PILI NATIONAL HIGH SCHOOL

La Paz Subd., Pawili, Pili, Camarines Sur

S/Y 2024-2025

A Joyful Math Journey: The Effectiveness of Ju-Math-Ji in Improving Grade 7

Students’ Algebra and Integer Skills

PABOR, CARL CHRISTIAN D.

DOROS, JOHN VINCE L.

NOVEMBER 2024
 ACKNOWLEDGEMENT

The researchers would like to express their deepest appreciation and heartfelt

gratitude to the following persons who helped and supported the researchers through

the completion of the study.

Dr. Reynaldo Lopez, Secondary School Principal III for his support and

assistance that led to this research study realization;

Mrs. Sherlina H. Dela Torre, Assistant School Principal, for her unselfish and

continuous support and concern.

Eng. Antonio M. Coballes, for the advice, supervision, and assistance rendered

during the making of the device and for the unending support to the researchers.

Mr. John Jeric Sendico, for the unending support and assistance to the

researchers which lead to the success of the study.

Their Friends and Classmates, in 11 STEM Linnaeus, for their support, help,

and words of encouragement to the researchers.

Their Parents and Families, for giving the researchers the time, help, patience,

understanding, and financial support throughout the conduct of the study.

And above all, to Almighty God, the Holy Creator, the source of life, for the

unending blessings of time, strength of mind, wisdom to learn to finish this research.

Thank you very much!

The Researcher

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 ABSTRACT

TITLE: A Joyful Math Journey: The Effectiveness of Ju-Math-Ji in Improving

Grade 7 Students’ Algebra and Integer Skills

AUTHORS: CARL CHRISTIAN D. PABOR, JOHN VINCE L. DOROS

ADVISER: JOHN JERIC SENDICO

The project was Ju-Math-Ji, it is an interactive game that tests the

student’s skills, knowledge, and luck. This game is technology-based and inspired by

“Jumanji”, a fun board game with various conditions along the gameplay. It uses a

device or board that serves as the game platform with colored tiles symbolizing the

following: power-ups, debuffs, and mystery cards. The game utilizes a digital production

of equations and push buttons which are all connected to the Arduino Microcontroller.

The colored tiles have a corresponding question that the players are going to answer.

Once the questions are answered correctly or incorrectly, the conditions stated in the

mechanics shall apply. This game is not only a battle of brains but also a battle of luck.

With unlimited reproducibility of strategies, players will think of ways to win over other

players. Thus, Ju-Math-Ji, is also a battle of luck. You must be lucky enough to not get

debuffs or unlucky cards repeatedly but instead, get the as much as advantages to be

declared the winner. This game aims to boost students' engagement in mathematics

and offer an enjoyable and interactive way of learning. Moreover, it fosters

competitiveness and problem-solving skills among learners and introduces to their

minds the idea that math is an exciting adventure. The following problems were

successfully answered throughout the study, (1) What is the level of effectiveness of the

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game in terms of the activeness in participating of the students? (2) What is the

academic performance of the students before and after the integration of Ju-Math-Ji

instructions? (3) Is there any significant difference between the performances of the

students before and after instructions? The computed T-test scores of the 30

respondents take the pre-and post-test assessment and the computed mean score of

the functionality of the device which got good remarks proves its effectiveness. Through

statistical tests, the researchers concluded that there is a significant difference between

the scores of selected 30 respondents in the conducted pre and post-test. Therefore,

the researchers concluded that the Ju-Math-Ji was very effective in improving the

academic performance and engagement of the students in Mathematics while having

fun. The integration was successful in obtaining objectives and effectively providing the

accurate purpose of the device, there is a recorded 29% performance growth of the

respondents after using Ju-Math-Ji and a significant difference between the

performances of the respondents before and after using Ju-Math-Ji.

Key Words: Ju-Math-Ji, Pili National High School, Pawili, Pili, Camarines Sur, 2024

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 TABLE OF CONTENTS

Preliminaries Page

Title Page i

Acknowledgement ii

Abstract iii

Table of Contents iv

List of Figures

List of Tables vi

CHAPTER

I THE PROBLEM

Introduction 1

Statement of the Problem 2

Statement of the Hypothesis

Statement of the Objectives

Scope and Delimitation 4

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 Significance of the Study 4

Definition of Terms 6

End Notes 7

II REVIEW OF RELATED LITERATURE AND STUDY

Related Literature 8

Related Studies 13

Gap-to-be-bridge 17

Conceptual Framework 18

End Notes 20

III METHODOLOGY

Research Design 21

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 Respondents 21

Data Gathering 21

Data Analysis

22

IV RESULTS AND DISCUSSION

Problem 1 25

Problem 2 25

Problem 3 27

V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 28

Game Concept

28

Game Mechanics

29

Game Rules

30

Findings 32

Conclusions 32

Recommendations 33

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List of Figures

Figure 3.1 Robotic Components 23

Figure 3.2 Mechanical Components

23

Figure 3.3 Prototype 3D Modelling

24

Figure 3.4 Circuit Diagram 24

Figure 3.5 Program of the Device 25

List of Tables

Table 3.1 Table Tally Sheet

26

Table 3.2 Pre and Post-Assessment Result

29

Table 4.1 Table Tally Sheet

30

Table 4.2 Effectivity of DeTech

31

Table 4.3 Table Mean Sheet for the Effectivity of Ju-Math-Ji

32

iv
 Table 4.4 Pre and Post-Test Results

34

Table 4.5 T-test Results for Two Sample Means

35

BIBLIOGRAPHY

34

iv
vi
 CHAPTER I

THE PROBLEM

INTRODUCTION

Globally, mathematics is widely regarded as one of the most important

subjects in the school curriculum, which serves as a bridge and basis for all knowledge

and disciplines. Mathematics is a tool and the foundation of every country's economic,

scientific, and technological advancements. However, mathematics is frequently

regarded as difficult, not because of students' lack of ability or talent but because the

study of mathematics is frequently regarded as uninteresting or irrelevant, which

contributes to a lack of focus and engagement. They get bored, find it hard to pass

since they are not interested, and eventually come to detest it (Fleming, 2018). Many

people associate mathematics with being a tiresome and challenging subject to study

(Sedig, 2008).

It has been reported recently that Filipino students were among the lowest

scorers in the three subjects—mathematics, reading, and science—according to PISA's

2022 results, which were released on December 5, 2023. Based on the report, there

was no significant improvement in the latest results of the student's performance when

compared to the country's average scores in 2018. The report also mentioned that

almost no students in the Philippines were top performers in mathematics. Furthermore,

the Philippines only performed better than the Dominican Republic, Guatemala, El

Salvador, Paraguay, and Cambodia, ranking sixth to last worldwide in mathematics. It

was said that Filipino students are ‘5 to 6 years behind’, which alarms the country's

2
Department of Education (DepEd) and other educational institutions to take action and

address this issue.

With this in mind, the researchers developed this game to somehow help

address the problem the country has been concerned with. The researchers observed

and recognized the urgent need for innovative and effective approaches to address the

challenges in mathematics education. Because of this, the researchers developed an

interactive, fun, and enjoyable game in classroom settings in schools using their

knowledge of technology and robotics. Due to technological advancements, the

researchers came up with this concept to make students more engaged in learning

mathematics with a twist.

This game aims to boost students' engagement in mathematics and offer an

enjoyable and interactive way of learning. Moreover, it fosters teamwork and problem-

solving skills among learners and introduces to their minds the idea that math is an

exciting adventure.

STATEMENT OF THE PROBLEM

The purpose of this study is to develop an innovative intervention via Arduino as

the foundation of the device to offer an interactive, fun, and engaging student-centered

game-based learning system technology. Specifically, it sought to answer the following

questions:

1) What is the level of acceptability of the game in terms of:

a. Functionality

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 b. Game concept

c. Overall Acceptability

2) What are the academic performances of the students before and after

a. Traditional methods.

b. With integration of Ju-Math-Ji in lessons.

3) Is there any positive significant difference between the performances of the

students with and without integration of Ju-Math-Ji?

STATEMENT OF THE HYPOTHESIS

The research also determined whether the hypothesis suits the results of the

study.

Ho- There is no positive significant difference between the performances of the control

and experimental group.

Ha- There is a positive significant difference between the performances of the control

and experimental group.

STATEMENT OF THE OBJECTIVES

Generally, this project entitled A Joyful Math Journey: The Effectiveness of Ju-

Math-Ji in Improving Grade 7 Students’ Algebra and Integer Skills aimed to develop an

innovative game-based learning system in the foundation of Arduino which enhances

students’ skills in Mathematics and offers a friendly activity that helps students increase

their motivation, enjoy and have fun. Specifically, this project sought to:

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 1. Assess the effectiveness and acceptability of the game Ju-Math-Ji as aid in

teaching mathematics.

2. Identify the performance level of the students before and after the application of

game Ju-Math-Ji in learning process.

3. Identify if there is an statistically significant improvement on students

performance in mathematics after using Ju-Math-Ji game.

SCOPE AND DELIMITATION OF THE STUDY

This study focused on the innovation of the interactive Ju-Math-Ji system

wherein simulated the creation of a game that integrates a fun, engaging, and

interactive environment to motivate students’ learning and interest in Mathematics.

The competencies included in the developed math game focused on the learning

competencies for Grade 7 mathematics such as linear equations and integers.

The respondents of this study were sixty (60) grade 7 students at Pili National

High School, school year 2024 – 2025, that were identified as students that needs

improvement following the results of the latest Albay Numeracy Assessment Tool

(ALNAT) 2024. The study was conducted during the second (2 nd) quarter of the school

year 2024 – 2025 for 1 week starting from November 11 to November 15 of the said

school year. The study focus on basic mathematics skills: basic linear algebra; and

operations on integers. The researchers started the conceptualization and constructing

ideas and at the same time preparation and buying of materials that were used in

making the game device.

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 The research is quantitative in nature with Pretest-Posttest Control Group

Design. The treatment introduced only to the experimental subjects, after which the two

groups will be measured on the dependent variable. However, the study will not use the

random sampling method which means that this will not cover or give an equal chance

for the entire population of students. Further, this will only associate with the sample

population class for this study in the said school.

SIGNIFICANCE OF THE STUDY

The researchers concluded that this study is deemed helpful, and significant, and

would benefit the following:

Students. The game will help them become engaged in mathematics, despite it being a

challenging subject. Because of the fun, enjoyable, and interactive math activities

offered by the game, students will be more interested and motivated to learn and

participate actively in class.

Pili National High School (PNHS) Administration, Faculties, and Staffs. They would

be prouder of their students and proud of themselves because of their utmost efforts

and commitment in enhancing student research capabilities by developing and training

students to conduct scientific research as proof of effective research teaching and

learning processes under robotics education.

Curriculum Developer. The findings of this study may encourage the in-charge of the

curriculum in the field of education to assess the necessary steps and considerations to

include robotics games in education.

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Researchers. Conducting such research studies improves the student’s knowledge as

well as their robotic skills.

Future Researchers. This can be a reliable source as a reference for a similar study.

They may conduct similar studies to determine the contribution of developing innovative

and interactive game-based learning that integrates technology and robotics to enhance

students’ problem-solving skills and knowledge about mathematics and other subjects.

OPERATIONAL DEFINITION OF TERMS

In this study, the terms used are conceptually and operationally defined as

follows:

Ju-MATH-Ji. A board game with touch of robotics conceptualized and constructed by

the researchers primarily aims to improve students’ performance in basic mathematics.

Arduino. A device used to construct the game. A robotic device contains LCD, buzzers,

power supply, jumper wires, breadboard, LED lights, and motherboards.

LCD. This stands for Liquid Crystal Display. LCD is a flat panel display technology. It is

the component where equations are illuminated. This would serve as the screen for

equations to be answered.

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 END NOTES

[1] Fleming, G. (2018, January 18). Why Math Seems More Difficult for Some

Students.

Re-trievedfrom: [Link]

students-1857216

[2] Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage

children with mathematical representations. Journal of Computers in Mathematics and

Science Teaching (2008)27(1), 65-101.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter proffers a review of related literature and studies after a thorough

search done by the researchers. In this study, the literature and studies address the

different ideas, knowledge, conclusions, and various developments related to the study

from the past to the present. This also contains the synthesis of the state-of-the-art, gap

to be bridged, theoretical and conceptual frameworks.

RELATED LITERATURE

Improving Math Creative Thinking Ability by using Math Adventure Educational

Game as an Interactive Media

According to Yessi Kartika, Rahmi Wahyuni, Bornok Sinaga, and Juniastel

Rajagukguk (2019), One effective technique to help students develop their creative

thinking abilities is to employ educational game technology as an interactive learning

medium. It is anticipated that this educational game would dispel math monotony and

math anxiety and speed up the process of learning Senior High School (SMA / MA)

geometry curriculum. The study aimed to develop a computer-based educational game

that enhances students' creative thinking skills related to geometry and to characterize

the effects of adventure games as a medium for teaching materials in geometry

instruction. utilizing an Android smartphone, creating math adventure instructional

games, and assessing the viability of utilizing them as a teaching tool for geometry (the

second year of the research target). Research and Development (R&D) using the

ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was

9
the research methodology. The activities involved the following stages: (1) information

gathering and analysis; (2) design and multimedia-based animation media creation and

validation; (3) development and media design improvement; (4) media testing and

implementation; and (5) evaluation and revision of media product and media design.

According to the results, students can increase their creative thinking abilities in

mathematics by 84,85%. Using media resulted in an 80% advisability percentage, while

material resulted in an 85% advisability rate. It indicates that the educational process of

teaching and learning through the use of math adventure games was successful and

improved.

Students’ Perceptions of Mathematics Teachers’ Usage of Ethnomathematics

Materials in the Teaching and Learning of Mathematics

According to Mogege Mosimege and Felix Oromena Egara (2023) Mathematics

plays an important role in the development of society by serving as a useful tool in

science and technological breakthroughs (Okeke et al., 2023). The present world’s

scientific and technological culture and practices grew out of mathematical knowledge

and skills, which are part of the school curriculum (Nzeadibe et al., 2019, 2020). The

study looked at how pupils perceived the use of mathematics by their teachers of the

resources and methodology of ethnomathematics in the instruction of mathematics. A

descriptive survey design was utilized by the researchers, with a sample of 357

students selected using utilizing a random selection process among 3,324 senior

secondary two (SS 2) pupils. The study employed the Students' Ethnomathematics

Questionnaire (SEQ) as its tool. The among other things, the outcome showed that

pupils' opinions of their math teachers the application of materials and an

10
ethnomathematics approach in the instruction of mathematics is to a little degree.

Among the recommendations that were made was that mathematics instruction and

instructors regarding the utilization and implementation of ethnomathematics methods

and resources are necessary.

Significance of Mathematics Laboratory Activities for Teaching and Learning

According to Kaushik Das (2019), The importance of the Mathematics Laboratory

for Mathematics was investigated in this study. Instructing in Indian schools, colleges,

and teacher preparation programs. Researchers provide a summary of using a math lab

to teach math effectively and talk about the many applications of math. This issue is

resolved in the math laboratory classroom by blending these settings. Laptop computers

meet networking and software needs, yet fewer pro levels contribute to the upkeep of a

more harmonious learning atmosphere. In the instruction and mathematical learning,

the maths lab, with the assistance and company of both the advancement of the student

body can be significantly impacted by the substantial role that student instructors can

play while pupils studying mathematics. The primary goal of this study is to identify the

key components of the Mathematics Education Laboratory in Mathematics. The topics

of mathematics covered in this study include the classroom, the significance of the

mathematics lab, and the utilization of the lab for qualified educators, covering

mathematics instruction from foundational to basic levels. The process used in the study

is mixed-method, study used an interpretive methodology to gather and analyze

qualitative data.

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Gamification for Teaching - Learning Mathematics in Students of Basic Education

According to Jean Paul Molina-Villarroel, Cesar Guevara & Roilys Suarez-

Abrahante (2021) Poverty in rural locations is one of the numerous elements that affect

a student's academic success in education. Poverty leads to illiteracy and school

dropout rates, which are exacerbated by the perception among young adults and

school-age children that they must work to support their families financially. Another

contributing factor is the antiquated curriculum and the teachers' lack of use of

technology in the classroom. As a result, the class becomes monotonous and boring,

and the student only listens to his teacher, who then becomes the primary source of

knowledge. The student also does not participate in his school's training program, lacks

attractive learning environments, and lacks genuine motivation to learn and improve his

quality of life. This study suggests creating a scratch prototype for the gamification of

the mathematics teaching-learning process at the elementary level "Marco Aurelio

Subía" kids' school in the parish of "Tanicuchí," in the province of Cotopaxi. It is

anticipated that this research will be put into practice, igniting students' interest in

studying mathematics at the most fundamental educational levels and fortifying their

knowledge for subsequent academic years.

The Effect of Gamification on Young Mathematics Learners’ Achievements and

Attitudes

According to Önder Karamert and Aslıhan Kuyumcu Vardar (2021), The purpose

of this study is to look into how gamification affects the academic performance and

attitudes of fifth-grade pupils in mathematics classes. For this reason, gamification

components are incorporated into the mathematics course's "fractions" teaching

12
methodology. The research design that is favored is the quasi-experimental design. An

attitude scale and an achievement exam were employed as data-gathering tools. The

study included 46 kids in the fifth grade as participants. In this study, the gamification

design paradigm that was used was the pyramidal design model. This model's

components were modified to fit the research participants' class level. The study's

findings included the observation of a noteworthy statistical difference favoring the

experimental group on the achievement exam. Nonetheless, there was no discernible

variation in the attitude scale outcomes. Based on research findings, this report offers

recommendations for using gamification in education.

Integrative Gamification Technique in Teaching Specialization Courses in

Mathematics

According to Maryann H. Lanuza (2020), One theory to enhance math

performance is to incorporate enjoyment into the learning process (Yadav,2015), for

example, carrying out a play-way strategy produces straightforward and simple

mathematical learning for the pupils. In doing so, the study aimed to identify the

noteworthy variations in the perceived application of the Gamification Technique (GT)

when categorized by age, sex, year level, and math subject. Furthermore, it aimed to

ascertain the relationship between Mathematics Performance in the Four GT Domains:

Academic Performance, Cooperation, Behavior, and non-virtual Filipino Modified Game

Familiarization. Testing is also done on the general relationship of integration when the

four sections are merged. The investigator produced the use of the block action

research methodology with multiple randomizations. 181 undergraduate students who

were randomly selected and proportionally stratified were surveyed by the researchers.

13
After using the appropriate statistical methods, it was discovered that GT was highly

viewed. Regarding sexual profile, only collaboration throughout academic achievement

was shown to be significantly correlated with age. These indicate that males aged 21 to

over 23 had more favorable opinions than females aged 18 to 20. The first, second,

third, and fourth GT areas all showed a notably different outcome every year for pupils.

College, Advanced and Abstract Algebra, Plane, Solid and Modern Geometry, and

Plane Trigonometry courses all showed substantial differences in these four areas. The

kids' performance in mathematics was found to have a positive association with all other

areas. In general, using GT is a method of enhancing the way teachers teach

mathematics to help students achieve better. Nevertheless, restrictions on GT use were

perceived as abstract ideas in mathematics and areas for further development.

RELATED STUDIES

Digital Games and the Teaching and Learning of Mathematics: A Survey Study

The study conducted by Sergio Ruiz Loza, Linda Margarita Medina Herrera, José

Martín Molina Espinosa, and Gilberto Huesca Juárez. (2022) stated that the use of

video games for education has substantial theoretical and empirical backing. Even with

studies to back them up, digital games are not frequently utilized in math classes. The

dearth of existing research on the extent to which math teachers utilize digital games,

how they use games in the classroom, and what obstacles they face while utilizing

games is one major factor in this lack of acceptance. The Digital Game Usage in the

Mathematics Classroom Survey was created to start addressing these queries. To

assess the survey's validity and reliability, pilot data were gathered. The pilot study's

14
findings are examined, and suggestions for additional research and survey instrument

use are also made.

Interactive Software for the Learning of Mathematics in Elementary School

Students in the Province of Tungurahua

The study conducted by Paulina Sánchez, Ligia Jácome, Cinthya Sancho, and

Richard Sánchez (2022) stated that This article presents research on the effects of

creating a video game for elementary school math classes. The game was primarily

created to reinforce existing knowledge and provide teachers with a fresh, interactive

teaching tool that would spark students' interest in learning. The three phases of the

methodology were as follows: first, exploratory research was conducted at the Gabriela

Mistral institution in San Pedro de Pelileo, Ecuador; second, an agile methodology was

used to develop the video game, incorporating an adaptive algorithm into its

architecture to help the children expand their knowledge through the game. In the end,

an assessment was conducted on a specific sample of students to establish whether or

not the game improved their educational experience. The results showed that the

students' knowledge had increased by 27.78% when compared to their levels when

using the traditional learning approach.

Development of Spin Wheel Game Media in Mathematics Subjects on Fractions in

Grade IV SD Negeri 12 Api-api

In her article published in 2022, Nastalia highlights the crucial role of

learning media in supporting educators and promoting students' academic success,

particularly in subjects such as mathematics. The Play Wheel Game Media is presented

15
as an innovative resource that aims to aid educators and captivate students' interest by

integrating practice questions along with fun singing and dancing cards. This approach

aims to make the learning experience both enjoyable and effective, with the ultimate

objective of strengthening students' grasp of the subject matter. This research project

centers on utilizing this medium during training sessions for students. This spin-rotating

wheel game medium has been gaining a lot of attention for its ability to enhance

learning, particularly in the realm of mathematics and fractions. This dynamic tool has

been praised for its capacity to keep students engaged and prevent dullness in math

activities. Its captivating nature is said to make learning enjoyable and discourage

laziness when completing exercises. The study concludes that the Spin Wheel Game

Media is highly valid, practical, and effective for teaching mathematics, specifically the

subject of fractions in Grade IV at SD Negeri 12 Api-api.

A Study of The Effectiveness of Activity-Based Teaching-Learning of Mathematics

At 8th Standard Students

The study conducted by Mrs. Rekha Joshi and Dr Pratima Mishra (2022) stated

that the activities carried out in the classroom had a favorable impact on the children.

Pupils are happy even though they are having a few small problems. Positive changes

resulted from the actions. in comprehension, application, knowledge acquisition, and

skill development. Considering since mathematics is a challenging subject, in order to

have a fun and engaging learning experience, Students learn and retain material better

when it is presented to them through activities. Activity-oriented Children are physically

and mentally engaged as they study. It aids in the pupils' skill development. than the

16
conventional method of instruction and enables students to take an active role in their

own education experience by actively participating in actual tasks.

Games as an Educational Resource in the Teaching and Learning of Mathematics:

An Educational Experiment in Portuguese Middle Schools

The study conducted by Helena Campos and Rute Moreira (2016) stated that

this article analyzes the potential of the game as an educational tool for the teaching

and learning of mathematics in Portuguese middle schools, where the majority of pupils

are 10 or 11 years old, based on an experiment utilizing the game "Caminhando e

Calculando" (Moving and Calculating). The information that the students collected

throughout the games will be utilized to evaluate the various approaches taken to solve

the puzzle and pinpoint both its advantages and disadvantages. We begin with a

theoretical examination of games as a fundamental component of human civilization.

pleasure and information can be blended to create more effective and meaningful forms

of knowledge by combining our natural drive for pleasure with the various teaching and

learning approaches. Since playing games is a fundamental part of childhood and

provides an atmosphere that is stimulating for growth, it would be a mistake to

undervalue the value of games as a teaching tool. The benefits that this teaching and

learning tool offers for specific mathematical processes, like problem-solving, will be

highlighted with reference to mathematics.

SYNTHESIS OF THE STATE-OF-THE-ART

With an emphasis on gamification, digital technologies, and activity-based

approaches, the evaluated research together demonstrates the transformational

17
potential of novel teaching techniques in mathematics education. With its capacity to

boost creativity, learning outcomes, and engagement, gamification becomes a major

subject. Kartika et al. (2019), for instance, showed how a math adventure instructional

game might enhance students' capacity for creative thought by increasing their

performance on geometry-related tasks by 84.85%. Similar to this, Karamert and Vardar

(2021) used gamification components to teach fractions, which resulted in notable gains

in academic achievement but no change in attitudes. Through a gamification prototype

intended to counteract poverty and disengagement, Molina-Villarroel et al. (2021)

addressed issues in rural education while also improving fundamental mathematics

understanding.

The significance of activity-based learning and interactive digital technologies is

emphasized by another research. In contrast to conventional approaches, Sánchez et

al. (2022) improved student understanding by 27.78% by creating a video game to

emphasize basic math abilities. Nastalia (2022) demonstrated how well a spin-wheel

game can keep students engaged while teaching fractions by fusing education with

enjoyable and engaging participation. According to Joshi and Mishra (2022), activity-

based techniques go beyond gamification to promote deeper understanding and skill

development via practical involvement, outperforming traditional methods.

A move toward education that is culturally sensitive is also reflected in the

incorporation of these resources. Mosimege and Egara (2023) investigated the use of

ethnomathematics in the classroom and found that, despite their potential to enhance

learning, culturally relevant resources are not often used. In the meanwhile, Lanuza

(2020) investigated the beneficial effects of gamification strategies on behavior,

18
teamwork, and academic achievement when customized to each student's unique

profile. When taken as a whole, these studies support the wider use of digital media,

interactive techniques, and gamification to increase mathematics' effectiveness,

accessibility, and engagement for a range of student demographics.

BRIDGE GAP BY THE STUDY

This study fills the gap of the previous studies reviewed by providing information

about game-based learning systems through developing this innovative intervention of

an interactive and engaging approach to increase students’ knowledge and

performance in Mathematics.

Although many studies have been done concerning the game-based learning

approach in Mathematics, there were no general studies specifically conducted with a

focus on both Arduino-based technology and knowledgeable games. This study is

conducted to develop a game that will be beneficial to the students to test the effect of

this on the student’s academic performances, particularly in Mathematics. Thus, this

project will deliver an innovative version of the previous study to further help the user,

the school staff and faculties, and future researchers.

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 CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework

The conceptual framework refers to the graphical presentation, such as input,

process, and output, that is systematized into three chronological block diagrams.

Input covers the initial phases of carrying out the study. This includes the

planning for the data analysis along with the concept of the game, which acts as the

cornerstone and beginning point for the game creation. This section also entails the

preparation of the materials needed for the game. This section also covers the

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administration of a 20-item pretest in our selected sixty (60) grade 7 students of Pili

National High School, school year 2024-2025.

Process refers to all the procedures conducted during the study, including the

usage of the game inside the classroom. This includes testing the game and data

gathering. Following the completion of the game along with the data gathering, to

determine, analyze, and interpret the results of the study.

Output includes the final and overall results of the game, as well as the results of

the tests and surveys concluded. These findings will determine the overall effectiveness

of the implementation of the study to the student’s learning and provide answers and

insights to the research questions as well as the hypotheses made by the researchers.

Feedback contains the response, realization, or interpretation of the valuable

goal of the output. With this information, the researchers can further understand and

recognize the strengths and weaknesses of the study, and the constructed game, as

well as identify the improvements that will be recommended for future studies.

THEORETICAL FRAMEWORK

The production and application of Ju-Math-Ji, a game to enhance the algebra

and integer skills of Grade 7 students, has been based on a broad theoretical

framework. This has been derived from several educational theories that describe how

students learn, interact, and remain motivated in an educational setting. Having a game

design with constructivism, which is supported by the theories of social learning, self-

determination theory (SDT), flow theory, and cognitive load theory, ensures that the

21
math learned has changed from being just something passively experienced in carrying

out a task but one of greater active engagement.

Philosophical Basis: Theory of Constructivism.

This theory holds that learning is a process that continues even as the learner

develops knowledge from experiences in interaction with the environment. Instead of

getting information passively, there is an encouragement for students to actively engage

with the content; challenges are taken, and reflections on their own experiences. This

principle is very well explained by Ju-Math-Ji whereby, for instance, students can work

to solve mathematical equations shown on a digital board by using an Arduino

microcontroller. In this case, all the tiles in a game board represent a task requiring the

use of notions on algebra and integers immediately and thus continuously building

knowledge along their journey. The characteristics of the game - adaptability and

problem-solving abilities - are very well aligned with the constructivist approach, which

states that experiential learning and reflection have a positive effect on cognitive growth.

According to studies, educational games are the best environments for authentic,

problem-centered learning. Under such conditions, learners can deeply interact with

content and absorb new information into their previously constructed cognitive

structures.

Social Learning Theory: Learning through Interaction and Observation

Social Learning Theory further edifies the learning aspects of Ju-Math-Ji by

stressing interaction and observation in learning. Albert Bandura's work is focused on

the fact that people learn by observing other individuals' behaviors and strategies. They

22
model successful actions and then adapt them to other contexts. Ju-Math-Ji further

takes advantage of this by giving children the opportunity to play multiplayer modes; it

helps them cooperate to observe what the other would do in trying to solve their

problem so that they can learn it collectively. The collaborative environment, therefore,

encourages peer learning while at the same time supporting learners in the Zone of

Proximal Development, a term coined by Vygotsky that describes the situation wherein

a more knowledgeable peer helps and supports the learner such that the latter performs

much better afterward. When there are discussions on game strategies, some important

social skills involving communication, teamwork, and negotiation are acquired for use

not just in the academic area but also in life in general.

Motivation Theory (Self-Determination Theory): Intrinsic Motivation and

Engagement

Intrinsic motivation factors are established on SDT which cites the three basic

psychological needs - autonomy, competence, and relatedness - that constitute the

foundation of intrinsic motivation. These learners are given an incredible amount of

autonomy in the game since they can decide on their paths and strategies that would be

employed with regard to power-ups or de-buffs. This significantly increases their

motivation and urge to learn.

Competency is a crucial component because the game gives students’ tasks that

become increasingly challenging; hence, they can master and gain confidence in math

skills. Instant feedback about their performance also raises their sense of competence

in order to keep trying harder. Another way Ju-Math-Ji supports the relatedness aspect

is through the multiplayer feature, which makes players feel part of a group. Social

23
interactions and cooperative play bring care to teaching where the student finds himself

or herself attached to classmates, thereby increasing motivation and involvement.

Flow Theory: Optimal Engagement and Immersion in Learning

Flow Theory by Mihaly Csikszentmihalyi describes the proposed state of deep

absorption in which the individual is engaged in an activity that balances challenge and

skill. Ju-Math-Ji is designed precisely to maintain this balance in that it is developed in a

way that keeps students in a state of flow throughout its gameplay. The game offers

learners’ sharp aims, immediate feedback, and neither too easy nor too hard problems,

and therefore, the learners are completely engaged and highly motivated. As student

progress through the levels, solving increasingly tough math problems, they experience

the emotional feeling of having accomplished something they were not sure they could

do, which improves their experience of learning. This immersion state not only raises

their level of achievement but also provokes an agreeable attitude in one's psyche

about mathematics which, often is challenging and unappealing for many students.

Cognitive Load Theory: Mental Effort in Learning

Cognitive Load Theory also serves as the basis for the design of Ju-Math-Ji

which focuses on the management of mental effort required for learning by breaking

down complex tasks into small, manageable pieces. That is exactly what Ju-Math-Ji

does to present math problems one at a time so that each student can focus on the

solution of one equation at a time before moving to the next. This will gradually step up

the complexity of problems but will still act as a scaffolding that supports them

incrementally in building skills and knowledge. Having reduced this cognitive overload to

24
ensure they do not feel overly burdened, Ju-Math-Ji allows the students for better

retention of a more effective understanding of math concepts.

The theoretical frameworks underlying Ju-Math-Ji—Constructivism, Social Learning

Theory, Self-Determination Theory, Flow Theory, and Cognitive Load Theory—offer a

more comprehensive explanation of how the game supports learning. Its design and

objectives align with the well-established theories and turn mathematics from

traditionally passive and abstract into an interactive and socially enriched learning

experience for the students to build strengthened knowledge. This method enhances

academic achievement in students and fosters a more positive attitude toward learning

while math is presented excitingly for all learners.

25
 Figure 2: Theoretical paradigm

The paradigm above incorporates five educational theories to provide a

comprehensive framework for effective learning: constructivism, social learning theory,

motivation theory, flow theory, and cognitive load theory. This paradigm's primary goal is

to improve student outcomes, and each theory concentrates on a distinct aspect of the

learning process. Together, they assist educators in designing engaging, productive,

and learning-supporting environments.

26
 Active learning, in which students construct their understanding from prior

experiences and information, is highly valued by constructivism. It encourages critical

thinking and personal meaning through hands-on activities and contextual learning. By

emphasizing the value of observation, collaboration, and feedback, the Social Learning

Theory encourages teamwork and peer learning to build skills and confidence.

Furthermore, to boost student involvement, motivation theory highlights relatedness,

competence, and autonomy as well as internal and external motivators.

Flow Theory adds a psychological element while optimizing enjoyment and focus

by promoting immersion in learning activities that balance ability and challenge. Last but

not least, Cognitive Load Theory ensures that instructional design maximizes mental

effort by eliminating unnecessary distractions and breaking down challenging tasks into

digestible portions. Together, these ideas provide a thorough plan for improving student

accomplishment by addressing the emotional, cognitive, and social aspects of learning.

END NOTES

[1] Owen, V. E., Roy, M. H., Thai, K. P., Burnett, V., Jacobs, D., Keylor, E., & Baker,

R. S. (2019). Detecting Wheel-Spinning and Productive Persistence in Educational

Games. International educational data mining society.

27
[2] Pawar, V. (2023, August 17). Embracing Interactive Learning: Enhancing

Education for Today’s Learners. eLearning Industry.

[Link]

todays-learners

[3] Hui, H. B., & Mahmud, M. S. (2023, March 28). Influence of game-based learning

in mathematics education on the students’ cognitive and affective domains: A systematic

review ([Link]

[4] Kai, S., Almeda, M. V., Baker, R. S., Heffernan, C., & Heffernan, N. (2018).

Decision tree modeling of wheel-spinning and productive persistence in skill

builders. Journal of Educational Data Mining, 10(1), 36-71.

[5] Antipolo, J. (2021). Game-Based Learning: Learn Math While You Play with

It. Academia Letters, October, 1-4.

[6] Dio, R. V. (2015). Game Development as Students’ Engagement Project in High

School Mathematics. Asia Pacific Journal of Multidisciplinary Research, 3(5), 110-119.

[7] Das, K. (2019). Significant of mathematics laboratory activities for teaching and

learning. International Journal on Integrated Education, 2(5), 19-25.

[8] Denham, A. R., Harbour, K. E., & Wind, S. A. (2022). Digital games and the

teaching and learning of mathematics: a survey study. Investigations in Mathematics

Learning, 14(2), 87-100.

[9] Sánchez Sánchez, Paulina, et al. "Interactive Software for the Learning of

Mathematics in Elementary School Students in the Province of Tungurahua." Lecture

28
Notes in Networks and Systems. Volume 379 LNNS, Pages 156-170. 1st Congress in

Sustainability, Energy and City, CSECity 2021. Ambato. 28 June 2021 through 29 June

2021, 2022.

[10] Joshi, M. R., & Mishra, P. (2022). A Study of The Effectiveness of Activity-Based

Teaching-Learning of Mathematics At 8th Standard Students.

[11] Campos, H., & Moreira, R. (2016). Games as an educational resource in the

teaching and learning of mathematics: an educational experiment in Portuguese middle

schools. International Journal of Mathematical Education in Science and

Technology, 47(3), 463-474.

[12] Hidayat, R., & Ritonga, R. (2023). Development Of Mathematics Spin Wheel

Learning Media Flat Building Materials for Elementary Students. Pedagonal: Jurnal

Ilmiah Pendidikan, 7(2).

[13] Nastalia, S. (2022). Development of Spin Wheel Game Media in Mathematics

Subjects on Fractions in Grade IV SD Negeri 12 Api-api.

[Link]

29
 CHAPTER III

METHODOLOGY

This chapter deals with the methodological procedures to be employed by the

researchers in conducting the study. In addition to overall planning, the primary

components of this chapter contain a description of the research design, the

respondents of the study, and the research instruments. The detailed discussion around

the methodology also includes the method of analysis, sources of data, data gathering,

and procedures.

RESEARCH DESIGN

This research study mainly employed a quantitative research design that

depends on numbers and statistically evaluated data to determine how effective the

game is in terms of the academic performances of the students.

This research method used to analyze and describe the development of Ju-Math-

Ji game. This also aims to determine the effectiveness of the game in relation to

academic performance of grade 7 students.

Meanwhile, the study implied true experimental research design,

specifically a Pretest-Posttest control and experimental group. Pretests was

administered to determine academic performance before implementing the treatment.

Then, after the implementation of the treatment, posttest will be given to determine the

effects of the treatment.

30
 Group Pretest Intervention Posttest

Experimental Y₁ X Y₂

Control Y₁ __ Y₂

Where:

Y₁ - Pre-test

X - Intervention (Use of Ju-Math-Ji game)

Y₂ - Posttest

RESPONDENTS

The respondents of this study were selected by their respective mathematics

teacher following the result of current Albay Numeracy Assessment Tool (ALNAT) last

June 2024. The sixty (60) selected students belong to the lowest score group, with label

of Needs Improvement. Moreover, fourteen (14) mathematics teachers of Pili National

High School were utilized by this research to assess the acceptability of the said game

in teaching- learning process.

IDENTIFYING AND GATHERING COMPONENTS AND MATERIALS TO BE USED

The project’s materials were divided into two components: robotic; and

mechanical. The researchers used a Plywood prototype of installing the device’s

components., i2c converter module, LED, Servo motor, Arduino Mega, Pushbuttons and

31
pin caps, Breadboard, jumper wires, USB Cables, and LCD are used to build the wiring

system of the device.

The Arduino Integrated Development Environment (IDE), Tinkercad, and Fritzing

was used by the inventors. These are the software that were used by the said

innovators. The Arduino IDE is a tool for writing code that allows a programmer to

choose an outcome they wish to achieve. Fritzing is an open-source project that aims to

create amateur software for designing electronic hardware. This program aided the

innovators in designing and testing the project’s wiring. Tinkercad is a free-of-charge,

online 3D modeling program that runs in a web browser.

two key sections: robotic components, and the mechanical components.

ROBOTIC COMPONENTS

In constructing the circuit and base of the device; i2c converter module, LED,

Servo motor Arduino Uno, Terminal board, USB Cables, LCD Connecting Wires

(Female-Female, Male-Male, Female-Male), and Laptop.

Figure 3: Arduino mega Figure 4 : Pushbuttons

32
 Figure 6: Terminal Board Figure 7: 20x4 LCD Figure8:Jumper wires

Figure 9: LEDs Figure 10: i2c Converter module Figure 11: USB
Cable

MECHANICAL COMPONENTS

For the construction of the game, foam board, nails, spray paint, hammer, glue

sticks, glue gun, hammer, saw, and plywood. For the case of the device, the

researchers used a foam board as the control box of the device wherein the

components will be installed. Illustration boards were also used for the board game

design.

Figure 12: Saw Figure 13: Nails Figure 14:Hammer

33
Figure 15: Quick dry enamel Figure 16: Super glue Figure 17: Sand
paper

Figure 18: Scrap ply wood

To gather information, deepen their understanding, and produce quality work and

noteworthy findings, the researchers did preliminary research. Most of the sources for

the references and data are found online. Reading PDFs of pertinent literature and

watching YouTube videos that relate to the researchers’ study are two of the ways that

data for the initial research is gathered and analyzed.

A parallel test was conducted before and after the implementation of the project.

The data gathered was analyzed using a t-test.

A survey questionnaire was given to the experts or teaching staff of Pili National

High School to validate the acceptability and effectiveness of the project.

RESEARCH INSTRUMENT

The study used the following instrument to gather the data need.

Perceived Ease of Use and Perceived Usefulness are central concepts from

the Technology Acceptance Model (TAM), which has been validated in various

34
contexts, including technology and gaming. This tool was adapted by the researchers to

assess the level of acceptability of the synthesized game. The tool includes the

following criteria: Functionality, with six (6) subparts; Game concept, with six (6) criteria;

and Overall Acceptability, with three (3) criteria. Experts were asked to give their honest

evaluation by checking the appropriate column (5 – Strongly Agree, 4 – Agree, 3 –

Neutral, 2 – Disagree, and 1 – Strongly Disagree).

Pretest and Posttest. This was the researchers parallel twenty (20) – item test

in mathematics 7 to assess the academic performance of the students. The tests were

anchored on the Most Essential Learning Competencies (MELCs) under MATATAG

curriculum. The test follows two (2) topics, Algebra and Operations on Integers. The

test was submitted to mathematics teachers for validation.

DATA ANALYSIS AND STATISTICAL TOOLS

For question number 1: The data collected by the researchers was based on the

results of survey questionnaire conducted from 15 junior high school and senior high

school mathematics teacher at Pili National High School, school year 2024. The results

were analyzed using weighted mean and interpreted using table of descriptors listed

below.

Weighted Mean Descriptors

4.2 – 5 Highly Acceptable

3.4 – 4.19 Moderately Acceptable

2.6 – 3.39 Acceptable

35
 1.8 – 2.59 Less Acceptable

1 – 1.79 Not Acceptable

Table 3.1: Table of descriptors for the acceptability of the game

For question number 2: The researchers collected data through a parallel Pre-test and

Post-test. Each test was composed of 20 multiple-choice questions with the topic of

algebraic equations and integers. The data gathered were recorded and descriptively

analyzed through its means and standard deviations.

Respondent Pre-test scores Post-test scores

10

11

12

13

14

36
 15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Mean

Table 3.2: Pre and Post-Assessment Result

For question number 3: The significant difference between the posttest results of two

groups was analyzed using one-way t-test test, specifically right-tailed. The formula

used by the researchers is written below.

37
38
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter shows the presentation and analysis of data gathered during the

process of study. Different data-gathering methods (research instruments such as

surveys and teacher-made tests) were used in gathering data of Ju-Math-Ji. The results

are presented and interpreted using tables, graphs, and figures.

RESULTS

Table 4.1: Analysis of Level of Acceptability of game Ju-Math-Ji

CRITERIA Mean Descriptor

Functionality The game device generates Highly Acceptable

questions promptly.
4.8

The questions generated are unique. 4.8 Highly Acceptable

The game device is user friendly 4.8 Highly Acceptable

The push buttons are working properly 4.73 Highly Acceptable

The LED lights are working as Highly Acceptable

designed 4.4

The buzzer is working as designed 4.6 Highly Acceptable

Game concept The game is easy to understand 4.67 Highly Acceptable

I find the game concept interesting and 4.87 Highly Acceptable

engaging.

39
 The game is free from gender bias 4.87 Highly Acceptable

The game is fair 4.87 Highly Acceptable

The cards are relevant to the game 4.73 Highly Acceptable

The visual design of the game fits well 4.53 Highly Acceptable

with its overall concept and theme

Overall Game I would recommend this game to my 4.87 Highly Acceptable

Acceptance colleagues.

(Behavioral
The game provides a fun and satisfying 4.87 Highly Acceptable
Intentions)
experience.

The overall experience of the game 4.87 Highly Acceptable

meets my expectations.

The table above shows the level of acceptability of the game Ju-Math-Ji. Under

Functionality, criterion 1 gathered a mean grade of 4.8 that was described as “Highly

Acceptable”, criterion 2 gathered a mean grade of 4.8 that was described as “Highly

Acceptable”, also criterion 3 gathered a mean grade of 4.8 that was described as

“Highly Acceptable”, criterion 4 gathered a mean grade of 4.73 that was described as

“Highly Acceptable” criterion 5 gathered a mean grade of 4.4 that was described as

“Highly Acceptable” criterion 6 gathered a mean grade of 4.6 that was described as

“Highly Acceptable”. These results suggests that the functions of the game are highly

acceptable.

40
 Moreover, Under Game Concept, criterion 1 gathered a mean grade of 4.67 that

was described as “Highly Acceptable”, criterion 2 gathered a mean grade of 4.87 that

was described as “Highly Acceptable”, also criterion 3 gathered a mean grade of 4.87

that was described as “Highly Acceptable”, criterion 4 gathered a mean grade of 4.87

that was described as “Highly Acceptable” criterion 5 gathered a mean grade of 4.73

that was described as “Highly Acceptable” criterion 6 gathered a mean grade of 4.53

that was described as “Highly Acceptable”. These results suggests that the game

concept of the game are highly acceptable.

Lastly, Under Overall Game Acceptance, criterion 1 gathered a mean grade of

4.87 that was described as “Highly Acceptable”, criterion 2 gathered a mean grade of

4.87 that was described as “Highly Acceptable”, also criterion 3 gathered a mean grade

of 4.87 that was described as “Highly Acceptable”. These results suggests that the

Overall Acceptance of the game are highly acceptable.

That data proves that the game Ju-Math-Ji was acceptable based on the

responses of the validators.

Problem 2 A. Performance of the students

This part of the research shows the results of a 20-item pre-test and post-test,

determining their performance before and after using Ju-Math-Ji

Respondents Pre-test results Post-test results

1 14 15

2 10 14

3 8 15

41
4 6 15

5 8 16

6 19 20

7 5 15

8 13 17

9 10 18

10 10 18

11 11 15

12 14 20

13 10 20

14 10 9

15 10 16

16 5 13

17 6 12

18 8 18

19 10 16

20 12 18

21 8 16

22 9 11

23 10 14

24 14 13

25 13 12

26 10 12

27 10 18

42
 28 7 20

29 9 20

30 9 16

Mean 9.933 15.733

Standard Deviation 3.00 2.95

Table 4.4: Pre-test and Post-test results

The data shows that the mean score of the respondents on the pre-test is 9.93,

with a 49.65% performance level before using Ju-Math-Ji, while the mean score of the

respondents on the post-test is 15.73, with a 78.65% performance level. The data

recorded a 29% growth in performance level after using Ju-Math-Ji.

Problem 3 A. Statistical difference between the two means

This part of the research shows the statistical difference between the two sample

means recorded from the pre-test and post-test results of the respondents. The

researchers used a t-test to test the significant difference between the two sample

means.

Pre-test Post-test

Mean 9.933333333 15.73333333

Variance 9.029885057 8.685057471

Observations 30 30

Pearson Correlation 0.219870363

Hypothesized Mean Difference 0

43
 Df 29

t Stat -8.545230136

P(T<=t) one-tail 1.02791E-09

t Critical one-tail 1.699127027

P(T<=t) two-tail 2.05583E-09

t Critical two-tail 2.045229642

Table 4.5: t-test results for two sample means

The data shows that the computed statistics for the pre-test and the post-test is -

8.54. with significance level, a=0.05, the critical values for t-statistics with a degree of

freedom (30-1) are 29 are ±2.04, this indicates that -8.54<-2.04, falling under the

rejection region. The data suggests that there is enough evidence to reject the null

hypothesis. It is concluded that there is a significant difference between the

performance of the students before and after using Ju-Math-Ji.

44
 CHAPTER V

This chapter presents the research findings of the data collected from the case

study samples. Discussions are also provided to give a comprehensive explanation of

the themes that were generated in response to the objectives set in the study.

SUMMARY

Mathematics is one of the vital and critical subjects that is helpful in the physical

and abstract world. Students mostly see mathematics as a complicated subject which

makes them uninterested and bored. As seen today, students are more interested and

active-minded in games. In this case, researchers come up with the idea of combining

math and games resulting in the concept of Ju-Math-Ji.

Game Concept

This game is technology-based and inspired by “Jumanji”, a fun board game with

various conditions along the gameplay. It uses a device or board that serves as the

game platform with colored tiles symbolizing the following: power-ups, debuffs, and

mystery cards. With unlimited reproducibility of strategies, players will think of ways to

win over other players. You must be lucky enough to not get debuffs or unlucky cards

repeatedly but instead, get the as much as advantages to be declared the winner.

It utilizes a digital production of equations and push buttons which are all connected to

the Arduino Microcontroller. The colored tiles have a corresponding question that the

players are going to answer. Once the questions are answered correctly or incorrectly,

the conditions stated in the mechanics shall apply. This game is not only a battle of

brains but also a battle of luck. Once the question is answered, players with much

45
advantage over the other players. Thus, Ju-Math-Ji is also a battle of luck. You must be

lucky enough to not get the unlucky cards repeatedly but instead, get the cards that

correspond to the higher amount of advantage. Gain it or Lose It!

The purpose of this game is to create an engaging and interactive way of learning

between teachers and students. To foster learning in a way where all students will

participate and enjoy while gaining knowledge and learning the lessons.

Game Mechanics

Players: 2-4 Players

Path Options: Players can choose from 4 different race board maps, each with its

layout of Power-Up, Debuff, and Mystery Box spaces.

1. Starting the Game

Players agree on which race board map to use. All players roll the dice to determine

the order of play. The player with the highest roll goes first, followed by others in

descending order.

2. Rules and Sequence of the Game

The map layout has colored tiles symbolizing different effects: red for debuffs, green

for power-ups, blue for mystery boxes, and brown for normal tiles. The tiles are marked

46
with the initials A for Algebra Equations and I for Integers, indicating the question

category to be answered after rolling the dice.

The following conditions apply:

 Green Tile: If the player answers the question correctly, they can draw a Power-

Up card. If not, they remain in their current spot.

 Red Tile: If the player answers incorrectly, they draw a Debuff card. If they

answer correctly, they stay in their current spot.

 Blue Tile: The player automatically draws a Mystery card without answering a

question.

 White Tile: No special condition applies unless there is a label for an equation.

Sequence of Gameplay:

 Roll the Dice: The player rolls the dice to determine the number of steps to

move forward.

 Move Piece: The player moves forward based on the rolled number.

 Math Equation Solving: After moving, the player selects either Algebra or

Integers depending on the equation labeled on their current tile.

 Ready for Question: The player presses the Ready button to display the

equation.

47
 Answering the Question: The player has 10 seconds to answer. They must

state their answer before time runs out. Afterward, they push the Answer button

to reveal the correct answer. Rules apply based on the tile’s color, and the same

if they do not answer on time.

3. Card Mechanics

a. Initial Rounds (First 5 Turns):

o All cards drawn (Power-Up, Debuff, or Mystery Box) have immediate

effects during the first five turns of the game.

b. After the First 5 Turns:

o Debuff Cards: Always take effect immediately upon drawing.

o Power-Up and Mystery Cards: These cards can be collected and stored

in the player’s hand. Players may choose when to activate them during

their turn.

o Hand Limit and Card Usage: Each player has a maximum of 5 card

slots. If a player reaches their hand limit of 5 cards, they must use at least

one before drawing another.

o Additional Cards: If a player draws a card when their hand is full, they

must immediately use one card to make room for the new one. Cards

collected can be used strategically throughout the gameplay.

48
 4. Movement Rules

 Dice Roll: Determines the number of tiles the player moves forward.

 Special Tiles: Drawing a Power-Up, Debuff, or Mystery Box card may alter the

player's position, depending on the card's effect.

 Laps: Once a player completes one full lap of the board, they start again from

the beginning. The goal is to complete two laps to win.

FINDINGS

Based on the gathered results by the researcher upon testing and validating the

device, Ju-Math-Ji shows absolute and acceptable effectiveness.

The researchers also recorded and confirmed a substantial growth in the

performance of the respondents after integrating Ju-Math-Ji in their discussions and

activities.

The researchers also found that there is a significant difference between the

performance of the respondents before and after integrating Ju-Math-Ji during their

learning sessions.

In summary, the Ju-Math-Ji is one effective innovative solution to address the

learning gap of the students in the field of mathematics and any other subjects this

device may be of use.

The project Ju-Math-Ji therefore achieved the problem of this study and fulfilled

its objectives.

49
CONCLUSION

This chapter shows the conclusion from the findings stated. Researchers

concluded that this integration was successful in obtaining objectives and effectively

providing the accurate purpose of the game, which is to improve the academic

performance and engagement of the student in Mathematics. Based on the findings, the

researchers concluded the following:

1. Ju-Math-Ji’s effectivity is acceptable.

2. There is a recorded 29% performance growth of the respondents after using

Ju-Math-Ji.

3. There is a significant difference between the performances of the

respondents before and after using Ju-Math-Ji.

RECOMMENDATIONS

This study is just an answer to the question of how we can improve the

performance of the students in the academe. The researcher recommends the

following:

1. Maximize the use of Ju-Math-Ji to all compatible topics and competencies,

2. To expand the use of Ju-Math-Ji to other fields of specialization,

3. Future researchers should conduct more innovative strategies that may

contribute to better student performance.

50
 BIBLIOGRAPHY

 Fleming, G. (2018, January 18). Why Math Seems More Difficult for Some Students.

Re-trieved from: [Link]

some-students-1857216

 Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage

children with mathematical representations. Journal of Computers in Mathematics

and Science Teaching (2008)27(1), 65-101.

 Owen, V. E., Roy, M. H., Thai, K. P., Burnett, V., Jacobs, D., Keylor, E., & Baker, R.

S. (2019). Detecting Wheel-Spinning and Productive Persistence in Educational

Games. International educational data mining society.

 Pawar, V. (2023, August 17). Embracing Interactive Learning: Enhancing Education

for Today’s Learners. eLearning Industry. [Link]

interactive-learning-enhancing-education-for-todays-learners

 Hui, H. B., & Mahmud, M. S. (2023, March 28). Influence of game-based learning in

mathematics education on the students’ cognitive and affective domains: A

systematic review ([Link]

 Kai, S., Almeda, M. V., Baker, R. S., Heffernan, C., & Heffernan, N. (2018). Decision

tree modeling of wheel-spinning and productive persistence in skill builders. Journal

of Educational Data Mining, 10(1), 36-71.

 Antipolo, J. (2021). Game-Based Learning: Learn Math While You Play with

It. Academia Letters, October, 1-4.

51
 Dio, R. V. (2015). Game Development as Students’ Engagement Project in High

School Mathematics. Asia Pacific Journal of Multidisciplinary Research, 3(5), 110-

119.

 Das, K. (2019). Significant of mathematics laboratory activities for teaching and

learning. International Journal on Integrated Education, 2(5), 19-25.

 Denham, A. R., Harbour, K. E., & Wind, S. A. (2022). Digital games and the teaching

and learning of mathematics: a survey study. Investigations in Mathematics

Learning, 14(2), 87-100.

 Sánchez Sánchez, Paulina, et al. "Interactive Software for the Learning of

Mathematics in Elementary School Students in the Province of Tungurahua."

Lecture Notes in Networks and Systems. Volume 379 LNNS, Pages 156-170. 1st

Congress in Sustainability, Energy and City, CSECity 2021. Ambato. 28 June 2021

through 29 June 2021, 2022.

 Joshi, M. R., & Mishra, P. (2022). A Study of The Effectiveness of Activity-Based

Teaching-Learning of Mathematics At 8th Standard Students.

 Campos, H., & Moreira, R. (2016). Games as an educational resource in the

teaching and learning of mathematics: an educational experiment in Portuguese

middle schools. International Journal of Mathematical Education in Science and

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