G O R D O N C O L L E G E i

College of Education, Arts, and Sciences

ACTION RESEARCH

MASTERING FOUR FUNDAMENTAL OPERATION THROUGH GAME-

BASED APPROACH

Classroom-Based Action Research

Presented to the Faculty of the
College of Education, Arts and Sciences
Gordon College Olongapo City

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education - Mathematics

JEZELYN C. FABELINIA
STUDENT TEACHER

APPROVAL SHEET
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This research project entitled “MASTERING FOUR FUNDAMENTAL

OPERATION THROUGH GAME-BASED APPROACH” was prepared and

submitted by Jezelyn C. Fabelinia, in partial fulfillment of the requirements for the

degree of Bachelor of Secondary Education Major in Mathematics has been examined

and recommended for acceptance and approval for the oral examination.

MANILYN D. BALTAZAR LEBY A. FASTIDIO

Cooperating Teacher Adviser/Supervisor

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in Mathematics by the Oral Examination Committee.

KATHERINE D. YAP ESTIE ABOGADI

Chairperson Member

Accepted for the partial fulfillment of the requirements in the degree of Bachelor of

Secondary Education Major in Mathematics.

___________________ DARWIN P. PAGUIO, Ph. D.

Date Dean College of Education, Arts and Science

TABLE OF CONTENTS

Title Page i
Approval Sheet ii
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Abstract iii
Acknowledgement v
Dedication vii
Table of Contents viii
List of Tables ix
List of Figure xi
Appendices xii

Chapter 1. The Problem and Its Background

Rationale
Conceptual Framework
Statement of the Problem
Hypothesis
Significance of the Study

Chapter 2. Methods
Research Design
Locale of the Study
Data Gathering Procedure
Research Instrument
Data Analysis
Innovation/ Intervention/ Strategy

Chapter 3. Results and Discussion

Findings and Discussion

Chapter 4. Summary, Conclusion, and Recommendation

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Summary of Findings
Conclusions
Recommendations

References
Appendices
Curriculum Vitae
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

RATIONALE

Game-based learning is an active learning technique that uses games to improve

student learning. The learning, in this case, comes from playing the game, which

promotes critical thinking and problem-solving skills. Game-based learning can be

achieved through digital or non-digital games and simulations that allow students to

experience the learning firsthand. Game-based learning refers to the borrowing of certain

gaming principles and applying them to real-life settings to engage users (Trybus 2015).

The motivational psychology involved in game-based learning allows students to engage

with educational materials in a playful and dynamic way. Game-based learning is not just

creating games for students to play, it is designing learning activities that can

incrementally introduce concepts, and guide users towards an end goal. Traditional

games can incorporate competition, points, incentives, and feedback loops. These

concepts have become increasingly popular in higher education and in libraries as a way

to engage students in learning (Spring 2015).

Teaching and learning Mathematics can be made through games. Play is

important element of learners health learning development (Gitsburgs, 2011) and offer

pleasurable learning through collaboration (Kirriemuir & Mcfarlene, 2014). Good Games

provide engagement at cognitive, affective and operative levels (Attard, 2015). Games

encourage strategic creative thinking as students find different strategies for enhancing

their scientific skills (Rutherford 2015). Game can seem like more of a distraction than an
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instructional tool (Pak, 2011). In the Philippines, learning Mathematics and acquisition of

mathematical skills can be made possible through ancient multicultural games like piko

and sipa (Rodrigo, 2010). Game-based learning is an approach which can be used by a

teacher in learning and acquiring mathematical skills and other subjects. Game-based

lessonss(GBLs) are developed by Macaraeg (2011) in teaching science and health. The

developed instructional materials were shown to have improved pupils’ performance in

science and health.The foregoing research results revealed that gaming has beneficial and

detrimental effects. These results further suggest that the power of games as tools of

learningremain inconclusive. Moved by these research results and the challenges posed to

physical education teachers to engage students to learn, the researchers are inspired to

develop game-based learning in teaching the Four Fundamental Operations among Grade

8 Students. The developed game–based learning will contribute to a more exciting, better

participation, and improved performance of students in Science Education. A teacher

must use different approaches in teaching like using game-based learning. A single

approach cannot be successfully applied to all situations. In other words, different

situations may require different approaches. Classroom situations vary all the time,

therefore, the teacher must be flexible in his approaches. The teacher must have a wide

knowledge of the approaches and strategies for him to know what specific approach he

should apply to a particular situation at a given instance. This is the gist of the art of

teaching (Lee, 2010).

In this context, the researcher undertook this study to explore students' mastering

four fundamental operations through game-based approach. The aim is to develop a

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proposal that promotes a new teaching paradigm conducive to effective student learning.

The research intends to enhance existing instructional materials and teaching strategies in

mathematics, thereby empowering teachers and fostering higher academic performance

among students. Consequently, the findings of this study will serve as a solid foundation

for proposing an intervention at Wesley Olongapo School Inc. to improve students'

performance and understanding in mathematics.

By addressing students' mastering in four fundamental operation this research

endeavors to revolutionize mathematics education, nurturing a generation of confident

and proficient mathematicians at Olongapo Wesley School Inc.

Conceptual framework

The conceptual framework of this study is guided by Piaget's theory of

constructivism, which posits that learners assimilate new knowledge by integrating it into

their existing cognitive structures or schemas. Constructivism asserts that effective

learning occurs when new information is connected to prior knowledge (Umugiraneza,

Bansilal, & North, 2018; Hatano, 1996). Piaget's theory emphasizes that learners actively

build and construct new knowledge or skills based on their existing understanding

(Kramer, 1996).

In the context of mathematics education, this study recognizes that learners cannot

effectively grasp mathematical concepts in isolation from their prior knowledge. Mogari

(1998) supports this idea, noting that learners bring their preconceptions, ideas, and
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experiences about mathematical principles, practices, and concepts into the classroom.

Therefore, the theory of constructivism acknowledges the importance of considering

learners' existing knowledge and their capacity to acquire new knowledge.

The constructivist approach highlights that the construction of knowledge is

influenced not only by learners' prior understanding but also by the necessary knowledge

they need to acquire (Mogari, 1998). In this study, the researcher acknowledges that

students' misconceptions in permutations, combinations, and probability may arise from

their existing cognitive frameworks and experiences. By adopting a constructivist

perspective, the study aims to address these misconceptions by connecting new learning

to students' pre-existing knowledge and facilitating the construction of accurate

mathematical understanding.

The application of Piaget's constructivist theory provides a framework for

designing instructional interventions and formative assessments that consider students'

prior knowledge and promote meaningful learning experiences. By integrating this

theoretical framework into the research study, the aim is to master the four fundamental

operation through game0-based approach.

INPUT PROCES OUTPU

Mastered Skill in
1. Pre-test Score
Four Fundamental
2. Post test Score Integration of Operations
3. Game-Based game-based
Learning learning
Data Analysis
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Figure 1
Research Paradigm

Figure 1 shows the outline of the research study which shows the input, process and

output. The inputs are the pretest, posttest and the use of short

reels videos. The process was the Integration of game-based learning. The output is the

mastered skill in four fundamental operations.

Statement of the problem

This study aims to master the four fundamental operation through game-based

approach.

Specifically, the study aims to answer the following questions:

1. How may the pre-test and post test score of the experimental group may

described?

2. Is there a significant difference between the pre-test and post test of the student

respondent.

Hypothesis
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There is no significant difference between the pre-test and posttest of the student

respondent.

Significance of the study

The study's findings will be extremely important in the following:

Department of Education (DepEd) Olongapo City. The result of the study can be used

as a guide to enhance the education system of DepEd Olongapo specifically their

implementation of the current curriculum. As a long-term goal, this strategy aims to

promote collaborative active learning.

School Administrators. The result of this study will serve as their basis for what to

improve in the learning system and will help them to achieve a higher quality of

education. It will bring a new strategy to use in class.

School Math Coordinators. The result of the study will help the coordinators to plan

and to organize the program so that the use of game-based learning as a teaching strategy

will improve the academic performance of its school as well as provide a meaningful

method of teaching for their teachers.

Teachers. The result of the study will provide a new strategy for teachers to teach their

respective lessons effectively.

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Students. The student will benefit if their teachers can provide good teaching. This will

increase their critical thinking, problem-solving, and higher-order thinking skills. The

study will serve as a basis on how to train the students to think, reflect, practice, and work

collaboratively.

Future Researchers. The study may inspire future researchers to continue searching for

the effectiveness of Game-based learning inside a classroom. This may serve as a map

that they can use while exploring the world so that they can find the most efficient and

effective method of teaching. This will also serve as a strong guide for the further

research that they are going to conduct, and that research will confirm the results of this

study.

Scope and Delimitation

This study aims to master the four fundamental operation through game-based approach.

The study limited its concern to the following: (1) pretest; and posttest: (2) significant

difference between the pretest and posttest scores of the experimental groups.

The respondents of this study are selected Grade 8 students of Olongapo Wesley School

Inc. The study was conducted during the fourth quarter of the school year 2023-2024.
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Definition of terms

Addition- a process of combining two or more numbers.

Assessment- the action or an instance of making a judgment about something

Division- the action of separating something into parts or the process of being separated.

Experimental Group- is the other one and is the group in which you are testing

something.

Four Fundamental Operations- The building blocks and rules of math.

Game-based learning- brings the strategies, rules and social experiences of playing a

game into the classroom.

Multiplication- The process or skill of multiplying.

Piko- The Philippine variation of the game hopscotch. The players stand behind the edge

of a box, and each throws their cue ball. The first to play is determined depending on the

players' agreement.

Patintero- also known as harangang-taga or tubigan, is a Filipino traditional children's

game. Along with tumbang preso, it is one of the most popular outdoor games played by

children in the Philippines.

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Post-Test- a test given to students after completion of an instructional program or

segment and often used in conjunction with a pretest to measure their achievement and

the effectiveness of the program.

Pre-Test- an advance or preliminary testing or trial, as of a new product.

Subtraction- The process or skill of taking one number or amount away from another.

Traditional Games- games that have been played across multiple generations, usually

using native materials or instruments.

CHAPTER II
RESEARCH METHODOLOGY
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This chapter presents the research design, locale of the study, data gathering

procedure, research instrument, data analysis, and proposed innovation/strategy used in

the study.

Research Design

Experimental research is a form of comparative analysis in which you study two

or more variables and observe a group under a certain condition or groups experiencing

different conditions. By assessing the results of this type of study, you can determine

correlations between the variables applied and their effects on each group.

One-group pretest-posttest design: In this type of research, researchers apply a

test both before and after the application of the stimuli. This provides a comparison of

performance with and without application for researchers to make judgments about the

effects of the stimuli on the subjects.

Population and Sampling

To gather data from the population, the researcher will use total population
sampling. Total population sampling, as described by Glen (2018), is a type of purposive
sampling. Purposive sampling is a nonrandom sampling technique where participants are
selected based on specific criteria relevant to the study. In total population sampling, the
researchers aim to include every member of the target population in their study. Unlike
other sampling methods that select a subset or sample from the population, total
population sampling seeks to examine the entire population. This approach allows for
comprehensive and in- depth analysis of the characteristics and outcomes of every
individual within the population.

Overall, this study will focus on selected Grade 8 students at Olongapo Wesley School
Inc. , and the researcher will utilize purposive sampling to gather data from the entire
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population of interest. This ensures that findings are directly applicable to the entire
population under study.

Locale of the Study

This study was conducted at Olongapo Wesley School Inc, It is located in 890

Rizal Ave., East Tapinac 2200 Olongapo, Philippines

Figure 1

Locale of the study

Research Instruments

In the ongoing study, a research instrument is being utilized, which consists of

administering pretest and posttest assessments at the beginning and end of the educational

intervention. The pretest and posttest that will be utilized are based on the designated

Most Essential Learning Competencies (MELCs) and validated by the experts. The data
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that will be collected serves as the basis for evaluating the improvement in students’

academic performance.

Validation Test

The assessment test utilized in this research has been exclusively adopted by the

mathematics teachers at Olongapo Wesley School.

Data Analysis

The collected data will underwent organization and analysis using Statistical Package for

Social Sciences Version 26 (SPSS). Adhering to the software's guidelines, the specific

formulas and statistical tools employed were not explicitly stated, as the computer

automatically executed the calculations without relying on manual computation. The

study employed various statistical techniques to address the specific research questions

and challenges. (1) Mean will be used to identify the general magnitude of the

respondents scores on pretest and posttest;(3) Dependent T-test to identify if there is a

significant difference in the pretest and posttest scores of the experimental group.

Intervention/ Strategy

Game-based Learning Design becomes one of the most highly engaging teaching and

learning strategies. Hence, the researchers developed their own version of game based

learning design which were of great relevance in teaching the Four Fundamental

Operations. The researchers based their game-based learning on the traditional Filipino

games such as the piko and patintero which they named the games after it. The

MathPiko, MATHintero and Math-Talas were the game based design which they
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developed. The latter contained series of exercises involving the Four Fundamental

Operations while applying the rules and regulations of the game Piko. Learners played

individually the Math-Piko, as they played, there were corresponding exercises or

calculations they needed to solve, if they solve them correctly, they would advance to the

next brick contained on Math-Piko but if they failed to answer them correctly, they would

lose points and would incapacitate them to advance to the next level as represented by the

brick on Math-Piko. Game duration or time limit was also given. Consequently, there

were five (5) practical questions relating to the Four Fundamental Operations given

individually. On one hand, a Math-Talas was inspired by Ball-Roll game in which

learners need to hit at least two (2) standing bottles out of the five similarly standing at

the same place. Learners once they hit the bottle, there were corresponding practical

questions relating to the Four Fundamental Operations contained inside the bottles. If

they answer the questions correctly, each learner would garner a certain point which

likewise contained in the bottles and lastly the Mathintero it is a traditional game

Patintero, the mechanics of the game is learner will group into two during this play we

have the passer and the defender during the game passer need to pass all the defender but

before the passer came to his/her groupmate he need to answer the questions, They can

proceed to the next level till the answer the fundamental operation questions. Notably, in

the discharge of this game-based learning design, the researchers also created scoring

rubrics as to evaluate learners’ performances during the game and the entire teaching and

learning process.

Step by Step Process

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During the 8 weeks session, Every week has its designated topics from first week

during the first week session our topic is about Addition, for second week is review for

addition and new topic which is subtraction and third week will be the initial assessment,

fourth week and fifth week will be Multiplication, sixth week and seventh week the topic

will be division and lastly the eighth week will be the final assessment, as we can see the

I give more time in multiplication and division because we all know that multiplication

and division is quite hard to learn so I want to focus more on this fundamental operation

for them to be ready especially in their topic in 4th gradingwhich is probability.

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REFERENCES

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(2012). Studies on pollen viability Heterosis in parents and F1 hybrids of Genus Solanum

L. (SOLANACEAE). Educational Research, 4(3). https://doi.org/10.5539/ijb.v4n 3p117

[2] Berliner, L. M. (2006). Retrieval of Information. Encyclopedia of Statistical Sciences.

https://doi.org/10.1002/04716 67196.ess0264.pub2

[3] Game-Based Learning. (n.d.). The Study Skills Toolkit for Students with Dyslexia,

34–46. https://doi.org/10.4135/97814 73914902.n3

[4] Evans, D. (2019). Dave Evans. Use of Cornell System. https://doi.org/10.1287/635a0

010-708f-4c35-80cf395e698735c0

[5] Quintus, P.-H. (2012). The effects of College Students’ in-class and after-class

LECTURE note-taking on academic performance. The Asia-Pacific Education

Researcher, 22(2), 173–180. https://doi.org/10.1007/s4029 9-012-0010-8

[6] Setyawati, L. (2019). USING team Pair solo to IMPROVE STUDENTS’ reading

COMPREHENSION toward the eleventh grade OF IIS-4 Sman 4. EDULINK :

EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, 1(1), 34.

https://doi.org/10.32503/eduli nk.v1i1.452
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