ABSTRACT
This study determined the effectiveness of game-based instructional activities in enhancing the Mathematics performance of Grade 2 pupil-participants. Specifically, it examined the level of performance of the pupils based on their pre-test and post-test scores under the conventional method of modular learning and game-based instructional activities. It also determined the significant difference among these selected variables and the significant difference on the main gain to show if which are effective. This study utilized quasi-experimental research design and was conducted in Dioscoro T. Tejada Elementary School in the District of Makato. The participants consist of 20 Grade 2 pupils, 10 of which were assigned to experimental group and 10 to the control group. The instruments used were researcher-made Mathematics performance tests administered as pre-test and post-test, along with game-based instructional activities designed to enhance learning. The findings revealed that both the control and experimental groups were classified as “approaching proficiency” in pre-test, indicating comparable prior knowledge in Mathematics. In the post-test, both groups obtained an “advanced” level of performance. There is no significant difference among the mean performance of pupil-participant in pre-test exposed in conventional method of modular learning and to game-based instructional activity. This implies that the students in both experimental and control groups possess prior knowledge on the topic which they might have encounter in their early years in elementary. While in post-test, the mean performance of pupil-participants between the conventional method of modular learning and to game-based instructional activity differ to each other. Incorporate of game-based activities in teaching Mathematics has a positive impact on the performance of the learners. It was also found that that the learners exposed in the game-based instructional activities gain higher compared to the learners exposed in conventional method of modular leaning. The used of games in teaching Mathematics was more effective compared to conventional method of modular learning. It is recommended that the teacher may use of conventional method of modular learning methods in teaching incorporated with games to gain proficiency in numeracy as well as give opportunity to learners think creatively and critically.
Keywords: Game-based instruction, Mathematics performance, Learner’s achievement
INTRODUCTION
"You can discover more about a person in an hour of play than in a year of conversation."
This quote, attributed to both Plato and Richard Lingard, a professor of divinity from the 17th century, sums up what early childhood educators have known for decades. Through play children explore their world, learn by their own pace, and have ample opportunities to practice literacy and language skills. Through play children learn to navigate difficult social situations and develop problem-solving skills. We are raising the next generation of citizens, and we can raise them better through play. Quinn and Iverson argued that students “need to be engaged more and to be put at the centre of the learning experience to change from ‘passive vessel’ to ‘active participant’” (as cited in Pannesse & Carlesi, 2007).
Based on the observation of the researcher primary pupils in Dioscoro T. Tejada Elementary School found solving mathematical problem were the most difficult skill to learn. As a teacher, we have struggled to know what educational strategies to use to increase the performance level of learners towards Mathematics. So, instead of thinking hard of what to use in motivating students, why not use games? This strategy was proposed mainly to be used game-based instructional activities to enhance learning in Mathematics.
To meet the mandate in the DepEd Order No. 12, S. 2015- Guidelines on the Early Language, Literacy and Numeracy Program: Professional Development Component. The program will develop in Filipino Children literacy and numeracy skills which will contribute to lifelong learning.
The researcher chooses to conduct this study to find out the effects of using game-based instructional activities among the Garde 2 pupils in Dioscoro T. Tejada Elementary School and how effective the approach on their mathematics performance.
see PDF attachment for more information