“EFFECTS OF ESCAPE ROOM ACTIVITIES IN IMPROVING ENGAGEMENT LEVEL

AND COMPUTATIONAL SKILLS IN GEOMETRY OF GRADE 7 STUDENTS”

JUNHET YLIONACE P. AVILA

MARJHEN S. DE LEON
KAMILA JOY A. FLORES
REA M. GABOY

An Undergraduate Thesis Presented to the Faculty of College of Education

Central Bicol State University of Agriculture - Sipocot
Sipocot, Camarines Sur

In partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education
Major in Mathematics

2025
 CHAPTER I

INTRODUCTION

Mathematics, often described as the language of patterns, logic, and abstract

relationships has long been a cornerstone of education, providing a framework for

understanding and quantifying the world around us. Its power lies in its ability to unlock

complex concepts and solve intricate problems, shaping our understanding of

everything from the natural world to the intricacies of technology (Balakrishnan, 2023).

However, despite its fundamental importance, mathematics education faces a persistent

challenge which is fostering genuine engagement and developing strong computational

skills among students. Student disengagement in mathematics is a significant concern,

as it directly impacts academic performance. This underscores the importance of

educators adopting innovative and engaging teaching methods that fosters a dynamic

learning environment. By incorporating interactive activities, real-world applications, and

technology-based tools, teachers can create a more stimulating and enjoyable learning

experience, ultimately promoting both academic success and a positive attitude towards

mathematics.

Programme for International Student Assessment (PISA) 2022 results revealed a

concerning trend in mathematics proficiency among 15-year-olds globally, with 31% of

students performing below baseline proficiency levels. In the Philippines, only 16% of

students reached at least level 2 proficiency in mathematics, placing the country sixth to

the last among 81 participating nations. To address these concerns, the Philippine
Department of Education (DepEd) has encouraged the implementation of innovative

teaching strategies, including interactive learning and gamified activities. These

methods are being explored to improve engagement levels in secondary schools, as

traditional teaching approaches have been found insufficient in maintaining sustained

student interest, particularly in mathematics. These results highlight the need for

continued efforts to enhance mathematics education globally, focusing on engaging

learning experiences to improve proficiency levels and foster a positive attitude towards

mathematics.

The Philippines is looking for new ways to teach math, as students often struggle

with engagement and computational skills. Fredricks et al. (2016) argue that increasing

engagement is essential for students to overcome the difficulties they encounter in

subjects like mathematics. Studies by Hermans, Laenen, and Schrooten (2022) show

that using active learning strategies, such as escape rooms, can dramatically improve

students' engagement levels by making abstract concepts more relatable and

accessible. Game-based education initiatives, like the "Math Game Challenge," are also

gaining popularity, using games to reinforce math concepts and improve skills.

Organizations like PASTE are supporting these efforts, providing resources and training

for teachers. By embracing these innovative approaches, the Philippines can create a

more engaging and effective learning environment for students, leading to improved

engagement and computational skills in mathematics.

Escape rooms, initially popular as recreational activities, have found their way

into education, offering a unique and engaging learning experience (School Break,

2020). Engagement in mathematics is crucial for success, and gamified learning, like
escape rooms, can help students stay focused and motivated (Barradell & Bell, 2020).

Escape rooms can be designed to incorporate specific mathematical concepts, requiring

students to apply their knowledge in a practical and engaging way, leading to a deeper

understanding and improved computational skills. This hands-on approach offers a

refreshing alternative to traditional methods, addressing common issues of boredom

and disengagement in math classrooms.

While many gamified learning materials exist, this study focuses specifically on

the effects of escape rooms on Grade 7 students’ engagement and computational skills

in Geometry. This research adds to the growing body of knowledge on escape rooms as

a learning tool in mathematics, providing valuable insights for educators and

instructional material developers.

Statement of the Problem

This study primarily aimed to develop and determine the effects of escape room

activities effects of escape room activities in improving engagement level and

computational skills in Geometry of Grade 7 students for the school year 2024 - 2025.

1. What is the engagement level of Grade 7 students before and after the use of

escape room activities?

2. What are the computational skills of Grade 7 students before and after the use of

escape room activities?

3. Is there a significant difference in the engagement level and computational skills

before and after using escape room activities?

 4. Is there a significant relationship in the engagement level and computational

skills before and after using escape room activities?

Objectives of the Study

The study aimed to develop and test the effects of escape room activities

in improving engagement level and computational skills in Geometry of Grade 7

students. Specifically, the following are the objectives:

1. To determine the engagement level of Grade 7 students before and after

the use of escape room activities;

2. To determine the computational skills of Grade 7 students before and after

the use of escape room activities;

3. To analyze the significant difference between the engagement level and

computational skills before and after using escape room activities;

4. To analyze the significant relationship between the engagement level and

computational skills before and after using escape room activities.

Significance of the Study

This study on the effects of escape room activities on Grade 7 students'

engagement and computational skills holds significant implications for various

stakeholders:

Instructional Material Developers. The findings will provide valuable insights

for developing engaging and effective instructional materials that incorporate

game-based learning elements. This research could inform the creation of escape
room-style learning modules that cater to the specific needs and interests of students,

fostering a more interactive and enjoyable learning experience.

Mathematics Teachers. This study offers practical strategies for teachers to

enhance their teaching practices and address the challenges of engaging students in

mathematics. The research findings can guide teachers in designing and implementing

escape room activities that align with curriculum objectives and promote deeper

understanding of mathematical concepts.

Students. The study directly benefits students by providing them with a unique

and engaging learning experience. Escape rooms offer a fun and collaborative

approach to learning, potentially increasing student motivation, interest, and ultimately,

their understanding of mathematical concepts.

Future Researchers. This research serves as a foundation for future studies

exploring the effectiveness of game-based learning, particularly escape room activities,

in various educational contexts. The findings can inform future research questions,

methodologies, and potential areas for further investigation, contributing to a growing

body of knowledge on the impact of game-based learning on student outcomes.

Scope and Limitation of the Study

This study aims to investigate the effects of escape room activities on the

engagement levels and computational skills of Grade 7 students in Geometry at Central

Bicol State University of Agriculture. The research will focus on a single group of

students and utilize pre- and post-test surveys and test scores to measure their
engagement and computational skills. However, the study is limited by its single-group

design, which does not allow for a control group comparison, and its focus on Geometry

subject, potentially limiting the generalization of findings to other subjects or educational

contexts. Furthermore, the study's reliance on pre- and post-test data may not capture

the full spectrum of student engagement and learning experiences. Despite these

limitations, the study provides valuable insights into the potential benefits of escape

room activities for enhancing student engagement and computational skills in Geometry.

Theoretical Framework

This study was anchored to the following theories: Experiential Learning Theory

(Kolb, 1984), Constructivism (Piaget, 1970; Vygotsky, 1978), Cooperative Learning

(Johnson & Johnson, 1994), Discovery and Inquiry-Based Learning (Bruner, 1961) and

Reflective Learning (Schön, 1983).

Experiential Learning Theory, Kolb (1984) emphasizes the significance of

active, hands-on learning experiences. Escape rooms, as described by Dk Nurul Najiah

Pg Abu Bakar, Shahrill, and Zakariya (2023), create an immersive and engaging

environment where students participate in problem-solving activities that require them to

apply knowledge, particularly in mathematics. This aligns with Kolb's learning cycle,

which involves four stages: concrete experience, reflective observation, abstract

conceptualization, and active experimentation.

Escape rooms offer students a concrete experience by immersing them in

real-world-like scenarios where they apply geometric concepts such as calculating

angles, area, and volume. By engaging in these tasks, students experiment with

different problem-solving strategies, reflect on the results, and develop a deeper

understanding of geometry. Research shows that such active involvement significantly

enhances students’ engagement and motivation. However, to ensure all students

benefit equally, facilitators must provide differentiated tasks or scaffold support to

address varying learning needs.

Constructivism, according to Piaget (1970) and Vygotsky (1978) learners

actively construct knowledge through interaction with their environment. In the context

of escape rooms, students solve puzzles and apply geometric concepts (e.g., symmetry,

transformations, and spatial reasoning) in collaboration with peers. This process aligns

with Vygotsky’s Zone of Proximal Development (ZPD), which posits that learners

achieve higher levels of understanding through guided support and peer collaboration.

Escape rooms, with their collaborative and interactive nature, enable students to

co-construct knowledge by leveraging their peers’ insights and applying mathematical

thinking in a social context. For instance, a group solving a puzzle that involves

geometric transformations actively builds their understanding through shared dialogue

and problem-solving. Facilitators can optimize this process by carefully managing group

dynamics and ensuring equitable participation, particularly when students have different

ability levels.

Cooperative Learning, Johnson & Johnson (1994) emphasizes the benefits of

collaborative group work. Escape rooms naturally foster cooperative learning

environments, where students must communicate, share ideas, and work together
toward solving complex tasks, such as determining shapes' dimensions or calculating

areas. As highlighted by Dk Nurul Najiah Pg Abu Bakar, Shahrill, and Zakariya (2023),

escape rooms encourage teamwork and improve group dynamics, which are crucial for

engaging students in learning.

The cooperative aspect of escape rooms is especially beneficial in geometry, as

students must collectively solve problems that require multiple perspectives and

approaches to arrive at a solution. For example, one student might excel in visualizing

spatial relations while another is strong in performing calculations. The escape room

setting ensures that each student’s strengths are utilized, promoting a shared

responsibility for learning. However, facilitators must monitor interactions to ensure that

group roles are balanced, so that each member has an opportunity to contribute.

Discovery and Inquiry-Based Learning, Bruner, (1961) highlights the value of

student exploration and investigation in learning. Escape rooms encourage this type of

learning by prompting students to discover geometric principles through puzzles and

riddles that require critical thinking and the application of computational skills. For

instance, students might need to use formulas for calculating area, volume, or angle

measures to solve a puzzle, thus engaging deeply with mathematical content. As

students explore different strategies to find solutions, they develop a more profound

understanding of the concepts at hand.

Research by Dk Nurul Najiah Pg Abu Bakar, Shahrill, and Zakariya (2023)

supports the notion that escape rooms foster inquiry-based learning by allowing

students to investigate problems, experiment with solutions, and apply their

mathematical knowledge in a hands-on manner. However, facilitators should ensure that

the puzzles and tasks are appropriately challenging to prevent frustration or

disengagement, particularly when dealing with complex geometric computations.

Reflective Learning, Schön (1983) emphasizes the importance of

self-assessment and metacognition. Escape rooms offer students opportunities to

reflect on their problem-solving processes during post-activity debriefing sessions.

These sessions are crucial for enhancing students' ability to evaluate their approaches,

identify strengths and weaknesses, and adjust their strategies for future learning

situations. In the context of geometry, this reflective process allows students to critically

assess how effectively they applied computational skills to solve geometric problems.

For example, after completing an escape room challenge that involved calculating the

area or volume of a shape, students can reflect on the accuracy of their methods and

consider alternative strategies for solving similar problems in the future. Structured

debriefing questions, guided by facilitators, can ensure that students engage in

meaningful reflection rather than merely recounting their experiences without critical

analysis.
Figure 1. Theoretical Paradigm
 Conceptual Framework

This conceptual framework aims to explain the effects of escape room activities

in improving engagement level and computational skills in Geometry of Grade 7

students for the academic year 2024 – 2025.

This part of the paper shows the Input, Process, and Output of the study.

Input. The input of the study includes the engagement level of Grade 7 students

before and after the use of escape room activities; and the computational skills of the

respondents before and after the use of escape room activities. Additionally, the

significant difference and relationship in the engagement level and computational skills

before and after the use of escape room activities.

Process. It involves the pre-experimental phase which includes the preparation

and validation of the table of specification (TOS), test questionnaire, survey

questionnaire, lesson guide, and the escape room activities, and conduct of pre-test,

post test, survey questionnaire. Also, one hour session for conducting of pre-test,

post-test and survey questionnaire, and the introduction of escape room activities under

the preliminary phase will be done. The experimental phase includes the integration of

the escape room activities in the learning process and the post-experimental phase

which includes the statistical treatment, analysis, and interpretation of data.

Output. The study will identify the effects of using escape room activities in

improving the engagement level and computational skills of Grade 7 students.

EFFECTS OF ESCAPE ROOM ACTIVITIES IN IMPROVING ENGAGEMENT LEVEL
AND COMPUTATIONAL SKILLS IN GEOMETRY OF GRADE 7 STUDENTS

Figure 2. Conceptual Paradigm

Definition of terms

The following terms used in this study were defined operationally for clarity and

understanding.

Computational Skills. This refers to the students' proficiency in performing

mathematical calculations and applying mathematical concepts to solve problems. The

researchers will assess computational skills by examining students' ability to solve

Geometry problems and their understanding of geometric concepts.

Effects. In this context, "effects" refer to the changes or impacts that escape

room activities have on Grade 7 students' engagement levels and computational skills in

Geometry. The researchers are interested in determining if there are any positive or

negative changes in these areas after students participate in escape room activities.

Engagement Level. This refers to the level of interest, motivation, and active

participation that students demonstrate during their learning experience. The

researchers will measure engagement using survey questionnaire assessing factors like

student focus, participation, and enjoyment during the escape room activities.

Escape Room Activities. These are interactive and immersive learning

experiences that involve students working together to solve puzzles and challenges

within a specific time limit to "escape" a themed room. The escape room activities in this

study will be designed to incorporate elements of Geometry, requiring students to apply

their knowledge and skills to solve problems and complete tasks within the escape room

setting.
 Grade 7 Students. This refers to the specific group of students targeted in the

study, who are enrolled in the seventh grade at Central Bicol State University of

Agriculture. The researchers are specifically interested in understanding how escape

room activities affect this particular age group.

 CHAPTER II

METHODOLOGY

The study aimed to develop and test the effects of escape room activities in

improving engagement level and computational skills of Grade 7 students. This chapter

presents and describes the research methodology and procedures employed in

conducting research. It includes research design, research method, data gathering

procedure, and statistical treatment. All of which played roles in conducting research

data.

Research Design

This study will utilize a mixed-methods approach, qualitative and quantitative

pre-experimental design, specifically a single-group pretest-posttest design,

complemented by descriptive, comparative, and correlation methods. The main aim was

to examine the effect of Escape Room activities on the engagement levels and

computational skills in Geometry among Grade 7 students. Through the descriptive

approach, the study will assess students' computational skills in Geometry before and

after participating in Escape Room activities, which involved solving problems, applying

geometric concepts, and engaging in interactive tasks. It will also examine students'

levels of engagement, focusing on aspects like participation and quality of work.

The comparative method will be use to determine whether there was a significant

difference in students’ performance and engagement levels based on their pre-test and

post-test scores, as well as pre- and post-survey responses. Additionally, the correlation
method was employed to explore the relationship between students' engagement and

computational performance in Geometry before and after the Escape Room activities

Research Method

This study will be conducted at the Central Bicol State University of Agriculture -

Sipocot. The research study will begin by identifying all Grade 7 students currently

enrolled for the school year 2024-2025.

Grade 7-Molave are bona fide students of Laboratory High School of

CBSUA-Sipocot for the school year 2024-2025 enrolled in Geometry 7. They are

composed of 52 students, who need to be provided with comprehensive and interactive

learning materials through intervention.

This study will employ a rigorous pre-experimental phase to prepare and validate

the research instruments. A table of specifications, test questionnaire, survey

questionnaire, and lecture guide will be developed and validated by experts for content

accuracy. The reliability of the survey questionnaire will be assessed using Cronbach's

alpha. A preliminary phase will involve administering pre-tests, post-tests, pre-surveys,

and post-surveys over a three-hour period. These questionnaires will be designed to

measure participants' computational skills and engagement in Geometry before and

after the implementation of Escape Room Activities. Pre-tests and pre-surveys will be

administered in person before introducing Escape Room Activities.

The experimental phase will commence with a brief introduction to Escape Room

Activities, followed by an 18-hour instructional session incorporating these activities

within the designated schedule. Post-tests and post-surveys will be conducted

face-to-face after the implementation of Escape Room Activities. The collected data will

be analyzed using frequency counts, percentages, mean and standard deviation,

weighted mean, paired t-test, Cohen's d, and Pearson's r to determine the impact of

Escape Room Activities on computational skills and engagement in Geometry among

Grade 7 students.

Data Gathering Procedure

To ensure the reliability and validity of the collected data, this study will follow a

rigorous protocol. The researchers will first obtain approval from the research adviser,

research instructor, and panelists by submitting communication letters outlining the

study's objectives and methodology.

The pre-experimental phase will involve developing and validating instruments,

including a table of specifications aligned with the K to 12 Mathematics Curriculum

Guide (2016) and Bloom's Revised Taxonomy (2001), a 50-item test questionnaire, and

a survey questionnaire adapted from Agricula et al. (2024). These instruments will be

reviewed and validated by experts.

Following validation and approval, the experimental phase will begin with an

introductory session familiarizing students with Escape Room Activities and their

application in the Geometry classroom. An 18-hour series of lessons utilizing Escape

Room Activities will then be conducted to actively engage students in solving Geometry

problems and enhancing their computational skills.

After the intervention, post-tests and post-surveys will be administered to assess

changes in students' computational skills and engagement levels. Data analysis will
involve frequency counts, percentages, means, standard deviations, weighted means,

paired t-tests, Cohen's d, and Pearson's r to analyze differences and relationships

between pre-and post-intervention scores and responses.

This comprehensive approach will provide a thorough examination of the effects

of Escape Room Activities on Grade 7 students' computational skills and engagement in

Geometry.

Statistical Treatment of Data

This study employed appropriate statistical treatments to analyze the data that

will be collected from Grade 7 students in Geometry. Microsoft Excel will be use to

compute frequency counts, percentages, standard deviations and, weighted means

while SPSS will be use for Paired T-tests, Cohen's d, and Pearson's r.

Frequency Count, Percentage, Mean, and Standard Deviation will be use to

analyze pre-test and post-test results, providing a quantifiable measure of students'

computational skills before and after the implementation of Escape Room Activities.

The engagement of Grade 7 students during the Escape Room Activities-assisted

lessons will be analyzed using weighted means, offering a numerical representation of

average engagement levels before and after the intervention.

The Paired T-test will be use to determine if there is a significant difference in

students' computational skills and engagement in Geometry using the pre-test and

post-test results. This test will analyze the mean scores of each participant before and

after the intervention to identify significant improvements or declines. Cohen's d will be

used to measure the effect size of Escape Room Activities on student performance and

engagement, ensuring that any observed differences are substantial.

Pearson's r will be use to examine the relationship between computational skills

and engagement levels before and after the implementation of Escape Room Activities.

This analysis will compare the mean scores of each participant before and after the

intervention to identify significant correlations between computational skills and

engagement levels.

These statistical treatments provided a thorough and reliable interpretation of the

effect of Escape Room Activities on the computational skills and engagement level of

Grade 7 students in Geometry.