1. IMPROVING STUDENT’S LEVEL OF MASTERY IN
MATHEMATICS THROUGH LOCALIZED GAME-BASED
ACTIVITIES (LGBLAS)
A RESEARCH PROPOSAL
Department of Education
SchoolsDivision of Ilocos Norte
LIWLIWA B. SUGUITAN
Teacher I
Salpad Integrated School
2. RESEARCH TITLE: Improving Student’s Level of Mastery in Mathematics Through
Localized Game-Based Learning Activities (LGBLAs)
CONTEXT & RATIONALE
Mathematics is a unique subject and it is a fundamental part of school curriculum. It
serves as a tool for the advancement of all other disciplines. However, mathematics is
oftentimes perceived by the learners as a hampering-hard-to-understand and the most difficult
subject that they even tend to develop fear of the subject. Students become anxious to learn
resulting to low performance in the subject. These students’ misconceptions on Mathematics
lead them to have a little interest on it and thereby adversely affecting their performances.
The scenario had been the primary subject of the studies. Mathematics teachers are
facing many challenges in helping students to cope with the problem. Different strategies in
teaching were devised and tested and were proven effective. Calilit (2020) developed a
curriculum support material in Mathematics 3 through blended learning package for teachers
which includes Activity Shets, PowerPoint presentations, SWF files and real-life situation
activities based on the Most Essential Learning Competencies that would enhance
mathematical skills of Grade 3 learners and found it effective. Picat (2020) also recommend
the use of Contextualized Interactive Learning Material (CILMs) in teaching Mathematics 1.
Numerous word problems in Mathematics can be best solved through Localized
Game-based Learning Activities (LGBLAs). With proper management of skills in conducting
localized game-based learning activities, it will result to a systematic absorption of
knowledge and skills towards mathematics.
Localization of learning materials with the integration of game concepts is beneficial
to learners as it would make the materials more familiar and thus more enjoyable to learn
(Mahabadi, 2012). Things students do and associate with them are the learning that last
forever. Therefore, using localized materials is like valuing an appreciating the cultural and
social identities of the students. It will also help teachers and students comprehend concepts
by relating and presenting the lesson on the context of prevailing local environment, culture,
and resources. Hence, lessons will become more real-life, customized, and appropriate.
As a Grade 7 mathematics teacher in Salpad Integrated School, I observed that
students had difficulty in accomplishing their mathematics activities incorporated in their
learning modules because some are not suited to the context of the student’s lives
experiences. Grade 7 teachers in Vintar district also claimed that hey also experience the
same scenario in their own school.
Therefore, Localized Game-Based Learning Activities should be used as a
supplementary material that will support the learning process in leveling up the mathematics
performance of learners and as a timely response to their needs. With the use of Localized
Game-Based Learning Activities (LGBLAs) learners will be inspired to continuously
enhance their knowledge and skills towards mathematics and eradicate their perception that
mathematics is a difficult subject. LGBLAs will serve as springboard to innovate, develop,
and enrich lesson in Mathematics 7. It will also strengthen the acquisition and retention of the
Most Essential Learning Competencies in Mathematics 7 and apply their learnings and skills
in real-life scenarios.
3. ACTION RESEARCH QUESTION
This action research aimed to enhance the level of mastery of grade 7 Mathematics
learners in Vintar District through the use of Localized Game-Based Learning Activities.
Specifically, this study will seek to answer the following questions;
1. What is the grade 7 learners’ level of mastery in solving mathematical word
problems before the utilization of Localized Game-Based Learning Activity
Sheets (LGBLAs)?
2. What is the grade 7 learners’ level of mastery in solving mathematical word
problems after the utilization of Localized Game-Based Learning Activity Sheets
(LGBLAs)?
3. Is there significant difference between the pretest and posttest scores of students
who were exposed to the intervention?
PROPOSED INNOVATION, INTERVENTION AND STRATEGY
In everyday life, people often have to solve personal problems they experience.
Problems are useful for training one’s thinking skill. One of the subjects that can not be
separated from problems is mathematics. Mathematics is the basis of all branches of
knowledge needed to solve problems.
However, mathematical problems are very complicated to learn causing the students
to experience difficulties in completing them. Problems in mathematics that exist in
mathematics require the ability to complete well and correctly.
Localized Game-Based Learning Activities should be designed and used in the
classroom setting to help the students solve mathematical problems independently.
Since the goal of teaching is for students to learn, it was highly needed to have
localized materials that would widen the understanding and knowledge of the students. thus,
the researcher undertook this study to enhance the grade 7 students’ level of mastery in
Mathematics.
This study is beneficial to the learners, teachers, school heads, and curriculum
developers.
Students’ exposure to this type of learning increases their interest in learning
Mathematics. This study could inspire teachers to design innovative and creative learner’s
material.
The finding of this study could be the basis of instructional leaders in providing
teachers with ample support and encouragement particularly in adopting new means to
improve the teaching-learning process.
Furthermore, through this study, Curriculum Developer could be provided with
concrete basis for plans and policy formulations relative to trainings and webinars to be
conducted. Doing so, teachers could be able to acquire the needed competencies to produce
various learning resources.
ACTION RESEARCH METHODS
A. SOURCCES OF DATA AND INFORMATION
The main focus of this study were the ________ Grade 7 students of the three
Integrated Schools in Vintar District. Specifically the ________ students in Salpad
Integrated School, ______ students in Florentino Camaquin Integrated School and the
4. ________ students in Pallas Integrated School who were selected through purposive
sampling, for the school year 2022-2023.
B. DATA GATHERING PROCEDURE
The study was limited in determining the effects of Localized Game-Based
Learning Activities on the performance in a test in Mathematics 7 of the students of
Salpad Integrated School, Florentino Camaquin Integrated School, and Pallas
Integrated School on the _________________, ________________, ___________.
After securing permission from the school principals of the different integrated
schools in Vintar where the research was conducted, the pre-test was administered.
The student’s scores were used as measures of their entry knowledge in each of the
topics that were taught. The teaching using the localized game-based learning
activities followed. To verify the effect of the strategy on the performance of the
students, the posttest was administered. The results obtained from the posttest were
scored, tallied, tabulated, analyzed, and interpreted.
The students’ scores in both pre- and post – tests were compared to determine
if there was an effect of the strategy on the performance of the students.
C. DATA ANALYSIS
Three tests were made which served as pre – tests and post – tests and were
used as main tools in gathering gathering data. The tests composed of 20 items each
and were multiple choice type. The tests were designed to measure the quantitative
performance of the students. The test on the ___________, ______________,
____________ was given to the ____________ students in Salpad Integrated School,
_____ students in Florentino Camaquin Integrated School, and _____ students in
Pallas Integrated School. All the tests were shown to the Head Teacher for internal
validation.
The students’ answers in the pre – test and post – test were scored, tabulated,
and analyzed using frequency distribution, percentage of of independent samples,
means and t-test.
ACTION RESEARCH WORKPLAN AND TIMELINES
The following schedule will be observed.
