Design Thinking in Education

College of Education, IFSU Potia Campus

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QUE QUE: A QUESTION QUEST BOARD FOR

READING COMPREHENSION IN GRADE 7

PREPARED BY
BANGLIG, JESIE T.
DULNUAN, DAISY G.
GLOPHIMA, MACLINIC M.
KINDIPAN, ABBY B.
LAOYA, MARGIE E.
LAMPA, KIM WALTER B.
LUZANO, CRIZZA MAE C.
MAGUIWE, BENSA N.
OLIVER, MAYLENE L.
SEBATSIAN, KIMBERLY D.

BSED ENGLISH-3

SUBMITTED TO

CHRISTZON P. PASIGON
TTL1 INSTRUCTOR

JANUARY 2023
Design Thinking in Education
College of Education, IFSU Potia Campus
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INTRODUCTION
Boardgame comes in different forms and types. There are boards used for
chess, scrabbles, snake ladders, monopoly, checkers and the like. Furthermore, it has
their respective functions and usage. As an edge, the research team aims to produce a
boardgame that is unique, purposeful and beneficial. The title of the board game is
QUESTION QUEST. In this game, there should be two players. To operate the game
you need a board, chips, coin, and question cards. The rules and mechanics of the
game are as follows; the player will toss the coin to decide who will start first. The first
player will pick a question card and choose the correct answer from the choices. The
question card contains the question and the options. Each question has a
corresponding point which is equivalent to steps. When the player got the correct
answer, he/she will step her/his chip depending on the corresponding points. The next
player will then pick his/her question. Just like the first player, he/she will step the chip
depending on the corresponding points when he/she got the correct answer. When the
chip landed on the shortcut tiles the player will move the chip upstairs to the tiles but
when the chip landed on the Mobile Legend (ML) characters you have to move your
chip once going backward. The first player who will step on the finish tiles will be the
winner of the game. The edge of this game as a tool for poor reading comprehension is
its uniqueness and distinctive feature which is not the same with the suggested
strategies from other studies. Besides, it both promotes learning and entertainment as
they engage themselves in playing as well as answering questions. Sardone and Devlin
(2016) states that traditional teaching methods are difficult to meet the expectations of
today’s students. But board games energize and encourage children to learn, promote
creativity, concentration, and confidence and fit the preferences of children who expext
learning tasks to be fast, active and exploratory. Hence, the main purpose of the study
is to cater and encourage students to learn most especially reading comprehension of
the students.

Reading comprehension is the ability to analyze, interpret, decode, and

understand symbols and text. It is a skill that student should acquire in order for them to
learn better and effectively. In the learning process, it is very crucial for the students to
master comprehension because it allows them to provide essential outputs in their
studies. Moreover, it is an essential skill for the students to develop their competence in
Design Thinking in Education
College of Education, IFSU Potia Campus
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critical thinking as well as to direct and redirect them to academic professional learning.
Generally, reading comprehension is significant for the effective functioning in the
society. However, understanding on the materials or text is neglected because they
merely focus on uttering the text without analyzing and comprehending what is written.

It was cited in the study of Elleman and Oslund (2019) that reading
comprehension is the act of generating and creating concepts through linguistic
language. As supported in the study of Tobia and Bonifacci (2015) reading
comprehension is the result of decoding and understanding, and this process becomes
more complicated for second language learners. This study sheds light on the
importance of comprehension in second language acquisition and provides evidence for
the effectiveness of oral reading activities in improving comprehension. Alfallaj (2015)
states that comprehension is considered as the core purpose of reading as it takes the
process of extracting the main idea or concept of a written text.

According to various studies, it was proven that there is a problem to the reading
comprehension of students which needs to be addressed. Based on observation,
students are struggling in analyzing and getting the main point or message of a very
simple reading material or written text due to different factors such as: poor vocabulary,
prior knowledge, fluency, and low interest to reading which leads them to low
comprehension of text. The study of Catts (2018) states that reading comprehension
may be due to individual differences in two distinctive components, but then, the relative
relationship of these components may change over time. Most of the students in the
U.S are uncapable to make simple literacy activity like identifying appropriate
information to determine the central or main point of a text or material. (NAEP Reading -
Reading Assessment, 2019). According to the study of Compe (2018) majority of the
students was in the frustration level in reading comprehension skills and developing
level in their academic performance in English. The study of Nergis (2013) pointed out
that the degree of learners’ vocabulary knowledge, prior knowledge, and grammatical
knowledge are some of the significant factors influencing the reading comprehension. In
the study of Nanda and Azmy (2020), it shows that the core reason behind the problem
of reading comprehension was because of three major factors; lack of student’s
motivation, lack of English vocabulary and low-level knowledge.
Design Thinking in Education
College of Education, IFSU Potia Campus
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These proofs only validate that there is a need for students to be given focus in
these areas so that they can effectively learn and follow instructions as well as
understand reading materials inside the classroom and for them not to be left behind
during discussions.

With this, many researchers gave a lot of suggestions and recommendations to

help students ease their problem and burden in reading compression and for them to
learn effectively by simply comprehending what they are reading. Also, for them to
excellently acquire fluency and learning not just for the area of reading comprehension
but even for other macro skills.

In the current study, the views of Rastegar, Kermani, and Khabir (2017) towards
reading comprehension were adopted. It was proven that the role of reading
comprehension should be thoughtfully taken into consideration. In the present study,
reading comprehension is the subject matter which will be given much focus to help
students acquire effectively the necessary skills. Moreover, it was suggested in their
study that metacognitive reading strategies by learners towards learning are highly
recommended. Thus, through reading passages, text and stories will help them gain
better learning and comprehension because when they keep on reading, they can be
able to acquire new concepts and knowledge that can be use not just for their academe
but even for real life situations.

It was proved in the study of Choosri Banditvilai (2020) that there is a positive
effect of doing reading strategies such as skimming, scanning, making predictions and
questioning in which when applied, there is an improvement in comprehending text.
Hence, when a student spare even a short time in browsing books or passages and
reading stories or lessons will help them at any time in understanding concepts because
they already encountered such words and concepts. Thus, they already have prior
knowledge on it. Roomy and Alhawsawi (2019) states that when students engage
themselves into collaborative discussion through a reading models, it results into an
effective stimulation of their cognitive ability as they test themselves through thinking
and reflecting about questions in a complex text. It implies that when they keep reading
it contributes to their eagerness and attentiveness. The concept of engagement will
really help students to keep cognitively and behaviorally active. It is very important to
Design Thinking in Education
College of Education, IFSU Potia Campus
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balance the interest, motivation, self-regulation and reading attitude. When they expose
themselves more on reading and trying to answer questions, they can develop their
cognitive state. Also, they will more likely be interactive not just within the class but even
interacting to other individuals aside from their classmates.

In order to improve reading comprehension, Meylana, Ardhy (2019) suggests

that the students need to: First, the students should improve their interest in reading.
Second, the best way to learn English is by using it in daily life. Third, learn to apply
reading strategies so they can use it to read effectively. Fourth, learn by working on
questions so they will confident in facing the test. With these suggestions, students can
be an effective and efficient learner that will fuel them in various areas.

The same suggestions from the study of Deluao et al., (2020), was revealed
which states that the skills of students in reading will be improved through the use of
different strategies in reading comprehension. In the same study, it was evidently
revealed that the approach which is the 4R methods that is used in processing the
reading contents really improves and increased the reading comprehension ability of the
students. Abbas (2021) suggests that teachers should use strategies and learning
resources that suit the kind of learners and the type of learning style they have. The
teachers should also exert extra effort in facilitating the students’ learning even in the
absence of face-to-face interaction. The parents should guide and monitor their
children’s learning at home.

Board games greatly benefit students’ development and overall well-being. Board
games offer opportunities for early learning, help boost language skills, sharpen
students’ ability to focus, teach the value of teamwork, and soothe anxiety. Integrating
board games with literacy skills allows students to assimilate information and develop
into lifelong learners. Without solid literacy skills, the future is bleak for most students.
To compound the problem, a trend today is to replace traditional board games as an
educational tool with digital alternatives. This trend has seen a downward correlation
with students having significant reading deficiencies in their reading comprehension in
grades three through five. This thesis will examine how utilizing analog board games in
classrooms and how it will improve reading comprehension skills in students.
Design Thinking in Education
College of Education, IFSU Potia Campus
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For many years, educational games have been utilized extensively in the
classroom to help students better retain terminology. Learning vocabulary is seen as an
essential component of learning any target language because it is one of the English
language's subskills. In the research study of Albar et al (2016) conducted at Takhar
University. The results of the study showed that using games to teach vocabulary for
reading comprehension is efficient and advantageous. The study also found that
students' motivation to learn new language was increased by playing games.
Additionally, it is believed that educational games will be more engaging, entertaining,
and beneficial for teaching as well as for enhancing students' vocabulary knowledge. It
is suggested that educators look for activities and strategies that encourage pupils to
apply their creativity to expand their vocabulary knowledge.

According to the end result of speculation testing, it is known the use of board
game method can give large have an effect on to improve student’s Reading mastery. It
is verified with the rating obtained at experiment class which is greater than control
class. Though the method, college students had been fascinated and more fun way in
reading.

The present day empirical find out about displays that the use of board games is
advisable to person learners’ grammar retention. In addition, the majority of participants
had high-quality attitudes about the board video games perse and the benefits they will
bring.

Results printed that the experimental crew who used to be exposed to the board
video games have greater tutorial overall performance as mirrored in their mean.
Moreover, it is also evident in the findings that there is a giant distinction in the tutorial
performance of manage and experimental group.

This study aims to describe the authors' creation of "Criticality," a board game
designed to formatively assess critical care nurses' learning following a formal taught
module in a higher education institution (HEI) but prior to the summative assessment.
According to the author's experience, Criticality is a useful revision tool that is engaging
and interesting. It aids students in identifying the strengths and weaknesses of their
knowledge base and subsequently directs review before summative exams.
Design Thinking in Education
College of Education, IFSU Potia Campus
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In this study, instructional aids including card board games were used to help
EFL students' reading comprehension. Game-based learning (GBL) and scaffolding
approaches were integrated into a dual-hierarchical scaffolding board game activity
framework. The experiment's results showed that the suggested framework not only
significantly increased the EFL students' reading comprehension and learning
motivation and decreased their learning anxiety, but also helped them maintain a high
level of motivation throughout the activities. It is hoped that the proposed framework will
lead to enhanced EFL teaching strategies.

Recently, gamification and the use of serious games to immerse students in

various complicated situations and allow them to actively engage in decision-making
have become increasingly popular as successful ways for engaging students.
Gamification is especially useful for teaching sustainability because it provides students
with a fun and secure setting in which to experiment, make important decisions, and
think about the consequences of their choices. It can provide the knowledge and skills
necessary to address the problems facing the world today, including planning,
reflection, and critical thinking, systems thinking, teamwork, and decision-making under
time constraints. This study introduces the board game Factory Heroes and investigates
its potential to raise public awareness while fostering sustainable leadership in
manufacturing. We also present early results from eight pilot sessions.

The current study set out to determine whether playing board games could foster
creativity. It has been established that games are effective teaching tools, and several
studies have discovered positive correlations between creativity and various game
genres, particularly video games and role-playing games. However, less is known about
how board games could encourage creativity. In this exploratory study, board games
from creative and non-creative categories were contrasted. A within-subject repeated
measurement method was used with participants as they played both types of games
over the course of two sessions separated by a week. We assessed creative capacity
and searched for indications of fluency and originality using a divergent thinking activity.
For receptivity, emotional states, and enjoyment, we made adjustments. The findings
indicate that while fluency remained unchanged after playing either sort of game,
creativity did. Even though the studies' lackluster statistical power may have had an
impact on the findings, we found gains in fluency and originality for low-performing
Design Thinking in Education
College of Education, IFSU Potia Campus
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individuals in particular when taking into account the baseline level of participation.
These findings suggest that playing board games may temporarily boost one's capacity
for diverse thought and are a first step in the exploration of creativity and board games.

The purpose of this investigation is to come up with a board game that could
ease the reading comprehension problems particularly the poor comprehension of
students for them to yield better learning outcomes. Particularly, the questions on the
game will focus on their academic needs as students most especially the concepts that
they will encounter on their study as well as the concepts during their previous classes
for them to relearn and recall those learning.

Thus, this will help students understand and comprehend concepts through
answering the questions they picked from the cards. Besides, they are not just gaining
learning from the cards but also having fun and building closure and memories with their
colleagues. Also, these would build them love and passion in playing the game because
of its interesting feature and mechanics. Moreover, they will not just learn concepts but
also relearn things they already come upon.

RESEARCH QUESTIONS

1. Evaluate the feature of the board game in terms of;

a. Durability
b. Function
c. Usefulness
d. Rules
2. Determine the acceptability level of board game in addressing the reading
comprehension of the students as perceived by the students and teachers.
3. Is there a significant difference of the acceptability of the board game as
perceived by the students and teachers?
Design Thinking in Education
College of Education, IFSU Potia Campus
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METHODOLOGY

Research Design

The study used descriptive inferential research to address the problem

regarding reading comprehension of learners. It aims to improve the extent of reading
comprehension of students by means of implementing related comprehension activities
through the use of a board game. Moreover, this is a quantitative study because
empirical data and analysis will be conducted to address the research objectives.

Respondents

This study has limited its coverage on the current grade 7 students and English
teachers Each of the respondents will answer the same question.

Grade seven students were chosen because they were expected to be critical
when it comes to proficiency in reading comprehension since they are still beginners in
developing higher order thinking skills. According to the response of the teachers, their
students have poor reading comprehension which became the basis of the researchers
in selecting the respondents. Meanwhile, the teachers are also respondents of study
most especially the English teachers for the to assess and give feedback on the holistic
feature of the boardgame.

Research Locale

This study was conducted at Eastern Potia National High School, San Jose
Alfonso Lista Ifugao. The data was collected in the academic year 2022-2023 in the
above mention school.
Design Thinking in Education
College of Education, IFSU Potia Campus
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Data Collection Procedure

Prior to the interview, the researchers sent a permission letter to the school head
before they conducted the interview to the English teachers. The letter includes the
signatures of the research instructor and the Dean of the College of Education. When
the request is approved, the researchers proceeded to the first participants which are
the grade seven English teachers at Eastern Potia National High School. They were
asked the same question on what are the challenges they encounter in teaching English
subjects. Poor reading comprehension become the dominant problem. Thus, the
researchers came up with a decision to craft a solution to address the problem
particularly a prototype. A board game became the common suggestion of the
researchers. After crafting the game, the researchers produced the said prototype which
were played by the participants.

The observation was done in the grade seven classroom. The researchers
briefly explain the mechanics and the purpose of the game. They demonstrated the
mechanics of the learning board game and how to operate it. The respondents played
the game with their pairs. Then, the member of the research team administered a
questionnaire to the respondents after they have finished the game. Lastly, the
researcher compiled what are the benefits and comments of the respondents to the
game base on the gathered information’s and data.

Data Gathering Instrument

Researchers used quantitative data gathering techniques, where in researchers

used survey questionnaire to gather data on what extent is the effectivity of the game in
their reading comprehension as well as the feature of the game.

Data Analysis

The researchers decided to utilize SPSS to analyze the data. Mean is used to
determine the feature of the game as to durability, function, usefulness, and rules. T-test
will be use to determine if there is a significant difference of the acceptability of the
board game as perceived by the students and teachers.
Design Thinking in Education
College of Education, IFSU Potia Campus
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RESULTS AND DISCUSSIONS

Evaluation of the board game in terms of:
Table 1. The table shows the mean and description of the feature of the board in terms
of durability.
Durability Mean Description
1. The learning board 4.20 Agree
uses a firm base and
high quality material.

2. The learning board is 4.77 Strongly Agree

easy to transport.

3. The learning board 4.74 Strongly Agree

can be stored either
for cool and dry
places.

4. The learning board 4.18 Agree

uses substantial
materials in the board
itself, the tiles and
characters.

5. The quality of the 4.74 Strongly Agree

learning board
ensures the longevity
of its life span.

Total Mean 4.53 Strongly Agree

Table 1 shows the durability of the board game wherein statement number 2
“The learning board is easy to transport” got the highest mean of 4.77 with a description
of strongly agree, followed with statements 3 and 5 “The learning board is easy to
transport” got the same mean of 4.77, followed by statement number 1 “The learning
board uses a firm base and high quality material” with a mean of 4.20 with a description
of strongly agree, and statement number 4 “The learning board uses substantial
materials in the board itself, the tiles and characters” got the lowest mean of 4.18 with a
description of agree.
Design Thinking in Education
College of Education, IFSU Potia Campus
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This table reveals that when it comes to durability which got a total mean of 4.53
with a description of strongly agree is a validation that the board game is at its quality
feature and materials as revealed by the responses of the respondents.

Table 2. The table shows the mean and description of the feature of the board in terms
of functionality.
Functionality Mean Description
1. The learning board 4.81 Strongly Agree
has a beautiful
feature and good
game mechanics that
boosts my interest in
playing the game.

2. The learning board is 4.74 Strongly Agree

an effective tool when
it comes to improving
my reading
comprehension.
3. I felt relieved and 3.57 Agree
motivated whenever
playing the learning
board game.

4. The learning board 4.84 Strongly Agree

really helped me
easily
grasp/comprehend
the story.

5. The learning board 4.12 Agree

helps me develop
other skills and areas
in my academic.

Total Mean 4.42 Strongly Agree

Table 2 illustrates the functionality of the board game, statement number 4 “The
learning board really helped me easily grasp/comprehend the story” got the highest
mean of 4.84 with a description strongly agree, followed by statement number 1 “The
learning board has a beautiful feature and good game mechanics that boosts my
interest in playing the game” with the mean of 4.81 and a description of strongly agree,
Design Thinking in Education
College of Education, IFSU Potia Campus
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along with statement 2 “The learning board is an effective tool when it comes to
improving my reading comprehension” with the mean of 4.74 and a description of
strongly agree, statement 3 “I felt relieved and motivated whenever playing the learning
board meet” got the lowest mean of 3.57.

As can be gleaned in the table, as to its functionality the board game has the
total mean of 4.42 with a description of strongly agree. From their positive feedback we
can conclude that the board game really carried well its role and is noticeable during the
testing that it caught their interest by showing their willingness to cooperate and during
the game they digest the questions and was challenged to think thoroughly to finish the
question quest.

Table 3. The table shows the mean and description of the feature of the board in terms
of usefulness.
Usefulness Mean Description
1. The learning board 4.23 Strongly Agree
provides me a
satisfying level of
comprehension in
order to adopt my
needs.

2. The learning board 3.47 Agree

enhances my
curiosity in order to
keep playing.

3. The learning board 4.13 Strongly Agree

managed to keep my
attention during game
play.

4. The learning board 4.28 Strongly Agree

provide positive and
negative feedback on
me by rewarding,
gaining or losing
moves.

5. The learning board 3.57 Agree

motivates me to play
this game again, in
order to improve not
Design Thinking in Education
College of Education, IFSU Potia Campus
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only in scores but

also in reading
comprehension.

Total Mean 3.94 Agree

Table 3 illustrates the usefulness of the board game as perceived by the

students. Statement 4 “The learning board provide positive and negative feedback on
me by rewarding, gaining or losing moves” gained the highest mean of 4.28 with a
description of strongly agree, followed by statement number 1 “The learning board
provides me a satisfying level of comprehension in order to adopt my needs” with the
mean of 4.23 and a description strongly agree, along with statement 3 “The learning
board managed to keep my attention during game play” with the mean of 4.13 and a
description of strongly agree. Meanwhile, statement 2 “The learning board enhances my
curiosity in order to keep playing” having the lowest mean of 3.4 with a description of
agree.
As presented in table 3, when it comes to the usefulness of the board game it got
the total mean of 3.94 and tantamount to the description of agree. Hence, the
respondents agreed the board game is useful in their academic aspect most especially
in their reading comprehension.

Table 4. The table shows the mean and description of the feature of the board in terms
of rules.
Rules Mean Description
1. The rules of the 4.17 Strongly Agree
learning board are
clearly explained.

2. The rules of the 4.81 Strongly Agree

learning board
assured me not to
cheat during the
game.

3. The rules of the 4.16 Strongly Agree

learning board helped
me to strategize
during the game.
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4. The rules of the 3.57 Agree

learning board are
interesting and
exciting.

5. The rules of the 4.81 Strongly Agree

learning board
encouraged me to
achieve the goal of
the game.

Total Mean 4.30 Strongly Agree

Table 4 shows the rules of the learning board. Statements 2 “The rules of the
learning board assured me not to cheat during the game” and statement 5 “ The rules
of the learning board encouraged me to achieve the goal of the game” got the highest
mean with the same mean of 4.81 and a description of strongly agree, respectively,
followed with statement 1 “The rules of the learning board are clearly explained” with a
mean of 4.17 with a description of strongly agree, statement number 4 “The rules of the
learning board are interesting and exciting“ got the lowest mean of 3.57 with a
description of agree.
Evidently, the learning board gets a positive attitude when it comes to its rules
with a total mean of 4.30 with a description of strongly agree which shows that the
students and the teachers of Eastern Potia National High School really understand the
mechanics of the game and is evidently seen during the pilot testing and final floating of
questionnaire because the students played the learning board without any hesitations.

Table 5. The table shows the mean and description of the acceptability of the board
game as perceived by the student.
Student Mean Description
1. It helps me 3.42 Agree
familiarized words
and understand the
text.

2. It helps me read 3.69 Agree

effectively and
efficiently.
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3. It develops not just 4.87 Strongly Agree

my reading skill but
also other skills such
as comprehension
and analyzation.

4. It helps me analyze 4.73 Strongly Agree

complicated
sentences.

5. It motivated me and 4.87 Strongly Agree

improve my interest in
reading.

Total Mean 4.32 Strongly Agree

Table 5 illustrates the acceptability level of the board game by the students in
addressing the reading comprehension of the students in Eastern Potia National High
School. The data above reveals that both statements 3 and 5 “It develops not just my
reading skill but also other skills such as comprehension and analyzation” and “It
motivated me and improve my interest in reading” got the highest mean of 4.87 with a
description of strongly agree, respectively, followed by statement number 4 “It helps me
analyze complicated sentences” with a mean of 4.73 and a description of strongly
agree, along with by statement number 2 “It helps me read effectively and efficiently”
gained a mean of 3.69 with a description strongly agree, and statement 1 “It helps me
familiarized words and understand the text.” got the lowest mean of 3.42 with a
description of agree.

As showed in the table, the board game got a high acceptability level with total
mean of 4.32 and a description of strongly agree indicating that students who you used
the learning board is an effective tool not only for entertainment but also to develop
students reading comprehension as they are having their leisure which will cater them
knowledge while teaching them smart ways to spent their time.
Kirriemuir et al. states that traditional methods are hard to meet the expectations
of today’s students but through the use of board games it will make students to be
energize, encourage children to learn, promote creativity, concentration, and confidence
and fit preferences of today’s children especially those who expects learning tasks to
be fast, active, and exploratory. In addition, Lujan et al. Supported that board games
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College of Education, IFSU Potia Campus
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even helps children to be motivated, inspired to learn, making fun and encourages
teamwork.

Table 6. The table shows the mean and description of the acceptability of the board
game as perceived by the teacher
Teacher Mean Description
1. I promote this 5.00 Strongly Agree
learning board
especially to those
students who have
poor in reading
comprehension to
help them develop
their vocabulary.

2. The learning board 5.00 Strongly Agree

helps my student to
improve their reading
comprehension.
3. The teacher should 5.00 Strongly Agree
find more ways and
recommend board
game to improve
academic
performance of
student.

4. The learning board 5.00 Strongly Agree

enhances the reading
skills of the poor
reader students.

5. The learning board 5.00 Strongly Agree

helps my students to
learn more and
understand what they
are reading.

Total Mean 5.00 Strongly Agree

Table 6 displays the acceptability level of the board game in addressing the
reading comprehension of the students as evaluated by the English teachers of Eastern
Potia National High School. It is clearly shown in the table above that all the statements
Design Thinking in Education
College of Education, IFSU Potia Campus
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got the perfect mean of 5.00 with a description of strongly agree which garnered the
highest mean.

Hence, the teachers gave a positive response when it comes to catering the
comprehension needs of the students as they give the highest positive attitude
regarding the board game.

Acceptability Bracket N Mean T- P- Interpretation Decision

Level test value
4.32
Acceptability level
of the board game Student 30
-.57 Ho
as perceived by .593 Not Significant
9 Accepted
students and 5.00
teachers Teacher 5

Table 7. The table shows the Significant difference of the acceptability of the board
game as perceived by the students and teachers. In table, it appears the bracket which
is shows the students and teacher with 30 and 5 respondents, respectively. Meanwhile,
for the student, it garnered a mean of 4.32 and a mean of 5.00 for the teachers. The
table also shows the t-test value and p-value which are -.579 and .593, respectively,
which got an interpretation of not significant wherein the null is accepted.

Table 7 shows the significant difference of the acceptability of the board game as
perceived by the students and teachers. Statistically reveals that in terms of the
acceptability of the board game as perceived by the students and teachers it has a P-
value of .593 which is higher than the accepted value of .05 or 5%. Hence, in terms of
acceptability of the board game as perceived by the students and teachers the null
hypothesis is accepted.

Hence, the table above shows that there is no significant difference between the
acceptability of the board game as perceived by the students and teachers.
Design Thinking in Education
College of Education, IFSU Potia Campus
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CONCLUSION AND RECOMMENDATIONS

Conclusion

1. The results of the evaluation of the learning board revealed that in terms of its
durability, the learning board’s quality, features and materials that were used validates
the responses of the students that it is easily transported and it ensures the longevity of
its life span. In terms of its functionality, the board game really carried well its role and is
noticeable during the testing that it caught their interest by showing their willingness to
cooperate and during the game they digest the questions and was challenged to think
thoroughly to finish the question quest. With regards on its usefulness, the respondents
agreed the board game is useful in their academic aspect most especially in their
reading comprehension. The rules and mechanics of the game also caught the interest
of the respondents through showing positive attitudes during the game and they played
the game without hesitations.

2. The learning board is an effective tool not only for entertainment but also to develop
students reading comprehension as they are having their leisure which will cater them
knowledge while teaching them smart ways to spent their time. This proved the level of
a board game in addressing the reading comprehension of the students is acceptable.
Also, the results proved that the Eastern Potia National High School English teachers
gave a positive response when it comes to catering the comprehension needs of the
students as they give the highest positive attitude regarding the board game.

3. The result shows that the board game is well-liked by both students and teachers and
it shows that there is no significant difference when it comes to acceptability level of the
board game since they both have a positive feedback by rating it with a positive level of
attitudes in each statement.
Design Thinking in Education
College of Education, IFSU Potia Campus
______________________________________________________________

Recommendations

1. The researchers recommend to the teachers to include learning board games that
caters students’ needs in reading comprehension so that they can not only learn from it
but it can also catch their interests in improving their reading comprehension through
the quality materials, features, functionality, usefulness and rules of the learning board.

3. The researchers recommend to use learning board games in the teaching and
learning process as one of the materials used in addressing poor reading
comprehension of the students not only in grade 7 but in grades 7-10.

2. The researchers recommend to students and teachers to use more innovative and
creative way of teaching and learning strategy such e-games, board games, so that
students will more likely engaged themselves in improving their different areas of
learning most especially their reading comprehension.
Design Thinking in Education
College of Education, IFSU Potia Campus
______________________________________________________________

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