INTRODUCTION

In our present time, everyone are mostly relying on the internet to gather and inquire
specific information. Technology has been the primary tools of people as a source of primary
information, news, and articles. Even learning, technology has a great application in order to
have
an efficient way of learning. This setup is sometime is referred to as Technology-Based
Learning.

According to Bitner & Bitner (2002), the use of technology in teaching and learning is
one
of the 21st Century Skills. Teachers in basic education “must allow it to change their present
teaching paradigm.” Change is the only constant thing in the teaching learning process. Adopting
one of the 21st century skill is essential for personal and professional development as well as for
the improvement of the student performance.

However, principles of Interactive learning like; communicate learning objectives upfront,

Utilize visuals and structure the content well, and put the acquire knowledge use. This principles
in perspective of technology it can be applied to Game-Based Learning.

According by Annie Pho and Amanda Dinscore (2015) Game-based learning refers to the
borrowing of certain gaming principles and applying them to real-life setting to engage users.
Trybus (2015). The motivational psychology involved in game-based learning allows student to
engage with educational materials in 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.
Definition of game-based learning mostly emphasize that it is a type of game play with defined
learning outcomes (Shaffer ,Halverson, Squire & Gee, 2005). Usually it is assumed that the game
is a digital game ,but it is not always the case. A corollary to this definition is that the design
process of games for learning involves balancing the need to cover the subject matter with the
desire to prioritize game play (Plass, Perlin , & Nordinger, 2010).

Math has a wide-spread reputation for being the subject students hate. It’s not uncommon to
hear “I hate math class” or “math is too hard” from students who are struggling. With subject
such
as English, or writing, marks can come from a variety of factors like creativity, spelling, style,
punctuation, and more. With math, there are few opportunities to earn marks because an answer
can only be right or wrong.
Some students dislike math because they think it’s dull. They don’t get excited about
numbers
and formulas the way they get excited about, history, science, languages, or other subjects that
are
easier to personally connect to. They see math as abstract and irrelevant figures that are difficult
to understand. Many students are struggle with math, with memorizing all the rules and
equations
involved. In reality, memorization is only one part of learning math. (Oxford Learning) 1994.

Based on these observation, the researchers were motivated to find out how Technology-
based
learning and Game-based learning affects the performance of students in learning Mathematics
of
the Grade 7 students of Carusa Integrated School (CIS).
1.1 Statement of the problem

This study aims to evaluate and compare the performance of the Grade 7 Section 1
Students of Carusa Integrated School (CIS) in illustrating the measures of central tendency
(mean,
median, and mode) in performing Technology-based learning and Game-
based learning in teaching Mathematics.

The study sought to answer the following questions;

1. What is the Socio-demographic profile of the respondents in terms of;

1.1 Age

1.2 Gender

1.3 Parent’s Occupation;

1.4 Parent’s Educational Attainment

2. What is the respondents’ perception about Technology-based learning and Game-based

learning in Teaching Mathematics during pre-test and post-test?

3. What is the pre-test scores of the respondents in;

 Technology-based learning

 Game-based learning

4. What is the post-test scores of the respondents in;

 Technology-based learning

 Game-based learning

5. Is there significant difference between pre-test scores of the respondents in; Technology-
 Based learning and Game-based learning?

6. Is there significant difference post-test scores of the respondents in;

Technology –based learning and Game-based learning?

1.2 Null Hypothesis

1. There is no significant difference between the pre-test scores of the respondents in

Technology-based learning.

2. There is no significant difference between the pre-test scores of the respondents in

Game-

Based learning.

3 .There is no significant difference between the pre-test and post-test scores of the
respondents In Technology-based learning.

4. There is no significant difference between pre-test and post-test score of the respondents
in
Game-based learning.

5 .There is no significant difference between pre-test and post-test score of the respondents
in Technology-based learning and Game-based learning.
1.3 Objectives of the study

The general objectives of this study was to examine whether Game-based learning in
illustrating the measures of central tendency(mean, median and mode ) of a statistical data is
more effective for the student’s mathematics performance than Technology-based learning.

Specifically, this study aimed to:

1. determine the socio-demographic profile of the respondents.

2. know the respondent’s perception of learning mathematics specifically in Illustrating the

measures of central tendency ( mean, median, mode) using Technology-Based

learning and Game-based learning.

3. find the pre-test scores of the respondents in;

 Technology-based learning

 Game-based learning

4. find the post-test scores of the respondents in;

 Technology-based learning

 Game-based learning

5. determine the significant difference between pre-test and post-test scores of the
 respondents in Technology-based learning.

6. determine the significant difference between pre-test and post-test scores of the

respondents in Game-based learning.

7. determine the significant difference between pre-test and post-test scores of the

respondents in Technology-based learning and Game-based learning.

1.4 Theoretical Framework

This is the presentation of the researchers’ reading on the theories of some philosophers,
which give their insights and direction in the conduct of this study.
The following theories are the Social Learning Theory by Albert Bandura (1967-1977),
Constructivism by Jean Piaget (1964 ) and Sociocultural Theory by Lev Vygotsky

Social Learning Theory, also known today as social cognitive theory, is a theory proposed by
Psychologist Albert Bandura that explains how people learn through observation, imitation, and
modeling. It emphasize the importance of observing and modeling the behaviors, attitudes and
emotional reactions of others. Social learning theory considers how both environmental and
cognitive factors interact to influence human learning and behavior. He also proposed the four
mediational process; Attention, Retention, Motor reproduction, Motivation,

Constructivism by Jean Piaget, is a theory of learning which suggest that people acquire
knowledge by experiencing things an in conjunction with knowledge that they already possess,
“construct” their own understanding of these things. In simple terms, it suggest that we never
learn
anything from scratch, but rather that new information that we acquire builds on the knowledge
that we already have, and this construct a new broader understanding of the world around us.
It is letting the student create their own meaning, and understanding by constructing a sentence,
reflection, and essay. It is bridging the prior knowledge of the learners to new information for the
cultivation of their skills.

Sociocultural Theory by Lev Vygotsky the work of Lev Vygotsky (1934, 1978)

has become the foundation of much research and theory in cognitive development over the past

Several decades, particularly what has become known as sociocultural theory.

(Vygotsky’s theory comprises concepts such as culture-specific tools, private speech, and the

zone of proximal development. Vygotsky believed cognitive development is influenced by

cultural and social factors. He emphasized the role of social interaction in the development of

mental abilities e.g., speech and reasoning in children.

Vygotsky strongly believed that community plays a central role in the process of “making

meaning.”

Cognitive development is a socially mediated process in which children acquire cultural values,
beliefs, and problem-solving strategies through collaborative dialogues with more
knowledgeable
members of society.
The more knowledgeable other (MKO) is someone who has a higher level of ability or greater
understanding than the learner regarding a particular task, process, or concept

1.5 Conceptual Framework

Figure 1 shows the conceptual framework of this study. It depicts on vivid way on what
conceptual frameworks wants to convey. This explains that the focus of this study is on the
effectiveness in teaching specific topic of mathematics using Technology-based learning and
Game-based learning as a learning tool to enhance mathematics students’ performance.

As presented in the schematic paradigm, it consists (3) boxes namely the input, process and
output.
The two boxes present the input of the study that includes the pre-test of Technology-based
learning and Game-based learning, on the other hand, the process involves the treatment which is
the application of Technology-based learning and Game-based learning as a learning tool. The
output involves the post-test of both Technology-based learning and Game-based learning.
Moreover, it also consists of moderating variables such as the respondents’ socio-
demographic profile in terms of age, gender, parents’ occupation, and parents’ educational
attainment. and their perception towards Mathematics specifically in Technology-based learning
and Game-based learning.

INPUT PROCESS OUTPUT

Pre-test Technology Post-test

 TECHNOLOGY Method
TECHNOLOGY -BASED LEARNING -
BASED LEARNING

Pre=test Game Post-test

GAME-BASED Method GAME-BASED
LEARNING LEARNING

 Demographic profile
*Age
* Gender
* Parents’ Occupation
*Parents’ Educational Attainment
 Perception

Figure 1. The schematic paradigm of the framework of the study.

1.6 Delimitation of the study

This study was conducted in Carusa Integrated School (CIS) at Purok-4 Carusa, Pulang
Yuta Kapatagan Lanao del Norte. The respondents of this study were the 35 Grade 7 students
enrolled in the School Year 2023-2024.

There are different strategies in solving the measures of central tendency (mean, median,
mode) that will be used as a learning tool in every discussion. Such as, this study only aimed to
find out the effectiveness of using Game-based learning on the students’ performance in solving
the measures of central tendency ( mean, median, and mode).
1.7 Significance of the study

This study was undertaken to find out if Game-based learning is effective in teaching
mathematics at Carusa Integrated School. Specifically, this study is important to the following
individual and groups who will be the direct beneficiaries of the result of this investigation.

Teachers.

Students.
Future Researcher.

1.8 Definition of Terms

The following terms are defined conceptually and operationally to give an easy and clear
understanding of the terms used in the study.

Game-based learning-
1.7 Significance of the study
1.8 Definition of Terms