The Acceptability of Math Games as Supplemental Instructional Material

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY 1
Nagtahan Street, Sampaloc, Manila
College of Education
Bachelor of Secondary Education Major in Mathematics
THE ACCEPTABILITY OF MATH GAME AS SUPPLIMENTAL

INSTRUCTIONAL MATERIAL IN TEACHING MATHEMATICS
A Thesis Proposal
Presented to the
Faculty of the College of Education
Eulogio “Amang” Rodriguez
Institute of Science and Technology
In Partial Fullfillment
of the Requirements for the Degree
Bachelor of Secondary Education major in Mathematics
by
AIMEE AYAG
DEANEJOYCE E .CAASI
JOHN MICHAEL CAELING
DARYL MACATBAG
MICHAEL NARVARTE
JOEALGES B. OPALLA
2019
CHAPTER 1
The Problem and Its Background
Introduction
Mathematics holds a dominating place in the
curriculum. This is so because every sector recognizes the
increasing contribution of the discipline to the progress
of the modern world as well as its traditional standing as
an element of humanistic and scientific education. Its
importance, therefore, as a key subject is a common
knowledge.
Educators nowadays are promoting the use of games to
motivate learners to sustain their interest, to give more
alertness and participation and to further improve
understanding of concepts and operational skills.
In teaching, one of the aspects helps students to
actively engage in participating and solving different
problems in Mathematics is through games. It encourages
students to have more interest in learning math.
Typical student problems are associates weakness
with core mathematical skills, disengagement, not fully

convinced of the importance, not fully aware of their own
weaknesses.
The idea of using games to engage students in the
process of active learning is not new. Over the several
years teaching with the use of games encourages educators
to find mechanisms for increasing student alertness and
participation and to find means of engaging more senses
such as touch, vision, emotion, among others. Sense of fun
helps with recall and games can also give immediate
feedback on current understanding.
So as part of a wider strategy, the researchers
introduced games to increase student awareness, encourage
peer assisted learning and more fun and thus improving the
potential for deep learning. So far, the games will be used
as supplemental instructional material in teaching
Mathematics in Junior High School learners.
The objective of this study is to develop games to
help improve the academic performance of students in
Mathematics as the researchers understand the situation of
the learners.
Theoretical Framework
This study is anchored on the Game theory established
by John von Neumann (1944). They wished to build a
mathematical theory, for example, using quantitative models
of competition and cooperation between the decision makers,
to study his behavior in strategic and economic decisions.
Traditional Game theory typically analysis an interaction
between two players and deals with the problem, for
example, how each player can maximize her/his payoff in a
game given that each player do not know what the other
player do. There are four basic elements in a game:
players, information, strategies and payoffs and the
concept of rationality are usually assumed in a game for
the individuals come to play. Similarly, the aforementioned
theory relates the present study through the evolutionary
game theory. It considers a population of players
interacting in a game. Individuals have fixed strategies
and interact randomly with each other. Payoff is then
interpreted as fitness, and success in the game is
translated into reproductive success. Strategies that do

well reproduce faster. This is straight forward natural
selection.
Conceptual Framework
The Conceptual Model which guided this study follows
the INPUT, PROCESS, & OUTPUT Model which is shown in Figure
1.
Input contains the proposed Math game.
Process involves the gathering of data, evaluation of
the given survey questioner and the analysis and
interpretation of data.
Output is the level of acceptability of the proposed
Math game.
INPUT PROCESS OUTPUT
 Gathering of
 Problems in data through
Mathematics survey
Acceptability
 Respondents  Tabulation of of proposed
of the data Math Game
study
 Analysis and
 Proposed interpretation
Math Game
of the data.
Feedback
Figure 1. Paradigm of the Study

Statement of the Problem
This study aimed to determine the acceptability of
Math game as supplemental instructional material in
teaching mathematics in Secondary Students.
Specifically, the researchers sought to answer the
following questions:
1. What are the features of the Math game as a
supplementary material in teaching mathematics?
2. How acceptable is the Math game as assessed by Math
teachers and BSE Math students in terms of
2.1 Usefulness;
2.2 Presentation;
2.3 Duration; and
2.4 Application?
3. Is there any significant difference between the
assessments of the respondents when grouped according to
the pupils?
3.1 Sex;
3.2 Age;
3.3 Year Level; and
3.4 Academic Performance?
Hypothesis
The hypothesis of the study is there is no significant
difference between the assessments of the two groups of
respondents.
Scope and limitations
The scope of the study dealt with the acceptability of
the proposed Math Game. The acceptability was limited to
usefulness, presentation, duration and application of the
Math Game. The respondents were limited to selected Math
teachers and BSE Math students of Eulogio “Amang” Rodriguez
Institute of Science and Technology. The study will be
conducted during the First Semester of the School Year
2019-2020.
Significant of the Study
The researchers believed that this Math game can
strengthen students’ mathematical skills. They further
believed that the results of the study would have great
contribution and can be beneficial to the following:
Students. The significant findings of the study will
help the learners to improve their performances in solving
mathematical problem.
Mathematics Teachers. The results of the study will
provide them a useful instructional material that would
help subjects.
Academic Communities. The research will help academic
communities and other learning institutions in developing
and expanding local research studies that will focus on the
“Evolution” of the games in teaching. It encourages the
academic to analyze how the games brings students together
in setting particular standards that relate to their
lifestyle and interests. Academic communities should

explore the possibilities of developing games that are
educational.
Parents. This study is also relevant to the parents.
This will enable them to understand the technology their
children use so they can guide and analyze what they see in
the games they play with the findings in the study
Definition of Terms
The following terms are defined conceptually and
operationally to provide a common frame of reference;
Acceptability. This refers to the degree by which the
respondents commend with satisfaction with the use of Math
Legends game.
Application. It is a criteria to determine the
acceptability of the Math Legends game, of how it is
applied in enhancing students’ mathematical performance,
improving students’ strategic skills, and used as a
practice drill in mastering mathematical concepts.

Duration. The duration of the game shall be 45
minutes, unless otherwise mutually agreed upon.
Math Legends. It is a researchers’ self-made game and
can be attributed as a supplemental instructional material
and math activity board game. This game is like playing
Mobile Legends, instead of killing enemies to destroy a
tower, they need to answer question inside it.
Respondents. They are the students of BSE-Math of
College of Education and Mathematics Faculty in EARIST.
Presentation. It is a criteria on how the proposed
Math game will be presented logically and orderly.
Usefulness. The involvement of the purpose, advantages
and good effects of the study for the enhancement of
students’ mathematical skills.

CHAPTER 2
Review of Related Literature and Studies
Local Literature
Corpuz and Salandanan (2017) stated that we should
always try to relate our lessons on what our students have
experienced before. These past experiences of them will
help them to understand quickly their lesson for they
already have their basis regarding on the topic being
discussed. We should also try to engage our students to the
discussion proper and ask them questions. We, as the
facilitator of learning in the classroom should formulate
questions which will challenge their way of thinking.
Pangan (2011) mentioned Prakash’s (2007) statement
that promotes and believed in the fact that student’s
interest and teachers’ expertise plays vital role in
teaching Mathematics. Once those two factors jived, the
possibility of learning Mathematics increases. For this to
happen, the curriculum should intervene and integrate
student’s interest along with the teacher’s expertise to

help the former grasp a greater and deeper understanding
and appreciation of Mathematics as applied to daily life.
Moreover, as per by Logarta (2014) “The gamification
of education why playing is the future of learning”.
Gamification means using game mechanics to make teaching
more interesting, motivating, casual and fun for students.
So instead of restricting them from playing games, why not
use certain games that can increase their knowledge,
memorization and skills. Also, if lessons are given in a
game-like manner, students would tend to remember it more
than lectures that are stated in a news-like manner.
Caparoso et al. (2014), mentioned that a game is an
immersive, voluntary and enjoyable activity in which a
challenging goal is pursued according to agreed-upon rules.
They are integral parts of children’s cultural and social
lives.
Freitas (2018), emphasized that Games satisfy our
fundamental need to learn by providing enjoyment,
passionate involvement, structure, motivation, ego

gratification, adrenaline, creativity, social interaction
and emotion in the game itself while the learning takes
place.
Foreign literature
Collins (2012) stated that the focus is on recognizing
what students know and need to learn, while challenging and
supporting them to learn it well. All students learn
differently, therefore teachers must possess an
understanding of various pedagogical strategies to provide
meaningful experiences. To deliver meaningful experiences
teachers determine how to deliver instruction while
supporting student learning. As teachers determine the
individual needs of each student, using a variety of
techniques in response to their disability, students can
benefit from instruction.
Ambrose (2013), believes that good game-based learning
is “motivational because games can help learners to
understand the connection between the learning experience
and the real world.”

Bahrami et al. (2012), stressed that one of the
requirements for effective learning is motivation in the
learners, lack of motivation is one of the main reasons for
poor performance of students in math, incorporating games
and recreational activities into math course can be a way
of piquing the interest of students Games bring children
satisfaction, excitement and escape from tension and
anxiety.
Pollanen and Vartiainen (2011), affirmed that by using
a board game a teacher can teach communication,
collaboration and problem solving in an engaging way.
Edward Smith and Lewis Golding (2018), confirmed that
the playing of board games enhances skills and attributes
needed in the study of mathematics.
Anderson (2016), asserted that Playing mathematics
games encourages strategic thinking, problem solving and
develops fluency. They give the chance for students to
apply their learning in a different context and the

opportunity to explain and discuss the mathematics involved
with their peers - often without fear of failure.
Local Studies
Ambrocio (2016) mentioned on his study that the
instructional teaching materials makes the teaching and
learning easier because it captures the attention of the
learners. Facilitates the understanding of abstract
concept, save time by limiting the use of wordy
explanation, it provides the learner with opportunity to
manipulate object in the environment.
Taclay (2013) stated that Mathematical games become an
interesting area in educational research. The study was
conducted to determine the effects of games on achievement
in geometry. It was done in one of the public high schools
in the Division of Nueva Vizcaya, Philippines. Quasi
experimental design, specifically the pretest-posttest
control group design was adopted using two intact groups of
fourth year students with 39 students each as the subjects
of the study the first group was assigned as the

experimental group adopting the mathematical game strategy
in teaching, while the second group as the control group
employing the traditional way of teaching. It was found
that the students who were exposed to mathematical games
strategy obtained higher achievement scores compared to
students taught using the traditional method. As a result,
the researcher recommends the use of mathematical games
strategy in presenting and discussing lessons for the
purpose of achieving higher grades.
Altamira (2013) stated on his research entitled
“Impact of collaborative learning of Grade 7 Mathematics
class” that by using cooperative learning groups for one
quarter, the students did better in the fourth quarter that
they had done the previous three quarters without using the
groups of the students, for the most part, seemed to enjoy
the opportunity to work with each other to try so solve
problems that are more complicated. With the cooperative
groups, some of the students relied on their group mates in
thinking the solutions, and they never had to think of, or

come up with, a solution on their own. In general, the
class bonded together.
However, it did not make a difference on the ability
levels as they quickly found out that they had to work
together and help each other improve.
Laguador (2013) as cited by Cuntapay et.al (2016) in
their study entitled “Reaching out Students through
Instructional Materials for an Innovative Approach”,
discussed that the students in collaborative learning
groups should also engage in high quality strategy use,
which includes both social and cognitive strategies. Every
teaching personnel must be very particular and sensitive to
the needs of the students, because outcome-based as a
system needs the support of everyone in the academic
community. Making the students feel satisfied with all the
services being given to theme especially on the delivery of
instruction, is an enormous achievement for the university
because it is mark of commitment to quality education.

As stated by Tabago (2014), the effectiveness of games
as a tool for teaching concepts while motivating and
inspiring students is now well- accepted in almost all
subjects and levels of education. This study addressed the
development and validation of Pinoy Game-Based Activities.
The research utilized the R and D methodology which
included the validation of the activities and try out in
where the quasi-experiment following a one-short-pretest-
posttest design was used. It was found out that the Pinoy
Game-Based activities were valid in terms of their
instructional characteristics, objectives, and content and
evaluation categories; and therefore, are good materials in
concretizing learning of some physics concepts. The Pinoy
Game-Based activities affirm their worth and advantage as
an instructional material in teaching Mathematics.
Foreign Studies
According to Raut (2014) Board games are a great
medium of education for teaching communication,
collaboration and problem solving. They intrinsically

require the aforementioned skills, so it comes across as
natural, and not a force exercise.
K. J. Cody et al. (2015) stressed that the use of
games in teaching mathematics is considered a best practice
that is recognized by students as making mathematics more
meaningful. Games encourage logic-mathematical thinking,
facilitate the development of mathematical knowledge while
having a positive influence on the affective component of
learning situations, and have a positive effect on
students’ interest and motivation.
Another study was conducted by Udosen et al. (2016)
that the success of instructional games in the teaching and
learning process depends largely on the teachers who are to
ensure that it is effectively utilized. Teachers play a
fundamental role in the effective implementation of games
as an instructional material in addition to their impact on
their learners. Teachers should be academically sound in
their subject and be ready to embrace new technologies and
innovations, so they can be a positive influence to their

students. Therefore, teachers should use teaching methods
and materials exciting to students, this way they will get
attracted and motivated to learn.
Sato and Haan (2016) integrated various approaches in
board game education with a foundational experiential
learning approach. For Dewey, learning is "intelligently
directed development” requiring careful design and guidance
by teachers. Our players would not only be learning the
rules of the games but interacting with the systems and
other players in a direct way, which would provide many
opportunities for discussion and reflection to ― grasp and
transform their experience into knowledge.
Moreover, according to her studies Ackeman (2017)
“Play is our brain’s favorite way of learning” there are
many benefits for playing daily games in the classroom.
Playing games in the classroom increases
overall motivation. By playing games, students become more
motivated to learn, pay attention and participate in set
tasks. Games help students to become a part of a team as

well as take responsibility for their own learning.
They can also be a great classroom management tool, helping
to motivate a class.
Synthesis
The collected literatures and studies gathered by the
researchers are relevant to the present study. They served
as the guidelines to provide great help to the researchers’
ideas and information about teaching Mathematics.
Authors and researchers of these literature and
studies have common point of interest and that is; there
was a great improvement in the students’ enhancement and
academic achievement in Mathematics games are applied.
As cited by Ambrocio (2016), Taclay (2013), Tabago
(2014), Udosen et al. (2016), Laguador (2013),
instructional materials are aids to teaching and learning.
On the other hand, the studies and literature of
Vartiainen (2011), Bahrami et al. (2012), Pangan (2011)
Ambrose (2013), Logarta (2014), Caparoso et al. (2014),
Caparoso et al. (2014), Pollanen and Raut (2014), K. J.

Cody et al. (2015), Ackeman (2017), Edward Smith and Lewis
Golding (2018), and Freitas (2018), were all about the
effectiveness of games as a teaching tool. They further
said that “By playing games in the classroom increases
overall motivation and encourage strategic mathematical
thinking and support students’ development of computational
fluency”.
Moreover, the studies and literature of Collins
(2012), Corpuz and Salandanan (2017), Sato and Haan (2016),
Altamira (2013, Laguador (2013), were all about meaningful
experiences and collaborative learning. They found out that
to deliver meaningful experiences teachers determine how to
deliver instruction while supporting student learning and
that students had to work together and help each other
improve.
CHAPTER 3
Methodology
Research Design
The Descriptive Method of research was utilized in
this study to describe and to interpret ‘’what it is?’’.
According to Best and Khan (1993), Descriptive Method of
research attempts to find generalized attributes in the
present conditions. This method will be used in determining
the acceptability of the game as instructional material.
Descriptive studies are usually the best methods for
collecting information that will demonstrate relationships
and description of the world as it exists. This type of
study is often done before an experiment to know what
specific things to manipulate and include in an experiment.
Bickman and Rog (1998) suggest that descriptive studies can
answer questions such as “what is” or “what was”.
Experiments can typically answer “why” or “how”.

Population and Sampling
The population of the study consists selected
professional teachers teaching mathematics subjects and
students of College of Education major in Mathematics in
Eulogio “Amang” Rodriguez Institute of Science and
Technology in order to give feedback in the proposed Math
Game. Thus, Incidental sampling was used in this study.
According to Calmorin (2016), this type of sampling design
is applied to those samples which are taken because they
are the most available.
Respondents of the Study
This study was conducted within the campus of Eulogio
“Amang” Rodriguez Institute of Science and Technology in
Nagtahan, Sampaloc, Manila. The respondents of the study
are the selected professional teachers teaching mathematics
subjects and students of College of Education major in
Mathematics in Eulogio “Amang” Rodriguez Institute of
Science and Technology with a total of 50.

Table 1
Distribution of Respondents as to Teachers
Respondents Frequency Percentage
Mathematics Teachers (Secondary) 5 50
Mathematics Professor (Tertiary) 5 50
Total 10 100
Table 1 shows the distribution of the respondents as to
Math Teachers. There are five (5) Mathematics Teachers in
secondary or (50.00%) under Mathematics; five (5)
professors or (50.00%) from Math Faculty of College of
Education and Faculty of College of Arts and Sciences.
Thus, a total of Ten (10) Teacher and Professors
respondents will be used in the study.

Table 2
Distribution of Respondents as to College Students
Respondents Frequency Percentage
BSE-Math CED 20 50
BS-Math CAS 20 50
Total 40 100
Table 2 shows the distribution of the respondents as to
College Students. There are twenty (20) College Students in
College of Education or (50%) under Mathematics Major;
twenty (20) College Students in College of Arts and
Sciences. Thus, a total of forty (40) College Students
respondents will be used in the study. They will be used as
the evaluators of the implementation of the Math Legends
Game.
Research Instrument
The following instruments was used in gathering the
data to answer the sub problems of the study.

Survey Questionnaire. This is the primary instrument
in order to elicit information and gather data. It consist
the following parts:
Part I. Profile of the Respondents. It seek to
generate data to determine the proposal characteristics of
the respondents in terms of their prepared way of study.
Part II. Assessment on the Acceptability of the
proposed Math Game. This will be used to determine the
acceptability of the proposed Math Game “Math Legends” by
the two groups of respondents as to their college
affiliation. The following will be used to determine the
level of acceptability of the proposed Math Game.
Weight Assigned Range Verbal Interpretation
5 4.50-5.00 Highly Acceptable
4 3.50-4.49 Acceptable
3 2.50-3.49 Moderately Acceptable
2 1.50-2.49 Less Acceptable
1 1.00-1.49 Not Acceptable

Validation of the Survey Questionnaire
The researchers asks the guidance and assistance of
their adviser in the formulation and construction of the
survey questionnaire. It will be subjected to content
validation by experts in the areas of research: the adviser
and professor of EARIST. Their professional recommendations
will be incorporated into the instrument in order to
generate valid and reliable date. A separate group will be
used as subject of the dry run of the survey questionnaire.
Data Gathering Procedures
The researchers will follow the succeeding steps in
the gathering the data as follows:
1. The researchers will ask permission from the Dean of
the College of Education and College of Arts and
Sciences of EARIST to conduct a survey among their
respective students.
2. Upon the approval, the researchers will finalize the
flow of activities in order to get the information
from the target respondents.

3. The researchers will show the letter of request for
the conduct of the survey to the target students. The
researchers will discuss the mechanics of the game
before the game started.
4. After the respondents will play the proposed Math
Legends game, he researchers will distribute the
survey questionnaire to the students to assess the
acceptability of the proposed Math Legends game.
Statistical Treatment of Data
In interpreting the results of sub-problem of the
study, the researchers will use the following tools:
Percentage. It is use as a descriptive measure to
determine the relationship between two (2) magnitudes,
particularly the number of respondents qualifies in one
category over the total numbers of respondents. The formula
of the percentage is
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠 𝑓𝑖𝑡 𝑖𝑛 𝑎 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦

𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = × 100
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
Weighted Mean. This is use to get the average
frequency of the responses in each weighted item. It is
used to determine the assessment of the respondents in the
acceptability of Math Legends game. The formula is shown in
the following:
𝑓1 𝑥5 + 𝑓2 𝑥4 + 𝑓3 𝑥3 + 𝑓4 𝑥2 + 𝑓5 𝑥1
𝑊𝑀 =
𝑁
where:
𝑓 = frequency at a given i
𝑊𝑀 = weighted mean
𝑁 = total number of respondents
Independent t-test. It is use to determine if the
difference between the assessments of the two groups of
respondents is significant or not. This significant is
tested at 0.05 level. The formula is
𝑚1 − 𝑚2
𝑡=
𝑠12 𝑠22
√
𝑛1 + 𝑛2
where:
𝑚1= mean assessment of the first(second) group
s12 = variance of the first (second) group
𝑛1= number of respondents in the first (second) group
However, all computations will be evaluated using the
trial version of the IBM SPSS version 23, for convenience
and accuracy.
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The Acceptability of Math Games as Supplemental Instructional Material

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

THE ACCEPTABILITY OF MATH GAME AS SUPPLIMENTAL

Faculty of the College of Education

Eulogio “Amang” Rodriguez

Institute of Science and Technology

of the Requirements for the Degree

Bachelor of Secondary Education major in Mathematics

The Problem and Its Background

Mathematics holds a dominating place in the

curriculum. This is so because every sector recognizes the

increasing contribution of the discipline to the progress

of the modern world as well as its traditional standing as

an element of humanistic and scientific education. Its

importance, therefore, as a key subject is a common

Educators nowadays are promoting the use of games to

motivate learners to sustain their interest, to give more

alertness and participation and to further improve

understanding of concepts and operational skills.

In teaching, one of the aspects helps students to

actively engage in participating and solving different

problems in Mathematics is through games. It encourages

students to have more interest in learning math.

Typical student problems are associates weakness

with core mathematical skills, disengagement, not fully

convinced of the importance, not fully aware of their own

The idea of using games to engage students in the

process of active learning is not new. Over the several

years teaching with the use of games encourages educators

to find mechanisms for increasing student alertness and

participation and to find means of engaging more senses

such as touch, vision, emotion, among others. Sense of fun

helps with recall and games can also give immediate

feedback on current understanding.

So as part of a wider strategy, the researchers

introduced games to increase student awareness, encourage

potential for deep learning. So far, the games will be used

as supplemental instructional material in teaching

Mathematics in Junior High School learners.

The objective of this study is to develop games to

help improve the academic performance of students in

Mathematics as the researchers understand the situation of

This study is anchored on the Game theory established

by John von Neumann (1944). They wished to build a

mathematical theory, for example, using quantitative models

of competition and cooperation between the decision makers,

to study his behavior in strategic and economic decisions.

Traditional Game theory typically analysis an interaction

between two players and deals with the problem, for

example, how each player can maximize her/his payoff in a

player do. There are four basic elements in a game:

players, information, strategies and payoffs and the

concept of rationality are usually assumed in a game for

the individuals come to play. Similarly, the aforementioned

theory relates the present study through the evolutionary

game theory. It considers a population of players

interacting in a game. Individuals have fixed strategies

and interact randomly with each other. Payoff is then

interpreted as fitness, and success in the game is

translated into reproductive success. Strategies that do

well reproduce faster. This is straight forward natural

The Conceptual Model which guided this study follows

the INPUT, PROCESS, & OUTPUT Model which is shown in Figure