DON HONORIO VENTURA STATE UNIVERSITY

Santo Tomas Campus

College of Education

ENHANCING GRADE IV STUDENTS’ QUARTERLY ASSESSMENT

SCORES IN MATHEMATICS SUBJECT THROUGH “WHO WANTS TO
BE A MILLIONAIRE?” A GAMIFIED APPLICATION

An Action Research Study presented to

Don Honorio Ventura State University
Sto. Tomas Campus

In Partial Fulfillment
of the Requirements of the Degree
BACHELOR OF ELEMENTARY EDUCATION

by

Aguilar, Joanna A.

Gutierrez, Louella C.

Punzalan, Camille G.

Sese, Natasha Mae S.

Vergara, Arnel M.

December 2024
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Chapter 1

Problem and its Background

Introduction

The goal of every public elementary and even private institution was to

established quality education to enhance students’ knowledge and skills.

However, in the recent observation among the teachers have concerning the

scores of the fourth-grade students in their previous quarterly assessment in

mathematics using traditional method paper-and-pen.

Quarterly Assessment evaluates student learning at the conclusion of each

quarter, according to Liego, M. A. (2020). These could take the shape of

performance-based evaluations and objective tests. According to (Khaled,

S.,2020) states that summative assessments are typically used to compare student

learning to benchmark or standard. Traditional teaching methods often fail to

engage students, resulting in low motivation and poor test scores.

When it comes to learning, students have sincere aspirations to fulfill their

needs or desires in terms of academic motivation. Lack of motivation makes

students feel more distracted, disinterested, and reluctant to participate in class,

which has a significant impact on learning (Özen, 2017).

Gamification, the strategic use of game design elements in non-game

contexts, has shown promise in enhancing student engagement and learning

outcomes. The term "gamification" in education describes the use of game

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mechanics and elements to increase student engagement. Rewards, leader boards,

social activities, badges, missions, challenges, and elements of free choice in

course design are all components of gamification. In addition to the (Myers, E.,

2020) gamification has gained attention as a potentially useful intervention

technique in a number of domains, most notably education. Gamification has been

demonstrated to boost student motivation, engagement, and achievement by

incorporating game elements like leaderboards, badges, and points into the

educational process.

Therefore, this study will use “who wants to be a millionaire?” by allowing

students to actively participate in their cognitive process, active learning strategies

increase their motivation and engagement. In the study of Badahir, A. et al.

(2017) findings of the experiment indicate that it is possible to use our models to

create a super player for "Who wants to be a millionaire?" This study

demonstrates that using artificial intelligence to facilitate crowdsourcing is a

crucial technique for addressing inquiries which present challenges to the most

advanced question-answering systems.

In addition to, the study of Alfianita, V. (2023) 'Who Wants to Be a

Millionaire' game was developed and evaluated as a novel cognitive learning

assessment tool for third-grade elementary school students. Experts in media and

mathematics, as well as third-graders, evaluated the game's feasibility and found it

to be "very feasible." The results show the game's great potential as a fun and
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efficient way to evaluate cognitive learning outcomes, with the potential to

completely transform educational assessments around the world. In the study of

Kadoic, N. (2022) who wants to be a millionaire? implemented as GBL

(WWTBM). A quiz is typically merely an illustration of gamification. In this

paper's case study, WWTBM was utilized for a specific audience in the form of a

popular television program. The case study was used as a component of the

professional development training for the faculty of the Faculty of Organization

and Informatics (FOI) at the University of Zagreb. Numerous subjects pertaining

to the use of modern teaching and learning techniques and methods, including

flipped classrooms, work-based learning, project-based learning, and laboratory-

based learning, were covered in the course.

This study differed among others because of its unique approach in

analyzing and improving the motivation in answering the quarterly assessments of

the students. Other studies, still utilize the pen and paper test method. While this

study, will focus on the enhancing of the quarterly assessment of grade 4 students

scores in mathematics subject while individually integrate gamified application to

grade them. With this data, future and already elementary teachers can appreciate

using gamification in assessing students’ learning. Understanding this study assist

those intermediate teachers in encouraging their students to study and for the

students to boost their exam scores as well as their enthusiasm and engagement.
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Conceptual Framework

IV DV

Who Wans to be a Grade IV Students’ Quarterly

Millionnaire? Assessment Scores in
Mathematics Subject

Figure 1. Conceptual Framework

Figure 1 illustrated the IV DV model that would show how independent

variable affects the dependent variable. As per (Bhandari, 2022) in research,

variables are aspects that can take on different value based on their characteristics

such as; age, shape, weight, height, or test scores. The independent variable is the

cause and the dependent variable is the effect that depends on the changes of

independent variable. The independent variable is the gamified application “who

wants to be a millionaire?” to show how it will affect the quarterly assessment

scores of grades 4 students.

Statement of the Problem

The study’s goal will be determining how well the “Who Wants to be a

Millionnaire?”, a gamified application enhanced the grade 4 learner’s scores in

their next quarterly assessment in mathematics subject. Moreover, this will

answer the following questions:

1. What will be the effect of gamified strategy to use in the learner’s

motivation in answering the assessment?

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2. After the gamification process, how well the students score in their

quarterly assessment?

3. Is there a significant difference between the Second Quarter and Third

Quarterly Exam Scores?

Innovation/Intervention/Strategies

The researchers will be using Gamified Application of “Who Wants to be

a Millionaire?” testing students’ learning rather than paper and pencil methods.

The gamification method will be designed to take into consideration the students

current scores in their 1st quarterly test. This will be utilized because it was seen

that the grade 4 students received low MPS in their Mathematics subject.

This will be practice before approaching the next quarterly exams. With the

help of gamified method of testing, students will gain motivation and

encouragement answering their exam questions rather than reading and writing

them through paper and pen.

It will be anticipated that this method will provide more interactive,

students are more likely to participate and answer the exams. These methods will

tap into students, encouraging them to enjoy the learning process and feel a sense

of achievement along the way. In the existing studies indicate that students

engaged with the gamified reading assessment and were inspired by difficult yet

manageable assignments they did, however, express dissatisfaction with certain

aspects of the design and stated that they were more interested in seeing patterns
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and game tactics than in the reading abilities being evaluated (Reed, D. K. et al,

2019). In addition, the study of (Pitoyo, M. D, 2020) findings indicate that after

completing multiple gamified Educational Apps such as Quizizz tests, students

were inspired and eager to learn more.

Significance of the Study

Every study has importance that will be a great to the society and the

findings of this study could be beneficial to the following;

Learners. The result of the study might help the learners to have a sense of

motivation to enhance their honest participation in conducting summative

assessment.

Teachers. The results of this action research will show how this strategy is

effective. If the teacher wants to enhance the participation of the learners in

conducting quarterly tests, they can use this strategy to have an engaging learning

environment.

School Administrators. Administrators can enhance learners' participation

through this strategy. They can make plans to cater the needs of the learners to

their academic performances by promoting this strategy in teaching and learning

process.

Department of Education. This study will help the department of education to

have an idea for the curriculum that will enhance the learners' engagement in

conducting quarterly tests and promotes appropriate rules.

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Future Researchers. This study can be used as a blueprint for future researchers

who plan on conducting study related to our study.

Scope and Delimitation

Finding out how well the Gamified Application entitled “Who wants to be a

Millionaire?” application in one of the Public Elementary School in the Province

of Pampanga school year 2024-2025 will enhance the score in the next quarterly

assessment. Therefore, the total population of 70 fourth-grade students enrolled in

the current academic year will be the respondents of the study. It is possible that

the findings of this study will not be applicable to other academic year, primary

grade level, or another school.

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Definition of Terms.

Gamified Strategy- This is the strategy that will be used to enhance the

motivation and engagement of the grade 4 learners in conducting their quarterly

assessment in mathematics subject. Vibhakumari Solankiand Maria Aith (2020)

stated that gamification has become popular for the difficult subjects to make it

easy for kids. Furthermore, the researchers aim to enhance scores in taking their

mathematics quarterly assessments by using the gamified applications “Who

Wants To Be A Millionaire”.

Quarterly Assessment- This kind of assessment is conducted at the last part of

the quarter to measure the knowledge of the learners. As per Brad Hummel

(2024), quarterly assessment are the tests/ exams that evaluate how much learners

have learned through the whole quarter. Hence, researchers aim to get the

quarterly assessment scores to compare it using traditional method and the

gamified application.

Motivation- is an energized behavior to achieve a specific goal. According to

Kendra Cherry (2023), motivation is the process that initiates, guide, and

maintains goal- oriented behavior. Therefore, the researchers can get where the

students’ boost their determination while answering the quarterly assessment

using the mentioned gamified application. Whether the grade four students will
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engage in external, intrinsic, relatedness, autonomy, and competency kind of

motivation.

Process- it is a series of actions to achieve a goal. Scott Baird (2024) stated that

process is a steps and decisions involved in completing work.. The study will use

a gamified strategy, "Who wants to be a millionaire?", in their quarterly

assessment to increase student engagement and motivation. The game mechanics,

rewards, leader boards, social activities, badges, missions, and challenges will be

used to actively participate in the cognitive process.

Effect- it is the consequence of an action. According to Eoghan Ryan (2023), it

refers to the result or change itself, as in the phrase “cause and effect”. Ryan

highlights the intricate cause-and-effect dynamic, where effects represent changes

or outcomes resulting from a preceding cause. The study will identify whether the

gamified application has an improvement to both motivation and scores of the

respondents.
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CHAPTER II

RESEARCH METHODOLOGY

Research Design

This study will use quasi-experimental research design. Intervention being

studied in quasi-experiments is typically administered in everyday delivery

situations and through real-life solutions with regularly readily accessible

resources (Bärnighausen, 2017). The researchers also aim to use quantitative

methods to deal with the mathematical data through provided questionnaires.

Additionally, (Mohajan, 2020) quantitative research provides numerical data, it is

used to generalize findings from a wider sample group and quantify attitudes,

views, actions, and other designated characteristics.

Respondents of the Study

The study’s scope will be the fourth-grade elementary students enrolled in

the academic year 2024-2025 in a certain public elementary school in the

Municipality of San Simon Therefore, with the total population and actual records

of 70 grade four students will be the respondents of this study.

Sampling Method

A set of students will be selected to be the respondents based on the result

of their 1st quarterly assessment score. Moreover, the researcher will be utilizing
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the Mean Percentage Score (MPS) as a baseline to ensure that data will be

compared equally to the second quarterly assessment score.

Table 1. Intermediate Grade level MPS for First Grading Test

Grade Filipino A.P English Math Science ESP MAPEH EPP/
level TLE
IV 82.31 82.99 79.93 79.90 86.27 85.95 81.95 85.70
V 82.92 83.38 80.54 80.05 83.97 87.47 81.31 85.32
VI 84.53 83.77 79.64 81.16 86.00 87.90 80.78 86.2
Lowest Scores Lowest in all subject of grade four
The table shows the Mean Percentage Score of the (MPS) intermediate

grade. As highlighted out of 8 intermediate subjects the grade four received 5

lowest scores in Filipino, AP, Mathematics, ESP, and EPP/T.L.E. However,

Mathematics is the lowest above them all in grade four subjects with 79.90 Mean

Percentage Scores (MPS).

According to the Department of Education (2019) that, out of all the

participating nations in the 2018 Programme for International Student Assessment

(PISA), Filipino students performed among the lowest. In comparison to their

counterparts in other regions of the world, over half of this age group of Filipino

students exhibit insufficient mathematical proficiency, indicating that Filipino

students have been clearly left behind in terms of mathematics education.

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Research Instrument

The researchers will use four points likert- scale survey questionnaire to

collect the needed data. According to (Polat, 2021) four points likert- scale avoids

neutral answers and it get only the specific responses. In addition, stated that it is

valid and reliable scale.

The researchers adapted a questionnaire from the study Zhizhui Zhang and

Xiaomeng Huang entitled “Exploring the Impact of the adaptive gamified

Assessment on Learners in Blended Learning”, which demonstrated a high level

of reliability with the Cronbach’s Alpha ranging from 0.88 to 0.97.

Specifically, the survey form of questionnaires will be categorized to

specific contents, included demographic profile of the respondents. Second part,

items were arranged in table and each column provides scales. The respondents

will select these options: 4 (Very Effective), 3 (Effective), 2 (Slightly Effective),

and 1 (Not Effective). This will be used to obtain accurate information from the

respondents.

Data Collection Procedure

The researchers will write a letter addressing to the School Head Mrs.

Rachelle Ann D. Catacutan and after it was addressed and approved. The selected

grade 4 students will receive the Gamified Strategy (who wants to be a

millionaire?) for the next quarterly assessment. After the strategy will conduct,

the questionnaire regarding their experiences about the gamification will be

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distributed and give an ample time for respondents to answer. The researchers

will collect the data and will be tailed and tabulated.

Additionally, data from the previous and the new quarter assessment will be

examined to ascertain how well Gamified Strategy raised the motivation and

scores of the students. The results will be then compared. To contribute to the

students’ encouragements in answering the exams, this strategy will be developed

to provide empirical evidences of gamified benefits.

Statistical Treatment

In determining the effectiveness of who wants to be a millionaire application.

The weighted mean, standard deviation, and Mean Percentage Scores (MPS) will

be used. And the interpretation will be based on the statistical treatment that will

be used.

Table 2.

Average Result Interpretation

1.00-1.75 Strongly Disagree Not Effective

1.76-2.50 Disagree Slightly Effective

2.56-3.25 Agree Effective

3.26-4.00 Strongly Agree Very Effective

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Data Analysis

The researchers will use point likert- scale survey to interpret the table

below. It will test the individual learners’ point of view about their experience of

taking quarterly assessment with the integration of “Who Wants to be a

Millionaire?” a gamified strategy. And according to Polat (2021), four-point likert

scale is useful to avoid neutral answer and it is valid and reliable.

Table 3. Four-point likert scale

Scale Mean Rating Description/Interpretation

1 1.00 – 1.75 Not effective

2 1.76 – 2.50 Slightly effective

3 2.51 – 3.25 Effective

4 3.26 – 4.00 Very effective

Ethical Considerations

The researchers will ensure that ethical protocol is taken into consideration.

The respondents will have the choice of whether or not to take part in the study.

Which is taken into consideration by the researchers. Information on the goal of

the study and the freedom to participate without being forced or under pressure is

included in the consent and assent form.

To comply with ethical practices in data collection, analysis, interpretation,

and reporting. Researchers will ensure the privacy and confidentiality of the
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participants' personal information. Handle all data collected in a secured manner

and used only for the intended research purposes

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