MATHINIK: UNLOCKING THE

POWER OF GAME-BASED
LEARNING FOR GRADE 7
STUDENTS IN MASTERING
INTEGERS
 ABSTRACT
“Games play a significant role in education beyond just
being filler, as they can introduce, reinforce, or assess
learning”
-KaraisCarrero
• The aim of this classroom-based action research to
assess the effectiveness of game-based learning in
helping grade 7 students master integers.
• The study involved 50 students selected purposefully from
grade 7 classes, with 25 from the Plum group and 25 from
the Byzantium group
• The reseachers used quasi- experimental.
 PRE-TEST MEAN
SCORE

CONTROL GROUP
EXPERIMENTAL
GROUP

6.16 7
 POST-TEST MEAN
SCORE

CONTROL GROUP EXPERIMENTAL

GROUP

9.52
14.16
 ABSTRACT

• It was a 9 week intervention, researchers used independent t-test to

compare the post-test of two groups; control and experimental group.
• The results revealed that students in the experimental group achieved
higher post-test scores than those in the control group, indicating that
game-based learning positively influenced their comprehension and
retention of integer concepts.
• Student feedback from the experimental group was overwhelmingly
positive. Many students expressed enjoyment, excitement, and increased
interest while participating in game-based learning activities to solve
equations
 ABSTRACT

• The study highlights the effectiveness of game-based learning as

a strategy to improve learning outcomes and foster positive
attitudes towards mathematics among grade 7 students. By
making the learning process interactive and enjoyable, game-
based approaches have the potential to enhance the overall
learning experience and academic progress in challenging
subject areas like integers.
 CONTEXT AND RATIONALE

• Mathematics plays a crucial role in education, but the COVID-19

pandemic has exacerbated learning disparities, particularly in math.
• To a d d r e s s t h i s , s c h o o l s a r e i m p l e m e n t i n g t a i l o r e d i n s t r u c t i o n , e x t r a
support, and technology integration, including educational games.
• The Philippines Department of Education is prioritizing learning
r e c o v e r y e ff o r t s d u e t o p r e - e x i s t i n g e d u c a t i o n a l g a p s w o r s e n e d b y
the pandemic.
• Mathinik, inspired by an ABS-CBN TV series, promotes enjoyable
math learning through interactive methods.
 CONTEXT AND RATIONALE

• Research indicates that educational games can enhance math learning outcomes,
fostering critical thinking and problem-solving skills.
• Teachers note a decline in education post-pandemic, with students showing
significant gaps in numeracy skills.
• A field study at Milagros National High School reveals students struggling with
fundamental math operations, prompting a focus on game-based learning to
address these gaps.
• Researchers plan to implement game-based learning to improve grade 7 students'
mastery of integers and compare its effectiveness to traditional teaching
methods.
 ACTION RESEARCH QUESTIONS
In general, the goal of this study was to determine the
effectiveness of game- based learning in teaching and solving
integers among grade 7 learners of Milagros National High school.
This study specifically looked for responses to the following
questions:

a) What is the mean pre-test scores of the learner in integers

before the developed intervention?
b) what is the mean post-test scores of the learner in
integers after the developed intervention?
c) Is there a significant difference between the mean post-
test score of the control and the experimental groups?
d) What are the perceptions and attitudes of students
towards the game-based approach?
 INTERVENTION, INNOVATION AND
STRATEGY
The researchers conducted a diagnostic test for Grades 7 with the permission
of the instructors, the Dean of the college of Education, and the principal of
Milagros National High School. The covered topics are the four fundamental
operations such as Addition, Subtraction, Multiplication and Division in
solving Integers

In developing student’s mastery of Integers, the study, “Mathinik: Unlocking

the power of game-based learning for grade 7 student at Milagros National
High School in Mastering integers” was conducted during practice teaching
internship. This intervention ensured that the use of Game-Based learning as a
pedagogical strategy is an effective strategy in teaching mastery of Integers.
The researchers used the following Game-Based activities in the course of the
study:
 INTEGER RELAY RACE
Direction: The class will be divided into three groups. The first
player in each group will solve the equation in the starting point,
he/she then will pass the answer to the next player and to the next
until it reaches the last member. The last member will write the
answer on the board. The group who finishes first win.
·The class will be divided into three groups.
·Each group will have their stations (A, B, C)
·There will be facilitators in each station, they have the problems to
be solved by the players in each group on the board.
·The players will flip the bottles first before proceeding to answer
the math problem.
·The facilitators will check the answers on the board, if the player
get the correct answer, then the next member can proceed.
·The first group to gather 10 points will be the winner.
 INTEGER SCAVENGER HUNT
The class will be divided into three groups. The groups can decide which
sit first. They have to answer the problems and for every right answer, they
n a piece of a puzzle until they accomplish all the task in each station. After
l the puzzle pieces, they will proceed to their respected treasure chest and
t using the puzzle they collected. The first group to open their assigned chest
s will be divided into five groups.
roups will pick a color with different flow of stations
tation, there will be a math problem that needs to be solve and a treasure if
r is correct.
l be given a piece of puzzle for every right answer.
e 5 stations therefore each group is expected to collect 5 puzzle pieces.
lecting all 5 puzzle pieces, they can now proceed into opening the treasure
group to open the chest wins and can collect all the treasures.
 INTEGER RELAY RACE
Direction: The class will be divided into three groups. The first player in
each group will solve the equation in the starting point, he/she then will
pass the answer to the next player and to the next until it reaches the last
member. The last member will write the answer on the board. The group
who finishes first win.
·The class will be divided into three groups.
·Each group will have their stations (A, B, C)
·There will be facilitators in each station, they have the problems to be
solved by the players in each group on the board.
·The players will flip the bottles first before proceeding to answer the math
problem.
·The facilitators will check the answers on the board, if the player get the
correct answer, then the next member can proceed.
·The first group to gather 10 points will be the winner.
 SPIN THE WHEEL
Direction: All the students will line up and spin the wheel, if it
stops, they will solve the problem where the arrow of the wheel
pointed. If the student solves the problem within 10 seconds
therefore the student will be given a reward. And the student who’s
next in line can now proceed in spinning the wheel.
·All the students will line up towards the wheel in front.
·The student who’s next in line will spin the wheel and when it
stops, the student will try to solve the problem that the arrow of the
wheel pointed.
·The student will be given 10 seconds to solve the problem.
·If the student gets the right answer, the student will be given a
price. And then the next student in line can now take the turn.
 INTEGER WAR
Direction: The class will be divided into two. Red card represents
positive integers. The players will have to shuffle the deck of cards
and place it face down and then they will draw two cards from the
deck then they will have to solve the equations
Mechanics:
1.Red suits (hearts and diamonds) represent positive integers.
2.Shuffle the deck of cards and place it face down.
3.Players take turns drawing two cards from the deck.
4.The player must perform a specific integer operation with the two
drawn numbers. (Addition and subtraction)
5.Players earn points based on the correct solution or the result of
the operation.
6.The player with most points after a set number of rounds or a
predetermined time wins the game.
ACTION RESEARCH
METHODS
A. Participants and/or other Sources of Data and Information
In this study, 50 grade 7 students from Milagros National High School, enrolled in the third
quarter of the 2023-2024 school year, participated. Each group consisted of 25 students
previously identified as having difficulties with mastering integers based on ELNAT results.
The researchers conducted a pre-test using school assessment items. Participants were
divided into a control group and an experimental group, each undergoing separate pre-test
and post-test sessions. Strict confidentiality was maintained for individual participant
information.
B. Data Gathering Methods
The study employed both quantitative and qualitative methods, utilizing a quasi-experimental design with
50 7th-grade participants. Participants were divided into control and experimental groups based on pre-
test scores, ensuring similar ability levels. The control group received traditional teaching, while the
experimental group experienced the game-based approach. Effectiveness was measured using pre-test and
post-test assessments, with an independent two-tailed t-test determining the impact of the game-based
method on mastering integers.
C. Data Analysis Plan
The researchers used face-to-face assessment to fully comprehend the data gathered. An
instrument from Milagros National High School was used to ensure the validity of the study
and to collect additional data on whether game-based approach have any positive effects on
the participants' mastery in Integers. This study used a variety of statistical methods, such as
tests of assumptions and group comparisons. The following tools used:

PROVING OF GROUP
HYPOTHESIS
The normality of data COMPARISON
The researchers used
independent samples t-test
assessed using histogram,
box plot or Kolmogorov- to compare whether there is
Smirnov test, while the a significant difference
homogeneity of variances between the mean of the
tested using Bartlett’s test. All control and experimental
test set at a 5% level of groups
significance.
.
DISCUSSION OF
RESULTS AND
REFLECTION
RESULTS
 RECOMMENDATIONS
By integrating carefully selected educational games into our
curriculum, we have the opportunity to infuse our lessons with
interactive experiences that resonate with students and inspire active
learning. To harness the potential of game-based learning, I recommend
the following strategies:

1. Game Selection: Identify and integrate educational games that

specifically target integer operations, fostering strategic thinking and
problem-solving skills.
2. Integration into Lessons: Incorporate these games into lesson plans to complement
traditional teaching methods, providing students with hands-on learning experiences
during class time.

3. Promote Collaboration and Competition: Encourage peer collaboration through

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

4. Continuous Improvement: Monitor student progress and gather feedback to refine

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

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