Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE

COLLEGE OF AGRICULTURE AND TECHNOLOGY
College of Education
Cabitan, Mandaon, Masbate
www.debesemscat.edu.ph

MATHINIK: UNLOCKING THE POWER

OF GAME-BASED LEARNING FOR
GRADE 7 STUDENT AT MILAGROS
NATIONAL HIGH SCHOOL IN
MASTERING INTEGERS

A Classroom-Based Action Research proposal by:

Baring, Marvin B.
Alumbro, Lealyn S.
Dadivas, Cristy L.
Dadivas, Cristine B.
Morines, Eula Marie O.
Recto, Renz P.
Salsona, Liza Mea A.
November, 2023
ABSTRACT
Kara Carrero emphasizes that games play a significant role in education beyond just being filler,
as they can introduce, reinforce, or assess learning. Researchers have explored how games
impact the learning process, with many teachers incorporating games across different subjects to
enhance engagement, enjoyment, and collaboration in the classroom. The aim of this classroom-
based action research is to assess the effectiveness of game-based learning in helping grade 7
students master integers. The study involved 50 students selected purposefully from grade 7
classes, with 25 from the Plum group and 25 from the Byzantium group. The researchers used a
quasi-experimental design, where both a control and an experimental group underwent a pre-test
and post-test. The pre-test mean score for the control group was 6.16, and for the experimental
group, it was 7. In the post-test, the mean score increased to 9.52 for the control group and
significantly to 14.16 for the experimental group.

The researchers conducted a study over a 9-week period to assess the impact of game-based
learning on grade 7 students' understanding of integers. They employed an independent t-test to
compare the post-test scores of two groups: a control group that received traditional instruction
and an experimental group that engaged in game-based learning activities. The results revealed
that students in the experimental group achieved higher post-test scores than those in the control
group, indicating that game-based learning positively influenced their comprehension and
retention of integer concepts.

Furthermore, student feedback from the experimental group was overwhelmingly positive. Many
students expressed enjoyment, excitement, and increased interest while participating in game-
based learning activities to solve equations. This feedback suggests that game-based learning
effectively captured the attention of learners and enhanced their engagement with mathematical
concepts.

Overall, the study highlights the effectiveness of game-based learning as a strategy to improve
learning outcomes and foster positive attitudes towards mathematics among grade 7 students. By
making the learning process interactive and enjoyable, game-based approaches have the potential
to enhance the overall learning experience and academic progress in challenging subject areas
like integers.
ACKNOWLEDGMENT
The completion of this Classroom-Based Action Research has been a collaborative effort,
enriched by the contributions of numerous individuals, whose names may not all be mentioned
here.

The researchers wish to extend their heartfelt gratitude and appreciation to those who have
played pivotal roles in the realization of this study. Foremost, our deepest thanks go to Mr.
Edmundo D. Burdeos II, the esteemed School Head of Milagros National High School, for his
indispensable guidance, insightful feedback, and steadfast support throughout the entirety of this
research endeavor. We are immensely grateful to Mr. Jemar V. Secherico, whose assistance in
data collection and analysis has been instrumental in shaping the outcomes of this study.
Likewise, we express our gratitude to Mrs. Maria Thea D. Almeñana, whose role as Grade 7
Math Adviser provided invaluable access to essential resources crucial for the progression of this
research.

Furthermore, we extend our sincere appreciation to the learners and their parents for their
enthusiastic participation and cooperation, without which this research would not have been
possible. Additionally, we acknowledge with gratitude the institutions involved, whose support
and cooperation facilitated the smooth execution of this field study.

It is important to note that this research endeavor would not have achieved its success without
the collective effort and unwavering support of all those mentioned above. We are truly grateful
for their contributions, which have undoubtedly enriched the academic discourse and contributed
to the advancement of knowledge in this field
CONTEXT AND RATIONALE
Mathematics holds a pivotal role in Elementary and Secondary Education, imparting students
with essential knowledge and skills crucial for life organization (Aryante and Santoso, 2020).
Nevertheless, the ongoing COVID-19 pandemic has worsened the existing educational crisis,
particularly widening the disparity in mathematical learning among young students (Sooknanan
and Seemungal, 2023). To counter this, schools and educators are taking measures, including
tailored instruction methods, extra support for struggling students, and the integration of
technology to ease the learning process. Games serve as motivating tools, especially for students
facing challenges, fostering a healthy spirit of competition (Simpson, 2011). Engaging in these
games not only motivates students but also allows them to actively apply mathematical concepts.
Despite the difficulties, it is crucial to address and prioritize efforts to bridge the learning gap in
mathematics, ensuring students acquire the knowledge and understanding needed for academic
and future endeavors.
Due to existing educational disparities, the Department of Education is currently emphasizing
learning recovery efforts, as highlighted by Michael Poa, the spokesperson for DepEd. Poa
asserted that the Philippines already grappled with learning gaps before the pandemic, and these
challenges intensified during the pandemic due to factors such as students discontinuing school
attendance for various reasons, including issues like limited internet connectivity in remote areas.
Many students had to depend on their parents for education using self-learning modules (Cruz,
2022). This claim aligns with Poa's statement. According to the 2020 Trends in International
Mathematics and Science Study (TIMSS), the Philippines ranked last among 58 participating
countries in Mathematics and Science for Grade 4 pupils (Magsambol, 2020). In mathematics,
only 19% of Filipino students reached the Low benchmark, indicating "some basic mathematical
knowledge," while the remaining 81% did not meet this standard. Basic mathematical knowledge
includes the ability to perform operations on one and two-digit whole numbers, solve simple
word problems, comprehend simple fractions and common geometric shapes. Only 19% of
students could read and complete simple bar graphs and tables, with the majority unable to do so.
Mathinik originates from the ABS-CBN TV series created by Gina Lopez, which explores
mathematics in an interactive and enjoyable manner. It aims to cultivate children's appreciation
for and enjoyment of math, emphasizing its essential and interconnected role in daily life to
demonstrate that math can be a pleasurable endeavor for learners. In a 2018 study, researchers
found that the used of educational games could support and increase the mathematics learning
outcome. Game-based learning involves using games to enhance student learning, fostering
critical thinking and problem-solving skills through active participation. This approach can
utilize digital or non-digital games and simulations, providing students with hands-on learning
experiences (Tamosevicius, 2022). Additionally, educational games play a successful role in
terms of both a better understanding of the course content by the students and the participation of
the students in the process (Bakan, 2018). A game-based learning environment achieves through
educational games that have elements such as engagement, immediate rewards and healthy
competition (Nisbet, 2023). Game based learning can help students solve problems by postering
skills like understanding causation, logic and decision making they can used in real-life. creating
a positive environment, guided instruction and generate academic success and for learners with
autism are more successful and motivated when using computerized games for academic lesson
(McKenzi, 2020).
Teachers are fully aware of the decline in education that has occurred to them when classes
resumed for the school year 2022-2023, because of the pandemic, all students learning gaps
widened. As per the ELNAT Report from Milagros National High School on September 26,
2023, it was found that all 122 examinees (Grade 7 Student), constituting 100 percent of the
participants, require significant improvement in their numeracy skills based on the results of the
pre-test exam. The problems in solving integers and problem equations are noticeable yet may
addressed through game-based learning.
During the experiential learning or field study in Milagros National High School, the field study
students observe that a large number of students are not able to perform even the four
fundamental mathematical operation. (Addition, Subtraction, Multiplication, And Division),
which is alarming for secondary level student because they mostly deal with complicated
equations such as algebra and geometry. The problem was not only observed on grade 7 yet it is
also visible in other year level such as G8, the G9 and G10. The field study students connect the
learning gap of the students caused by the COVID-19 pandemic, the field study student from
Milagros National High School wants to address this by introducing game-based learning (GBL)
that will help learners develop mathematical capabilities in solving integers. The focus of this
research are the grade 7 learners of Milagros National High School.
With these the researchers decides to pursue game-based learning to develop mastery of integers
among grade 7 students of Milagros National High School. The researchers will compare the
effectiveness of GBL to traditional in teaching mathematics.

ACTION RESEARCH QUESTIONS

In general, the goal of this study was to determine the effectiveness of game- based learning in
teaching and solving integers among grade 7 learners of Milagros National High school. This
study specifically looked for responses to the following questions:
a) What is the mean pre-test scores of the learner in integers before the developed intervention?
b) what is the mean post-test scores of the learner in integers after the developed intervention?
c) Is there a significant difference between the mean post-test score of the control and the
experimental groups?
d) What are the perceptions and attitudes of students towards the game-based approach?
HYPOTHESES
Ho: There is no significant difference between the post-test result of the control group and the
experimental group.
Ha: There is significant difference between the post-test result of the control group and the
experimental group.

INTERVENTION, INNOVATION AND STRATEGY

The researchers conducted a diagnostic test for Grades 7 with the permission of the instructors,
the Dean of the college of Education, and the principal of Milagros National High School. The
covered topics are the four fundamental operations such as Addition, Subtraction, Multiplication
and Division in solving Integers.
In developing student’s mastery of Integers, the study, “Mathinik: Unlocking the power of game-
based learning for grade 7 student at Milagros National High School in mastering integers” was
conducted during practice teaching internship. This intervention ensured that the use of Game-
Based learning as a pedagogical strategy is an effective strategy in teaching mastery of Integers.
The researchers used the following Game-Based activities in the course of the study:
Integer Scavenger Hunt: According to Crnkovic, et.al (2022) hunt games confirm the positive
response that leads to high motivation to learn new concepts. This game encourages players to
try different strategies, cooperate and discover new content on their own and finally test their
skills.
: activity where participants search for and solve integer problems that are hidden or placed
around a specific area. It combines elements of a traditional scavenger hunt with mathematical
problem-solving.

Direction: The class will be divided into three groups. The groups can decide which station to
visit first. They have to answer the problems and for every right answer, they will be given a
piece of a puzzle until they accomplish all the task in each station. After collecting all the puzzle
pieces, they will proceed to their respected treasure chest and try to open it using the puzzle they
collected. The first group to open their assigned chest wins.
 The class will be divided into five groups.
 All the groups will pick a color with different flow of stations
 In each station, there will be a math problem that needs to be solve and a treasure if the
answer is correct.
 They will be given a piece of puzzle for every right answer.
 There are 5 stations therefore each group is expected to collect 5 puzzle pieces.
 After collecting all 5 puzzle pieces, they can now proceed into opening the treasure chest.
 The first group to open the chest wins and can collect all the treasures.
Integer relay race: The math department at Everett Middle School sponsors a contest called the
number relay. Each team has five runners. Runner 1, 3, and 5 will run and runner 2 and 4 will
stand in line.)
: an active and physical activity designed to reinforce mathematical concepts related to integers.
Directions: The class will be divided into three groups. The first player in each group will solve
the equation in the starting point, he/she then will pass the answer to the next player and to the
next until it reaches the last member. The last member will write the answer on the board. The
group who finishes first win.
 The class will be divided into three groups.
 Each group will have their stations (A, B, C)
 There will be facilitators in each station, they have the problems to be solved by the
players in each group on the board.
 The players will flip the bottles first before proceeding to answer the math problem.
 The facilitators will check the answers on the board, if the player get the correct answer,
then the next member can proceed.
 The first group to gather 10 points will be the winner.

Integer war: According to Chong, Et, al (2022) the non-digital card game significantly
improved students’ performance. The non-digital card game can be a helpful tool in the teaching
and learning of integers.
: the game typically involves the use of a standard deck of playing cards, where positive and
negative values are assigned to different suits or colors.

Direction: The class will be divided into two. Red card represents positive integers. The players
will have to shuffle the deck of cards and place it face down and then they will draw two cards
from the deck then they will have to solve the equations
Mechanics:
1. Red suits (hearts and diamonds) represent positive integers.
2. Shuffle the deck of cards and place it face down.
3. Players take turns drawing two cards from the deck.
4. The player must perform a specific integer operation with the two drawn numbers.
(Addition and subtraction)
5. Players earn points based on the correct solution or the result of the operation.
6. The player with most points after a set number of rounds or a predetermined time wins
the game.

Spin the wheel: Palaoag & Rodrigo (2016) suggests that the occurrence of wheel-spinning, a
term likely referring to students struggling without progress, is consistent in both game-based
learning environments and traditional intelligent tutoring systems, with around 30 to 40% of
students needing extra assistance for mastery. Secondly, it indicates that a student's previous
performance is indicative of their likelihood to experience wheel-spinning and their persistence
in overcoming challenges.

Direction: All the students will line up and spin the wheel, if it stops, they will solve the problem
where the arrow of the wheel pointed. If the student solves the problem within 10 seconds
therefore the student will be given a reward. And the student who’s next in line can now proceed
in spinning the wheel.
 All the students will line up towards the wheel in front.
 The student who’s next in line will spin the wheel and when it stops, the student will try
to solve the problem that the arrow of the wheel pointed.
 The student will be given 10 seconds to solve the problem.
 If the student gets the right answer, the student will be given a price. And then the next
student in line can now take the turn.

ACTION RESEARCH METHODS

A. Participants and/or other Sources of Data and Information
In this research, the participants were the selected 50 grade 7 students of Milagros National High
School enrolled in the third quarter of the school year 2023–2024. Then, each group consisted of
25 participants. These students were previously identified as having difficulties with Mastering
Integers, based on the ELNAT result. The researchers conducted a pre-test using assessment
items from the school. The participants were grouped into two groups: the control group and
experimental group, wherein the students underwent a separate session for a pre-test before the
implementation of the strategy and a separate post-test after the study. Individual participant
information was treated with the strictest confidentiality.

B. Data Gathering Methods

To answer the research questions the researchers used quantitative and qualitative methods. A
quasi-experimental design was used in this study, in which there are 50 identified 7th-grade
participants. The selection of the participants that constituted the control group and the
experimental group was through their scores in the pre- test. The participants are purposely
selected based on their level of ability or there is no significant difference between the mean
score of two groups. On the other hand, 25 participants in the control group continued to receive
the traditional teaching method. To determine the effectiveness of game-based approach in
teaching mastery of integers, the researchers will use pre-test and post-test. To test whether there
was a significant difference in the performance of students in mastering integers when game-
based approach is used, the researchers used an independent two-tailed t-test.

C. Data Analysis Plan

The researchers used face-to-face assessment to fully comprehend the data gathered. An
instrument from Milagros National High School was used to ensure the validity of the study and
to collect additional data on whether game-based approach have any positive effects on the
participants' mastery in Integers. This study used a variety of statistical methods, such as tests of
assumptions and group comparisons. The following tools used:

Proving of Hypothesis: The normality of data assessed using histogram, box plot or
Kolmogorov-Smirnov test, while the homogeneity of variances tested using Bartlett’s test. All
test set at a 5% level of significance.
Group Comparison: The researchers used independent samples t-test to compare whether there
is a significant difference between the mean of the control and experimental groups.

DISCUSSION OF RESULTS AND REFLECTION

RESULTS
This chapter presents the results of the data analysis.
 EXPERIMENTAL GROUP
RESPONDENTS PRE- TEST SCORES
STUDENT 1 5
STUDENT 2 8
STUDENT 3 7
STUDENT 4 5
CONTROL GROUP
STUDENT 5 8
RESPONDENTS PRE-TEST SCORES
STUDENT 6 7
STUDENT 1 12
STUDENT 7 5
STUDENT 2 10
STUDENT 8 5
STUDENT 3 7
STUDENT 9 4
STUDENT 4 8
STUDENT 10 8
STUDENT 5 4
STUDENT 11 7
STUDENT 6 1
STUDENT 12 5
STUDENT 7 5
STUDENT 13 7
STUDENT 8 5
STUDENT 14 3
STUDENT 9 2
STUDENT 15 7
STUDENT 10 6
STUDENT 16 8
STUDENT 11 7
STUDENT 17 6
STUDENT 12 6
STUDENT 18 9
STUDENT 13 7
STUDENT 19 11
STUDENT 14 7
STUDENT 20 5
STUDENT 15 7
STUDENT 21 10
STUDENT 16 10
STUDENT 22 9
STUDENT 17 4
STUDENT 23 7
STUDENT 18 5
STUDENT 24 10
STUDENT 19 6
STUDENT 25 9
STUDENT 20 8
Table STUDENT 21 4 1:
STUDENT 22 4
STUDENT 23 7
STUDENT 24 5
STUDENT 25 7
Control group’s pre-test score
The pre-test scores of the control group are provided in table 1. It can be seen in the table that
students got scores low scores with the computed mean of 6.16. Thus, the results demonstrate
that students who constitute the control group have not mastered integers.
Table 2: Experimental group’s pre-test score
The pre-test of the experimental group is provided in Table 2. It can be seen in the table that
students got scores of 11 and below, with the computed mean score of 7. Thus, the results
demonstrate that students who constitute the experimental group have not mastered integers.
 CONTROL GROUP
RESPONDENTS POST-TEST SCORES
STUDENT 1 13
STUDENT 2 12
STUDENT 3 12
STUDENT 4 10
STUDENT 5 5
STUDENT 6 6
STUDENT 7 6
STUDENT 8 12
STUDENT 9 10
STUDENT 10 8
STUDENT 11 7
STUDENT 12 5
STUDENT 13 5
STUDENT 14 10
STUDENT 15 11
STUDENT 16 11
STUDENT 17 5
STUDENT 18 12
STUDENT 19 8
STUDENT 20 10
STUDENT 21 9
STUDENT 22 7
STUDENT 23 13
STUDENT 24 11
STUDENT 25 14

Table 3: Control group’s post-test score

The table above shows that the control group scored between 5-14 in the post-test, with
calculated mean of 9.28. Their scores are a little bit higher than their pre-test scores. Thus, the
results demonstrate that after the traditional teaching instruction, the control group has little
mastery of integers.

EXPERIMENTAL GROUP
RESPONDENTS POST- TEST SCORES
STUDENT 1 15
STUDENT 2 11
 STUDENT 3 14
STUDENT 4 13
STUDENT 5 11
STUDENT 6 19
STUDENT 7 11
STUDENT 8 17
STUDENT 9 10
STUDENT 10 16
STUDENT 11 9
STUDENT 12 14
STUDENT 13 8
STUDENT 14 15
STUDENT 15 11
STUDENT 16 18
STUDENT 17 8
STUDENT 18 20
STUDENT 19 20
STUDENT 20 11
STUDENT 21 18
STUDENT 22 11
STUDENT 23 15
STUDENT 24 20
STUDENT 25 16
Table 4: Control group’s post-test score
The table above shows that the experimental group scored between 8-20 in the post-test, with
14.04 mean score. Their scores are significantly higher than their pre-test scores. Thus, the
results demonstrate that after the implementation of game-based approach, the experimental
group significantly gained mastery of integers.

RESPONDENTS CONTROL GROUP EXPERIMENTAL GROUP

 (POST-TEST SCORES) (POST-TEST SCORES)
STUDENT 1 13 15
STUDENT 2 12 11
STUDENT 3 12 14
STUDENT 4 10 13
STUDENT 5 5 11
STUDENT 6 6 19
STUDENT 7 6 11
STUDENT 8 12 17
STUDENT 9 10 10
STUDENT 10 8 16
STUDENT 11 7 9
STUDENT 12 5 14
STUDENT 13 5 8
STUDENT 14 10 15
STUDENT 15 11 11
STUDENT 16 11 18
STUDENT 17 5 8
STUDENT 18 12 20
STUDENT 19 8 20
STUDENT 20 10 11
STUDENT 21 9 18
STUDENT 22 7 11
STUDENT 23 13 15
STUDENT 24 11 20
STUDENT 25 14 16
Mean = 9.52 Mean = 14.16
Table 5. Control and Experimental groups’ post-test.

Treatment 1 (Control Group) Treatment 2 (Experimental Group)

µ1 = 9.52 µ2 = 14.16
s1 = 2. 772940677331 s2 = 3.2870460903370
n1 = 25 n2 = 25
T- Value Calculation (Independent Sample’s t-test)
(µ1−µ2 )

√
2 2
t= ( n 1−1 ) s 1 + ( n2−1 ) s 2
[ ¿ ]( 1 + 1 )¿
n1 +n2−2 n1 n2
(9.52−14.16)
t=
√¿ ¿ ¿
(−4.64)
t=
0.8600900417978

t = -5.3947840045924

t- value is -5.3947840045924.

Critical value or t-crit = the intersection of degree of freedom and the confidence level of 0.05

Degree of freedom = n1 +n 2−2

= 25 + 25 – 2 = 48
t-crit = 2.011

DISCUSSION

Using the independent samples t-test, the t-value is -5.3947840045924. The critical value is
3.505. The 25 students who received the intervention compared to the 25 students in the control
group demonstrated significantly high scores.

Since t-value is less than the critical value, reject the null hypothesis. The results of the study
indicate that there is a significant difference between the control and experimental groups. The
study suggests that game-based approach can improve students’ mastery of integers in Grade 7.
The experimental group, which received instruction using game-based showed a greater
improvement in post-test results than the control group, which received traditional instruction.
 EXPERIMENTAL GROUP
Respondents Responses
STUDENT 1 I am thankful because I get to enjoy while
learning. I learned about subtraction and
addition.
STUDENT 2 I am happy because it seems like we are
playing but we actually learning. I
learned how to add and solve from tens to
hundreds.
STUDENT 3 I am happy because we are playing while
solving.
STUDENT 4 We are happy because playing made it
easier for us to solve the equations.
STUDENT 5 I am happy because I enjoyed the game
and I gain knowledge.
STUDENT 6 I learned fast and I am happy while
solving, I forgot the pressure and
nervousness because I enjoyed solving.
STUDENT 7 I am happy because we remember the
rules easily and understand the lesson
better.
STUDENT 8 I learned to solve fundamental operations
in a fast way and I enjoyed solving in a
way of games.
STUDENT 9 I am happy because I enjoyed the games
and I understand the rules better. I am
happy because while doing the games we
learned how to solve equations. We
learned fast and remember the rules
clearly.
STUDENT 10 Playing helps us solve the equations
easier.
STUDENT 11 We are happy to solve the equations
because of the games that comes along
with it.
STUDENT 12 I am happier to solve the equations while
playing rather than just solving in paper.
STUDENT 13 We are happy and we enjoyed the game.
It gives us knowledge about how to solve
integers while playing.
STUDENT 14 We are happy with games, it gives us
more knowledge about how to solve
integers.
STUDENT 15 I am thankful for the teachers for teaching
us, there are equations that are hard for us
 to solve but you are there to guide us, so I
enjoyed all the games.
STUDENT 16 I learned about subtraction and addition
while playing.
STUDENT 17 Playing helps us solve the equations
easier.
STUDENT 18 We are happy because we get to play
while learning.
STUDENT 19 thank you for letting us play while
learning.
STUDENT 20 It is easier for me to solve because I enjoy
playing.
STUDENT 21 Playing with my classmates are always
enjoyable because we share ideas with
each other.
STUDENT 22 I love the scavenger hunt because we can
freely run around while learning.
STUDENT 23 Spin the wheel is very interesting because
it is colorful and fun to play with.
STUDENT 24 My classmates are very competitive but
we all enjoyed the game.
STUDENT 25 I am not nervous to solve integers
equations because I am having fun while
doing it now.
Table 5: Experimental group’s response
Based on the given response of the learners, the researchers found out that the students enjoyed
solving the equation in a form of game, they never felt pressure or nervousness because they are
happy while solving the integers. They easily understand the rules, it added to their knowledge,
they learned fast and solve the equations in a quicker manner. Most of the students responded
that they had fun while learning, they enjoyed all the activities and according to student 12 “I
am happier to solve the equations while playing rather than just solving in paper.”. The
researchers concluded that game-based learning is effective to the learning process and progress
of the grade 7 learners.

ACTION RESEARCH WORK PLAN

ACTIVITIES TIMELINE EXPECTED OUTCOME

Writing the proposal November, 2023 Research proposal
revising the proposal November, 2023 Revised proposal
based under
recommendations and
suggestions
Communication with the February, 2024 Approved research conduct
school head, teachers,
and participants.
Gathering sources of February, 2024 Identified participants
data.
Preparing the reading February, 2024 Reading materials
materials.
Implementation of the February- April 2024 Completed data gathering
intervention.
Analysis of the gathered April, 2024 Interpreted data
data.
Preparation of the action April- May, 2024 Completed action research
research paper.
Presentation of the May 2024 Defended action research
completed action (revisions/recommendations/suggestions
research. from the panel)
Revisions for the final May, 2024 Successful action research paper
paper.

COST ESTIMATES
Activities Resources needed Source of funds Amount
Printing of consent Printing fees: Personal Php 200.00
from the institution, Bond paper, Ink
school head, teachers,
parents and students.
Printing of Diagnostic Printing fees: Personal Php 200.00
Test and Pre- test. Bond paper, Ink
Preparing of Cartolina, card board, Personal Php 1,000.00
instructional materials. bond paper, colored
paper, scissor, stick
glue, marker, pen,
cutter, adhesive tape,
and stapler.
Incentives for the Snacks Personal Php 350.00
participants every
session.
Printing of post-test. Printing fees: Personal Php 200.00
Bond paper, Ink
Certificates of Especial paper, Ink Personal Php 250.00
recognition.
Total Php 2,200.00

PLAN FOR DISSIMINATION AND UTILIZATION

Our recent research has demonstrated the remarkable impact of incorporating educational games
into classroom instruction, offering a dynamic and engaging pathway to reinforce integer
concepts and elevate student performance in mathematics. The researchers findings reveal that
game-based interventions not only capture student interest but also cultivate deeper
understanding and retention of integer operations. By integrating carefully selected educational
games into our curriculum, we have the opportunity to infuse our lessons with interactive
experiences that resonate with students and inspire active learning. To harness the potential of
game-based learning, I recommend the following strategies:

1. Game Selection: Identify and integrate educational games that specifically target integer
operations, fostering strategic thinking and problem-solving skills.

2. Integration into Lessons: Incorporate these games into lesson plans to complement traditional
teaching methods, providing students with hands-on learning experiences during class time.

3. Promote Collaboration and Competition: Encourage peer collaboration through team-based

games or friendly competitions that motivate students to apply their integer-solving skills in a
supportive environment.

4. Continuous Improvement: Monitor student progress and gather feedback to refine game-based
strategies based on individual or group needs, ensuring alignment with learning objectives.
By embracing game-based interventions, we can enhance mathematics education at Milagros
National Highschool and empower students to excel in solving integers. This innovative
approach not only enriches the learning experience but also contributes to improved academic
performance and overall student engagement.

To Future Researchers,
As you embark on the journey of advancing mathematics education, I encourage you to explore
the potential of game-based interventions as a transformative approach to enhancing integer
mastery among students. Our recent research has underscored the effectiveness of integrating
educational games into classroom instruction, offering an innovative pathway to reinforce
mathematical concepts and elevate student performance.
References

Ariyanti, G., & Santoso F. (2020). The effects of online mathematics learning in the COVID19
pandemic period: A case study of senior high school students at Madiun City, Indonesia.
Mathematics Teaching Research Journal, 12(3), 4-11.
Bakan, U., & Bakan, U. (2018). Game-Based Learning Studies in Education Journals: A
systematic review of recent trends. Actualidades Pedagógicas, (72), 119–145.
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