognitive Development on Game-Assisted

Mathematics Education

Correlations

Students’

Cognitive

Grades Development

Grades Pearson 1 .274

Correlation

Sig. (2-tailed) .123

N 33 33
 Students’ Pearson .274 1

Cognitive Correlation

Development
Sig. (2-tailed) .123

N 33 33

The value of R is 0.274. Technically, it means that there is a positive

correlation between Students’ Academic Performance and Students’ Cognitive

Development, but a weak correlation between variants and implicit a low positive

correlation.

Table 13

Spearman’s Correlation Analysis Between Students’ Academic

Performance and Game Interface on Game-Assisted Mathematics

Education

Correlations

Grades Game Interface

Grades Pearson 1 .275

Correlation
 Sig. (2-tailed) .121

N 33 33

Game Pearson .275 1

Interface Correlation

Sig. (2-tailed) .121

N 33 33

The value of R is 0.275. Even though there is technically a positive

correlation between Students’ Academic Performance and Game Interface, the

relationship between the variables is weak, suggesting a low positive correlation.

 Table 14

Spearman’s Correlation Analysis Between Students’ Academic

Performance and Students Expectation on Game-Assisted Mathematics

Education

Correlations

Students

Grades Expectation

Grades Pearson 1 .290

Correlation

Sig. (2-tailed) .101

N 33 33

Students Pearson .290 1

Expectation Correlation

Sig. (2-tailed) .101

N 33 33
 The value of R is 0.290. In spite of the fact that there’s a positive

correlation between Students’ Academic Performance and Students Expectation,

the relationship between the factor is weak, which infers that there is a low

positive correlation.

Conclusions

Based from the summary of the findings, the following conclusions were

drawn:

Grades

The grade bracket 1.50-1.75 got the highest frequency of twenty-one (21)

or 63.64% which implies that most of the respondents have grades ranging from

1.50-1.75.

Students’ Motivation

The item no. 8 got the highest weighted mean of 3.70 with a verbal

interpretation of strongly agree, which states that the students are excited about

using game-assisted mathematics education. Despite the fact that there is a

positive correlation between Students’ Academic Performance and Students’

Motivation, the relationship between the variables is weak which implies that

there is a very low positive correlation.

Students’ Attitudes

The item no. 14 got the highest weighted mean of 3.52 with a verbal

interpretation of strongly agree, which specifies that the students are more

interested in lessons if they have a game-assisted material. Although there is a

positive correlation, the relationship between Students’ Academic Performance

and Students’ Attitudes indicates a low positive correlation.

Students’ Cognitive Development

The item no. 17 got the highest weighted mean of 3.64 with a verbal

interpretation of strongly agree, which shows that these games help students

think critically. While there is a positive correlation, the relationship between

Students’ Academic Performance and Students’ cognitive development implies a

low positive correlation.

Game Interface

The item no. 27 got the highest weighted mean of 3.62 with a verbal

interpretation of strongly agree, which suggests that the use of color and layout
design in the games are interesting. Even though there is a positive correlation,

the relationship between Students’ Academic Performance and Students’ Game

Interface implied a low positive correlation.

Students Expectation

The items no. 30 and 36 got the highest weighted mean of 3.52 with

verbal interpretation of Strongly Agree, which indicates that the students wish to

have more opportunities to learn using this game approach and expecting such

game-assisted materials to be used in their future lessons. In spite of the fact that

there’s a positive correlation between Students’ Academic Performance and

Students Expectation, the relationship between the factors is weak which infers

that there is a low positive correlation.

Recommendations

In the light of the findings and conclusions, the following recommendations

are offered to improve the Relationship Between Game-Assisted Mathematics

Education and Academic Performance of Selected BSE-Mathematics Students:

Basis for a Proposed Instructional Material.

Students’ Motivation

The researchers recommend to use game-assisted mathematics

education with moderation. As the students learn, the students may exhibit

collaboration during the game and may also increase their interest to learn.

Students’ Attitudes

The researchers recommend to create a game-assisted material that will

focus on the different enhancement of students’ attitudes. To do this, the teacher

must create a positive learning space for the students, wherein the teacher must

model a positive encouraging attitude for students to believe in their own ability.

The teacher can also help their students to visualize a positive outcome from

every scenario and incorporate rewards system to encourage positivity at all

times.

Students’ Cognitive Development

The researchers recommend to evaluate student’s prior knowledge and

adapt the lessons based on what students already know. Students will feel

positive and be more engaged when new content is linked to what they already

know.
Game Interface

The researchers recommended to give clearer and more precise

instruction on students for them to really understand what they need to do. Also,

the students will be more motivated to do their activity.

Students Expectation

The researchers recommend to use game-assisted mathematics

education most of the time so the students will be getting more interested to

attend the class and having fun while learning mathematics.

Output

Game Title: Who Wants to be a Millionaire: Special Edition

Subject Adapted: History of Mathematics

Proponents: Alona M. Ambat

Clarise S. Calivo

Lea Andrea T. Gojit

Angel Rena M. Luega

Jater Jay I. Sabusab

Objectives:
Game Instructions: ● The students must be able to explain and apply

mathematical concepts and ideas from Ancient

Times.

● The students must be able to recognize and

record major discoveries in the History of

Mathematics.

● The students must be able to enhance their

collaboration skills through answering questions

on their respective groups.

● The class will be divided into three (3) groups.

● The group plays for the $1,000,000 top price.

● The group must answer fourteen (14)

multiple-choice questions correctly in a row to

win the jackpot.

● The group may quit at any time they want and

keep their earnings.

● For each question, the group players are able to

see the questions and answers in advance

before deciding whether to play or not.

● If they do decide to offer an answer , it must be

 correct to stay in the game. If at any stage they

answer incorrectly, they fall back to the last

“guarantee point” either - $5,000 or $50,000 -

and their game is over.

Money Levels Equivalent Score

14 - $ 1 MILLION 20 Points
13 - $ 500,000 19 Points
12 - $ 250,000 18 Points
11 - $ 100,000 17 Points
10 - $ 50,000 15 points
9 - $ 30,000 13 points
8 - $ 20,000 10 Points
7 - $ 10,000 8 Points
6 - $ 7,000 7 Points
5 - $ 5,000 6 Points
4 - $ 3,000 5 Points
3 - $ 2,000 4 Points
2 - $ 1,000 3 Points
1 - $ 500 2 Points

Questions:
Time Frame

Stages Schedule Outcomes

Pre-Assessment

During Assessment

Post-Assessment

Prepared by: Endorsed by: Reviewed by: Approved by:

______________ ______________ ______________ ______________

Alona Ambat Prof. Monemar Prof. Ma. Dr. Normita A.

Proponent B. Velez Cristina Reyes Villa

Research Adviser Research VP For Research,

Coordinator Extension,
 Planning & GAD

______________ ______________

Clarise S. Calivo Dr. Jennifer E.

Proponent Tolang

College Dean,

______________ CED

Lea Andrea T. Program Chair,

Gojit MAED

Proponent

______________

Angel Rena M.

Luega

Proponent

______________

Jater Jay I.

Sabusab

Proponent
References

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Appendices
Output
Research Instrument

In gathering the data, the researchers used one main instrument. The

questionnaire was divided into six sections: Section A dealt with the students’

grade, Section B determines students’ motivation, Section C shows the students’

attitudes, Section D indicates students’ cognitive development, Section E

demonstrates the game interface, and Section F presents students’ expectation.

The research questionnaire consists of thirty-six (36) items. A rating scale of 1, 2,

3, and 4 was used where 1 indicates Strongly Disagree, 2- Disagree, 3- Agree,

and 4- Strongly Agree. The respondents have to check the column that

corresponds to the degree of their agreeableness on each statement listed on the

questionnaire.

The research questionnaire consisted of twenty-four (24) items which were

derived from the questionnaire developed by Roslina Ibrahim, Rasimah Che

Mohd Yusoff, Hasiah Mohamed, and Azizah Jaafar (2014) but was modified to

suit the Philippine setting and the research problem.

SECTION A – Students’ Profile

Directions: Please read the statement or question below and provide the answer

appropriate for the question.

1. What is your final grade in History of Mathematics (A.Y. 2019-2020)?

_______

SECTION B-F – Please read each statement carefully and indicate your answer

using the following scale.

Strongly Disagree Agree Strongly Agree

Disagree

1 2 3 4

SECTION B – Students’ Motivation

No. Questions 1 2 3 4

2. I think this game-assisted activity give me lots of

benefits.

3. I prefer to answer questions in a way of using

games compared to using books or paper.
 4. I am very interested in using games for learning in

the future.

5. I prefer to do exercises in games rather than

quizzes during class.

6. The usage of games makes the Mathematics

subject more interesting.

7. It is not monotonous/boring.

8. I am excited about using game-assisted

Mathematics education.

SECTION C – Students’ Attitudes

No. Questions 1 2 3 4

9. I can learn better by myself.

10. I can learn according my own paced and

sequence.

11. The content of the games match my subject

syllabus.
 12. I remember things better when I play with it

compare to I read it.

13. When I was playing a game, I tried my best to do

well in the game.

14. My interest in the lesson increased because of

game-assisted education.

15. My self-confidence was boosted during

game-assisted mathematics education.

SECTION D – Students’ Cognitive Development

No. Questions 1 2 3 4

16. Game-assisted instruction promotes knowledge

retention.

17. These games help me to think critically.

18. Solving the given problems by using games is

very interesting.

19. It is worth to try using games for learning in future.

 20. Looking for the answer of questions given is an
encouraging activity when using game-assisted
instruction.

21. These games challenge my understanding of the

subject.

22. Games make it easier to understand how

concepts are applied in daily life.

SECTION E – Game Interface

No. Questions 1 2 3 4

23. Options available in the games are easy to

understand.

24. Navigations and interactions in the games are

easy to use.

25. Elements in the games are interesting.

26. I just need a very short time to know how the

game is functioning.
 27. The use of color or design layout in the games are

interesting.

28. Low costs are involved in using games as a

teaching tool.

29. Games cover the curriculum content.

SECTION F – Students’ Expectation

No. Questions 1 2 3 4

30. I wish I have more opportunities to learn using this

game approach.

31. I prefer using games to learn compared to

traditional methods in class.

32. I would like to learn all my subjects using

educational games.

33. I think game-assisted mathematics learning can

enhance students’ motivation to learn.

34. I think playing a game could help me to learn.

35. I'm eager to attend this type of game-assisted

learning.

36. I'm expecting such game-assisted materials to be

used in my future lessons.
 VALIDATION LETTER

July 27, 2021

DR. RONALD F. CAGAMPAN
Master Teacher II, Senior High School Department
Signal Village National High School

Dear Dr. Cagampan:

Greetings of Peace and Love!

The undersigned are conducting a research titled “THE RELATIONSHIP OF

GAME-ASSISTED MATHEMATICS EDUCATION AND ACADEMIC
PERFORMANCE OF THIRD YEAR STUDENTS OF BACHELOR OF
SECONDARY EDUCATION MAJOR IN MATHEMATICS AT TAGUIG CITY
UNIVERSITY: BASIS FORA PROPOSED INSTRUCTIONAL MATERIAL” – a
requirement for the degree, Bachelor of Secondary Education major in
Mathematics.

The research aims to determine the relationship of game-assisted mathematics

education and academic performance of third year students of bachelor of
secondary education major in mathematics. Hence, with the intention of creating
a basis for a proposed instructional materials. With your expertise, the
undersigned are humbly asking for your permission to validate the adapted
questionnaire for the study using the provided rating tool.

Thank you for your support and cooperation. To God be the Glory!

Very respectfully yours,

JATER JAY IMAN SABUSAB

ALONA AMBAT
CLARISE CALIVO
LEA ANDREA GOJIT
ANGEL RENA LUEGA

Contents noted by:

PROF. MONEMAR B. VELEZ

Research Adviser
 VALIDATION SHEET

Name of Validator: Ronald F. Cagampan

Degree: Doctor in Educational Management
Position: Master Teacher II
No. of years in Teaching: 16

To the evaluator: Please check the appropriate box for your ratings.

Scale: 5 – Excellent 4 – Very good 3 – Good 2 – Fair 1 – Poor

5 4 3 2 1
1. Clarity and Directions of Items.
The vocabulary level, language, /
structure, and conceptual level of
participants. The test directions and
the items are written in a clear and
understandable manner.
2. Presentation and Organization of
Items. /
The items are presented and
organized in logical manner.
3. Suitable of Items.
The item appropriately presented the
substance of the research. The /
questions are designed to determine
the skills that are supposed to be
measured.
4. Adequateness of the Content.
The number of the questions per /
area is a representative enough of all
the questions needed for the
research.
5. Attainment of Purpose.
The instrument fulfills the objectives /
needed for the research.
 6. Objectives.
Each item question requires only one
specific answer or measures only /
one behavior, and no aspect of the
questionnaire suggests in the past of
the researcher.
7. Scale and Evaluation Rating. /
The scale adapted is appropriate for
the item.

Comments/ Suggestions
1. Please check your Theoretical Framework variables, use them as your
dependent variables.
2. The questionnaire will not result to the ‘effect’ which your objective/s
is/are looking for.
3. The effect can be best analyzed if you are going to design pretest and
posttest instead.

Remarks: The over-all contents are sufficient in terms of respondent’s

details.

___________________________
Signature Over Printed Name
 VALIDATION LETTER

July 27, 2021

PROF. FLORDELIZA B. FERRER
Faculty Assistant to the Dean
This University

Dear Professor Ferrer:

Greetings of Peace and Love!

The undersigned are conducting a research titled “THE RELATIONSHIP OF

GAME-ASSISTED MATHEMATICS EDUCATION AND ACADEMIC
PERFORMANCE OF THIRD YEAR STUDENTS OF BACHELOR OF
SECONDARY EDUCATION MAJOR IN MATHEMATICS AT TAGUIG CITY
UNIVERSITY: BASIS FORA PROPOSED INSTRUCTIONAL MATERIAL” – a
requirement for the degree, Bachelor of Secondary Education major in
Mathematics.

The research aims to determine the relationship of game-assisted mathematics

education and academic performance of third year students of bachelor of
secondary education major in mathematics. Hence, with the intention of creating
a basis for a proposed instructional materials. With your expertise, the
undersigned are humbly asking for your permission to validate the adapted
questionnaire for the study using the provided rating tool.

Thank you for your support and cooperation. To God be the Glory!

Very respectfully yours,

JATER JAY IMAN SABUSAB

ALONA AMBAT
CLARISE CALIVO
LEA ANDREA GOJIT
ANGEL RENA LUEGA

Contents noted by:

PROF. MONEMAR B. VELEZ

Research Adviser
 VALIDATION SHEET

Name of Validator: Flordeliza B. Ferrer

Degree: Master of Science in Mathematics Education
Position: Assistant Professor I
No. of years in Teaching: 10

To the evaluator: Please check the appropriate box for your ratings.

Scale: 5 – Excellent 4 – Very good 3 – Good 2 – Fair 1 – Poor

5 4 3 2 1
1. Clarity and Directions of Items.
The vocabulary level, language, /
structure, and conceptual level of
participants. The test directions and
the items are written in a clear and
understandable manner.
2. Presentation and Organization of /
Items.
The items are presented and
organized in logical manner.
3. Suitable of Items. /
The item appropriately presented the
substance of the research. The
questions are designed to determine
the skills that are supposed to be
measured.
4. Adequateness of the Content. /
The number of the questions per
area is a representative enough of all
the questions needed for the
research.
5. Attainment of Purpose. /
The instrument fulfills the objectives
needed for the research.
 6. Objectives.
Each item question requires only one
specific answer or measures only /
one behavior, and no aspect of the
questionnaire suggests in the past of
the researcher.
7. Scale and Evaluation Rating. /
The scale adapted is appropriate for
the item.

Comments/ Suggestions

1. Please be consistent with the terms you use. Game-Assisted is different

from Game-Based Learning

2. The perception of the students does not guarantee the effects of

Game-Assisted in academic performance

3. Please include some personal profile of the respondents on questionnaire

like age and gender.

4. The respondents are Grade 7 students from the government school and I
assume that they are ones who experienced online learning for the first
time when they first step at junior high school. How they use the
game-assisted instructional material? Offline? What are their means in
playing such games?

5. Please incorporate all my comments and queries before you administer the
survey. Good Luck !

Remarks: The over-all contents are sufficient in terms of respondent’s

details.

___________________________
Signature Over Printed Name
 VALIDATION LETTER

July 27, 2021

PROF. EDITHA C. MATEO
Coordinator, Educational Technology
This University

Dear Prof. Mateo:

Greetings of Peace and Love!

The undersigned are conducting a research titled “THE RELATIONSHIP OF

GAME-ASSISTED MATHEMATICS EDUCATION AND ACADEMIC
PERFORMANCE OF THIRD YEAR STUDENTS OF BACHELOR OF
SECONDARY EDUCATION MAJOR IN MATHEMATICS AT TAGUIG CITY
UNIVERSITY: BASIS FORA PROPOSED INSTRUCTIONAL MATERIAL” – a
requirement for the degree, Bachelor of Secondary Education major in
Mathematics.

The research aims to determine the relationship of game-assisted mathematics

education and academic performance of third year students of bachelor of
secondary education major in mathematics. Hence, with the intention of creating
a basis for a proposed instructional materials. With your expertise, the
undersigned are humbly asking for your permission to validate the adapted
questionnaire for the study using the provided rating tool.

Thank you for your support and cooperation. To God be the Glory!

Very respectfully yours,

JATER JAY IMAN SABUSAB

ALONA AMBAT
CLARISE CALIVO
LEA ANDREA GOJIT
ANGEL RENA LUEGA

Contents noted by:

PROF. MONEMAR B. VELEZ

Research Adviser
 VALIDATION SHEET

Name of Validator: Editha C. Mateo

Degree: Master’s Degree
Position: Faculty Member
No. of years in Teaching: 19

To the evaluator: Please check the appropriate box for your ratings.

Scale: 5 – Excellent 4 – Very good 3 – Good 2 – Fair 1 – Poor

5 4 3 2 1
1. Clarity and Directions of Items. /
The vocabulary level, language,
structure, and conceptual level of
participants. The test directions and
the items are written in a clear and
understandable manner.
2. Presentation and Organization of /
Items.
The items are presented and
organized in logical manner.
3. Suitable of Items. /
The item appropriately presented the
substance of the research. The
questions are designed to determine
the skills that are supposed to be
measured.
4. Adequateness of the Content. /
The number of the questions per
area is a representative enough of all
the questions needed for the
research.
5. Attainment of Purpose. /
The instrument fulfills the objectives
needed for the research.
 6. Objectives. /
Each item question requires only one
specific answer or measures only
one behavior, and no aspect of the
questionnaire suggests in the past of
the researcher.
7. Scale and Evaluation Rating. /
The scale adapted is appropriate for
the item.

Comments/ Suggestions
1. Rephrase your question 1 change the word perception to assessment.
2. Rephrase the SOP 3 to Is there significant relationship between the
assessment of respondents of game-assisted mathematics education
and students’ academic performance?
3. The indicators must be an action verb

Remarks: The over-all contents are sufficient in terms of respondent’s

details.

___________________________
Signature Over Printed Name
Curriculum Vitae

NAME: ALONA M. AMBAT

YEAR LEVEL AND SECTION: 3RD/ BSE MATHEMATICS A2018

ADDRESS: 208 6TH ST. GHQ VILLAGE BRGY.

KATUPARAN, TAGUIG CITY

BIRTHDATE: October 4, 2000

CONTACT NUMBER: 09560869284

EMAIL ADDRESS: alonaambat104@gmail.com

NAME: CLARISE S. CALIVO

YEAR LEVEL AND SECTION: 3RD/ BSE MATHEMATICS A2018

ADDRESS: BLK 16 LOT 8 PHASE 2 BRGY.

PINAGSAMA, TAGUIG CITY

BIRTHDATE: June 29, 1999

CONTACT NUMBER: 09568123776

EMAIL ADDRESS: klengcalivo@gmail.com

NAME: LEA ANDREA T. GOJIT

YEAR LEVEL AND SECTION: 3RD/ BSE MATHEMATICS A2018

ADDRESS: NO.7 CHEZA ST. ZONE 1 NORTH

SIGNAL VILLAGE, TAGUIG CITY

BIRTHDATE: November 30, 1998

CONTACT NUMBER: 09569161751

EMAIL ADDRESS: andreagojit@gmail.com

NAME: ANGEL RENA M. LUEGA

YEAR LEVEL AND SECTION: 3RD/ BSE MATHEMATICS A2018

ADDRESS: 6 BALIMBING ST. BRGY. NORTH

SIGNAL VILLAGE, TAGUIG CITY

BIRTHDATE:

CONTACT NUMBER: 09568123776

EMAIL ADDRESS: luegaangelrena90@gmail.com

NAME: JATER JAY I. SABUSAB

YEAR LEVEL AND SECTION: 3RD/ BSE MATHEMATICS A2018

ADDRESS: 391 6TH ST. GHQ VILLAGE BRGY.

KATUPARAN, TAGUIG CITY

BIRTHDATE: December 3, 1999

CONTACT NUMBER: 09611579504

EMAIL ADDRESS: jayimansabusab23@gmail.com