Battle Mathica Final Ver3.8 PDF

COMPUTER COLLEGE CALAMBA CAMPUS
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY
BATTLE MATHIKA : AN EDUCATIONAL MATH GAME FOR ELEMENTARY

PUPILS
An undergraduate Thesis
Presented to the College of Computer Studies
AMA COMPUTER COLLEGE – CALAMBA CAMPUS
In Partial Fulfillment
of the requirements for the degree of Bachelor of
Science in Information Technology
Erickarlo C. Tamayo
Archie M. Paglinawan
Mary Joyce M. Aranas
Sandy S. Catindig
April 2018
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY ii
CERTIFICATION AND APPROVAL SHEET

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY iii
ABSTRACT
Title :BATTLE MATHIKA : AN EDUCATIONAL

MATH GAME FOR ELEMENTARY PUPILS
Proponents : Erickarlo C. Tamayo

Archie M. Paglinawan
Mary Joyce Aranas
Sandy Catindig
Name of Institution : AMA Computer College Calamba Campus
Year Completed : 2018
Instructor / Facilitator : Laurice Mariquina
A game is a structured form of play, usually undertaken for enjoyment
and sometimes used as an educational tool. Games are distinct from work,
which is usually carried out for remuneration, and form art, which is more
often an expression of aesthetic or ideological elements. Mathematics is an
excellent skills that is needed in one pupil to be successful in any career. In
improving skills, this game will help pupils to enhance their thinking skills
specially in math. This game also helps their strategic skills in solving
mathematics. This is the reason why proponents build this educational math
game for elementary pupils.
This research is developed to be an effective game to help the pupils
especially in elementary. They will easily understand and learn mathematics

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY iv
in this game. The purpose of this game or application is to provide a new
teaching way of learning and to entertain elementary pupils and also to gain
knowledge.
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY v
ACKNOWLEDGEMENT
The researchers would like to express utmost gratitude and deepest
appreciation to the people who have extended their patience, talents, ideas
and expertise to make this research possible.
To Mr. Gerardo S. Manuel, thesis adviser.
To Ms. Shiella Natividad, thesis statistician.
To Dr. Ponciana Quimque. thesis grammarian.
To the panel members, Engr. Adelfo T. Dimayuga, Ch. E, Engr.
Rosenda A. CpE, MSCpE, Engr. Jose Ian Magdaug, ECE, Mr. Edelberto
Espiritu III, and Ms. Bettina Julia R. Bastro, Lpt.
To the School-Respondents who participated on this endeavor.
And above all, to Lord Almighty for the courage and strength.
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY vi
DEDICATION
This thesis is dedicated to Our God Almighty our Creator, our strong
pillar, our source of our inspiration, knowledge and understanding, wisdom
and who taught us the purpose of life. He has been the source of our
strength throughout this program. We also dedicate this work to our family
who has encouraged us all the way to finish this project.

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY vii
TABLE OF CONTENTS
PAGE
TITLE i
CERTIFICATION AND APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT v
DEDICATION vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xi
LIST OF APPENDICES xii
CHAPTER I : THE PROBLEM AND IT’S BACKGROUND 1

Introduction 1
Background of the Study 2
Objectives of the Study 4
Statement of the Problem 4
Significance of the Study 5
Scope and Limitation 6
Hypothesis 7
Defenition of Terms 8
CHAPTER II : REVIEW OF RELATED LITERATURE 11

Foreign Literature 11
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY viii
Foreign Studies 14
Local Literature 18
Local Studies 21
Synthesis 26
CHAPTER III: RESEARCH METHODOLOGY 28

Research Design 28
Research Locale 28
Conceptual Framework 29
System Architecture 32
Context Diagram 33
Data Flow Diagram 34
Use Case Diagram 35
Graphic user interface 36
Gantt Chart 41
Research instrument 42
Software Methodology 43
Respondent of the Study 43
Sampling Design 44
Statistical Treatment 44
CHAPTER IV: PRESENTATION, ANALYSIS 48

AND INTERPRETATION OF DATA
Data Analysis 48
CHAPTER V: SUMMARY, CONCLUSIONS 58

AND RECOMMENDATIONS
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY ix
Summary 58
Conclusions 60
Recommendations 61
BIBLIOGRAPHY 62
APPENDICES 65
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY x
LIST OF TABLES
Table 3.1: Percentage of Respondents
Table 4.1: Respondents Feedback on question #1
Table 4.9: Summary of evaluation of the respondents

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY xi
LIST OF FIGURES
Figure 1.1 Conceptual Framework of the Game Flow of the proposed

Education Game – ―Battle Mathika‖
Figure 1.2 Paradigm of Study
Figure 1.3 System Architecture of Battle Mathika: An Educational Math

Game for Elementary Pupils
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY xii
LIST OF APPENDICES
Appendix Page
A Letter to conduct a study 64
B Story board 65
C User manual 68
D Program listing 74
E Survey 89
F Curriculum Vitae 90
G Final Permit 91
H COR (Photocopy) 92
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY 1
CHAPTER I
THE PROBLEM AND IT’S BACKGROUND
Introduction
Technology has revolutionized the way it works and set to transform
education. Children cannot be effective in tomorrow's world if they are trained
in yesterday's skills. Nor should teachers be denied the tools that other
professionals take for granted.
E-Learning exploits interactive technologies and communication
systems to improve the learning experience. It has the potential to transform
the way we teach and learn across the board. It can raise standards, and
widen participation in lifelong learning. It cannot replace teachers and
lecturers, but alongside existing methods it can enhance the quality and
reach of their teaching, and reduce the time spent on administration. It can
enable every learner to achieve his or her potential, and help to build an
educational workforce empowered to change. It makes possible a truly
ambitious education system for a future learning society
E-Learning exploits interactive technologies and communication
systems to improve the learning experience. It has the potential to transform
the way we teach and learn across the board. It can raise standards, and
widen participation in lifelong learning. It cannot replace teachers and

lecturers, but alongside existing methods it can enhance the quality and
reach of their teaching, and reduce the time spent on administration. It can
enable every learner to achieve his or her potential, and help to build an
educational workforce empowered to change. It makes possible a truly
ambitious education system for a future learning society. One good example
of this is over-reliance to calculators of people which resulted in their decline
of basic mathematical skills such as addition, subtraction, division, and
multiplication.
Background of the Study
Today‘s generation, both young and old people are being attracted by
different applications that can be used for entertainment most especially by
games. But most games that are available on the market are not educational
or do not focus on sharpening one‘s mind. Games and apps that are
educational have shown that gamification of the learning experience has
helped the users learn more effectively as can be seen by the feedback and
reviews. ―Across 57 studies that compared teaching with a game to using
other instructional tools, incorporating a game was more effective.‖ Ellen
Jameson (2014). That is why the proponents would like to introduce their
own educational game to help pupils learn mathematics in a fun and game-
like way and that app is ―Battle Mathika‖.

There are some schools that implemented e-learning methods around
the world, some of these schools used quiz games in their classes or for the
pupils; homework to make learning more fun and engaging. The researchers
of the system would like to implement Battle Mathika in math classes to help
pupils have a firmer grasp of basic math fundamentals.
There are games, in the estimation, that can be used for educational
purposes, and one of this is called Battle Mathika. Battle Mathika is an e-
learning game based on mathematics, pupils and others that are in need of
basic knowledge in math or need to brush up owned basic math skills. The
game helps its users practice their math skills by challenging them to clear
stages in the game that will prompt them to solve basic math problems while
trying to react to the stages‘ surroundings and obstacles and in the process
make solving basic math problems more easy and natural for them. Although
the system is planned to be implemented in schools, it can also benefit
graduates or people who are out of school to practice their basic math skills.
A great portion of senior high education involves a proficiency in
computing. That is why it is important to insert computing drills into the earlier
curriculums. In this manner, those pupils completed their courses would be
adequately equipped with skills, both basic and advanced.
The proposed system, Battle Mathika was chosen and deemed highly
adaptable to the present landscape of Elementary schools.

Computing drills will be integrated into appropriate subjects through it
while garnering a positive impression among pupils due to the feature of
enjoyability.
Objectives of the study
The following are the objectives of this study.
1. To develop an e-learning game to serve as an educational and
entertaining tool in the studies of pupils or those who want to learn.
2. To develop a system that enhances the speed of users in solving
mathematical problems
3. To develop a system that can prove that e-learning can be able to
improve a user‘s ability to compute just as much as the standardized
way, if not, more.
4. To develop a system that will help the player appreciate learning
mathematics through the use of technology.
Statement of the Problem
Today‘s generation, the technology is already in there, proper
implementation of it is needed. The purpose of this study is to enhance the
strategic thinking and speed in solving mathematical problem of the pupils in
elementary schools.
At the end of the study the researchers would like to answer the
following specific statement of the problem:
1. How will the proposed e-learning game serve as an educational
and entertaining tool in their studies?
2. How will the proposed e-learning game boost the promptness in
solving the mathematical problem?
3. How will the proposed e-learning game measure user‘s
improvement?
4. How will the proposed e-learning game help the player appreciate
studying basic mathematics through the use of technology?
Significance of the Study
Most of the pupils are having great difficulty with the math subjects
due to the lack of basic foundations in mathematics which results in
discouragement or boredom of math related subjects. Battle Mathika will help
to appreciate numbers, take math subjects seriously and not to get bored
and not to skip the math subjects. Battle Mathika will help pupils sharpen the
minds and solve the math problems faster especially the basics.
Math tends to be the main factor of which how pupils choose their
courses in life, some will try even though they lack mathematical skills, some
are scared of even trying and thus not giving them chance to polish their
skills and giving up their dream course.
The main goal of the proposed system is to help pupils realize that
math is not all that hard and to stop their fear of math-related subjects and in
doing so makes computer courses that have math related subjects more
accessible and more pupils will pick up the study without the fear or hardship
of math subjects.
Scope and Limitations of the Study
This research is focused entirely on encouraging people who have
difficulty with math to build the basic foundations in mathematics and in turn
apply those skills in math subjects, to make learning math an enjoyable
experience while also being familiarized with some of the greatest scientists
in history, as an educational mobile application that will have basic math
problems, the scoring system in the game will measure how proficient a pupil
is in solving basic math problems, and the game will include a leaderboard
and a scoreboard so that pupils can easily see their scores and have a
friendly competition with their classmates or their peers in school.
However, this research is limited in several factors, firstly, the player
cannot customize avatars to personalize. Secondly, the system does not
support multiplayer. Thirdly, the system only focuses on building basic

foundations of mathematics and does not provide drills for more advanced
math concepts. Fourthly, strictly for Android users, IOS is not yet supported
by the application. Lastly, the system does not possess an overarching
narrative, that it only focuses on the core gameplay and mathematical skills.
Hypothesis
The proposed system will be implemented in elementary schools, the
pupils will have a better foundation for math and its related subjects which in
turn make appreciate the vast applications of mathematics in the world and
especially in computers. The pupils also be familiarized with different great
scientists that have contributed a great deal in the development of
mathematical techniques and great scientific discoveries that have shaped
the world and its technology.
The proposed system gives excitement and stimulation to pupils
playing it and all pupils have their own handheld devices to use it, then math
class exercises will become more interesting and fun for the pupils and help
them promote and retain an interest in practicing the basic fundamentals of
mathematics.
The proponents‘ research project has the following hypothesis:
H0 – The proposed math game of the proponents did not significantly help
increase the learning of pupils in math related subjects.

H1 – The proposed math game of the proponents significantly helped
increase the learning of pupils in math related subjects.
Measurement of H0 and H1 – Built into the proposed system are
mechanisms of testing and the achievement of certain skills pertinent to the
stages and the amount of time spent in each stage.
Definition of Terms
To enhance a better understanding in the terms used in this context
the following terminologies are defined:
A. Operational Terms
Computer-based learning refers to the use of computers as a key
component of the educational environment. While this can refer to the use of
computers in a classroom, the term more broadly refers to a structured
environment in which computers are used for teaching purposes.
E-learning comprises all forms of electronically supported learning and
teaching. The information and communication systems, whether networked
or not, serve as specific media to implement the learning process. The term
will still most likely be utilized to reference out-of-classroom and in-classroom
educational experiences via technology, even as advances continue in
regard to devices and curriculum.

Internet is a global system of interconnected computer networks that use the
standard Internet Protocol Suite (TCP/IP) to serve billions of users
worldwide.
Pupil is a learner or someone who attends an educational institution.
B. Technical Terms
Application also known as a software application, application or app, is
computer software designed to help the user to perform a singular or multiple
related specific tasks. Typical examples are word processors, spreadsheets,
media players and database applications.
Database is an integrated collection of logically-related records or files
consolidated into a common pool that provides data for one or more multiple
uses. One way of classifying databases involves the type of content, for
example bibliographic, full-text, numeric, and image.
GUI (Graphical User Interface), is a type of user interface item that allows
people to interact with programs in more ways than typing such as
computers or hand-held devices such as Smart Phones.
Interface is a point of interaction between two systems or work groups.
Software is a general term primarily used for digitally stored data such as
computer programs and other kinds of information read and written by
computers.
User Interface In the industrial design field of human-machine interaction,
the user interface is where interaction between humans and machines
occurs.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the narrative literature, both foreign and in local
and the related studies. It includes here the difference and similarities
between each literature and studies.
Foreign Literatures
According to Ellen Jameson (2014), Research Roundup: Studies
Support Game-based Learning: there is consistent evidence that games can
benefit all pupils, especially those with the greatest need. In a survey by the
Joan Ganz Cooney Center(2014), teachers reported that pupils that were
participating in game-based learning, especially the lower-performing pupils
benefited the most and became more engaged in their studies.
In line with the article by Jessica Trybus (2014), Game-Based
Learning: What it is, Why it Works, and Where it's Going: ―Learning‖ doesn‘t
mean rote memorization—it means acquiring the skills and thought
processes needed to respond appropriately under pressure, in a variety of
situations. Game-based learning provides pupils and learners alike to be
more engaged in their learning. Game-based learning is effective because

the players of the game work toward a goal, experience the consequences
along the way. The players make mistakes in a risk-free setting, and through
experimentation, they actively learn. Making mistakes and learning from
them is part of the learning process which is one of the reasons that game-
based learning is so effective. In contrast to a normal classroom setting
which is not a ―risk-free setting‖ where normally each the mistake that a pupil
makes has the consequence of a lower grade or point in a given quiz or
activity which results in lower self-esteem. Another reason why traditional
training may fall short compared to game-based learning is the fact that it
usually focuses more on rote memorization or drilling pupils on now
procedures, then evaluate them on their memory of what they are told rather
than practicing skills and concepts in an interactive and or in an interesting
way.
Pursuant to Jacob Lowell Bishop (2013), The Flipped Classroom: A
Survey of the Research: Recent advances in technology and in ideology
have unlocked entirely new directions for education research. Mounting
pressure from increasing tuition costs and free, online course offerings is
opening discussion and catalyzing change in the physical classroom. The
flipped classroom is at the center of this discussion. The flipped classroom is
a new pedagogical method, which employs asynchronous video lectures and
practice problems as homework, and active, group-based problem-solving

activities in the classroom. It represents a unique combination of learning
theories once thought to be incompatible—active, problem-based learning
activities founded upon a constructivist ideology and instructional lectures
derived from direct instruction methods founded upon behaviorist principles.
In consonance with Jeffrey B. Holmes (2015), A framework for
understanding game-based teaching and learning: A a decade or so ago, a
single course on the topic of games and their significance would have been
hard to find at most universities, much less an entire series of courses. Now,
however, it is not uncommon to find multiple courses as well as entire
programs of study around games at postsecondary institutions such as our
own. While many courses and programs are focused on training professional
game designers (such as our Game Design certificate), a growing number of
courses use games as an object of study, such as we do in the courses in
our games for impact certificate. We give pupils the opportunity to examine,
for example, the role of culture in shaping games and gameplay, or how
particular game mechanics support player learning. But we also use games
to introduce pupils with larger concepts and ideas; for example, we use
games to illustrate principles of learning and how games can serve as hubs
for distributed teaching and learning systems.

Foreign Studies
Conforming to Ellen Jameson (2014): ‗‘Across 57 studies that
compared teaching with a game to using other instructional tools,
incorporating a game was more effective. Using a game improved cognitive
learning outcomes along with intrapersonal and interpersonal
outcomes. Researchers looking at other collections of studies have found
that games help pupils retain what they‘ve learned.‘‘
A significant number of studies around the world have shown the
effectiveness of e-learning which includes game-based learning. This has
urged some schools around the world to try this new style of teaching. Some
teachers used websites online to help them motivate their pupils to study and
appreciate learning and studying more. One website has been very influential
to the spread of e-learning and the concept of gamifying the learning process
is Khan Academy. Khan Academy has reported in their studies from different
schools that have used their website that pupils have shown more interest in
learning their lesson. Pupils were more engaged because the exercises have
the game feel to it and give them points or badges for their accomplishments.
This one of the very reasons why game-based learning is so effective across
different studies. Pupils like to get constant feedback on their progress just
like they do when they play video games. It gives them a feel of where they
would want to focus their efforts on. Giving points or badges for doing
exercises give pupils motivation to study because it gives them incentives for
their hard work. In general, e-learning has shown a lot of promise in different
schools around the world.
In short e-learning, specifically game-based learning has the following
advantages when it is being used in classroom environments:
 Eases the stress and tension of practicing and doing exercises by
making the experience more of a fun activity instead of an arduous
trial.
 Gives constant feedback on right and wrong answers which can
enable pupils to see where the need to work on more.
 Encourages pupils to be more active and adventurous due to the fact
it is a risk-free setting and in the process to learn more quickly by
learning from their mistakes.
 Giving incentives such as points, badges or unlocking new items,
stages or characters can serve as good motivations to achieve more
and practice their skills.
 Gives pupils fun mini goals that can serve to sharpen their skills.
As reported by Henk Frencken, Ria Jacobi, and Karen Jager (2012),
European education today is characterized by two dominant trends. First, e-
learning has made impressive advances in the past five years. Second,
European higher education has become increasingly internationalized. We
wanted to determine how e-learning is used in higher education in The
Netherlands, our home country, to increase and improve the
internationalization of education.
On the surface, the two trends appear to have developed
independently. We started from the assumption, however, that e-learning
could be a prime tool for new and better forms of international education. Our
research methodology consisted of a survey aimed at selecting case studies
or good practices that would confirm our assumption. Our final goal was to
formulate a number of lessons learned from these good practices.
As stated by Viorica Banciut , Mircea Gordan and Simona Stanciu
(2012), the development of new technologies in communications leads to
new approaches to the educational process. E-learning is a new concept that
designates a specific way of distance learning training. E-learning is a term
that designates a learning process that relies on the use of computers as a
source of information and access to knowledge. The term e-learning is
synonymous with the E-learning, online education, online education, web
education, distance learning, etc. Distance learning physics involves the
distance between teacher and pupil/pupil communication between them
achieved by exchanging messages or electronic documents. In distance

education, a particularly important role is held by the technological factors
which should ensure that the pupils/pupils, and communication between
them and their teachers. A professor in the education system can address
simultaneously a large number of pupils/pupils, but can have a dialogue with
each of them individually. Those who study in this way can benefit from
knowledge and experience of renowned teachers that could not address
directly. We can say that within distance education, the role of the human
factor is the guidance.
Congruous to Moravec et al. (2015), The influence of using e-learning
tools on the results of pupils at the test. They showed how e-learning tools
impact pupils‘ achievement. The study was attended by nearly 2000 pupils.
The study compares the results of questions from the area of law where the
tool was provided in a pilot version with the results of questions, where the e-
learning tool was not provided. The researchers found that the e-learning
tools have affected the pupils‘ results. Nevertheless, the belief of the e-
learning tool may possibly have a negative effect on pupils who will depend
on given materials was disproved.
In keeping with Scholtzand Kapeso (2014) and Almajali et al (2016),
Shannak (2013) explored the factors of mobile learning (m-learning)
approach which can be used for enterprise resource planning (ERP) system.
The technology acceptance model(TAM) was applied to assess the
acceptance, usefulness and perceived ease of use of the m-learning. The
researchers found that the m-learning system was correlated positively for
perceived ease of use and perceived usefulness as such findings confirmed
other studies which stressed the importance of the quality of course content
in e-learning and-learning projects.
Local Literatures
According to Dela Cruz in 2017: The Intel Microelectronics Philippines
Inc. will continue to join hands with the Department of Education (DepEd) this
year in implementing the e-learning project where each teacher and pupil has
its own computer. Intel Microelectronics Philippines Inc. and DepEd‘s will to
support e-learning is a good indication that e-learning can help schools in the
Philippines to improve the quality of education as stated by both Intel and
DepEd during a pressed state, the optimal ratio for e-learning model is 1:1.
This can be accomplished by easily if each pupil in a school had their own
computer, handheld device or a laptop to use for e-learning. E-learning can
easily provide learners a 1:1 the ratio in their learning experience. Software
such as an educational game can now be used to give pupils drill while their
teachers can intervene and help pupils who are struggling with their learning.
In accordance to Philippine Basic Education‘s article (Feb. 20, 2013),
Technology in the classroom can truly make a difference if it enables
something unique inside the classroom. One unique learning strategy with
technology is the technology itself. A lot of children play computer or internet
games. Games seem to be engaging, if not addictive. How can games help
in learning is a key question in designing effective technology inside a
classroom. Designing games, of course, takes technology to a real
educational level. Writing one obviously requires an introduction to a
structure and a language that allows translation of ideas into a computer,
tablet or phone screen. Constructing a computer game introduces a child into
how systems work while probing concepts in the sciences and the arts. A
game, after all, should make sense, and, at the same time, should be
appealing to the senses. Imagining a game paves the way to anticipating and
participating in social online interactions. Games can indeed serve as a
gateway for most children to digital literacy. Designing a game truly takes
technology into a classroom far beyond merely gluing a kid's eyes and
fingers to a screen.
In line with AsTEN Journal of Teacher Education(2016): In this
technological age, science subdues and even drives societies with its ideas
and products and it is very likely that the impact of science and technology
on people‘s lives will persist to exist and increase in the coming years.
Through science, the way people think shifts to a more critical approach.
Frequently, science has been recognized to be of great significance because
of its connection to technology, which, in a government perspective, is a
priority area for economic development (Elkington, 2015). The reason
probably why many countries have embedded the very sense of science in
their respective educational system so as to enable citizens to actively
participate in modern societies. In fact, sympathetic to Ogena, Lana and
Sasota (2010), the major factor in a nation‘s development is the emphasis on
science and mathematics education which brings the nation to integrate
science and technology in their national agenda.
Conforming to Espinosa, John Paul M. (Sep 17, 2016), Learning with
the help of technology: The convenience and effectiveness of e-learning had
long been recognized by educational institutions and education officials. A
number of schools in the country have embraced with enthusiasm emerging
education technology in that lectures are boosted by computer-based, or
gadget-based, learning. Today, in some schools, netbooks have replaced
notebooks and some lessons are delivered electronically.
In accordance with Capili, Arjay and Manuel, Kenneth (March
2014), Development of e-learning system for Philippine Literature subject of

College of Arts and Sciences in Cavite State University: E-Learning or
Electronic learning is an inclusive term that describes educational technology
that electronically or technologically supports learning and teaching. It
includes numerous types of media that deliver text, audio, images, and
streaming video, and includes technology applications and processes. It is an
education using the internet, network, and computer. It is essentially the
network-enabled transfer of skills and knowledge, refers to use electronic
applications and processes to learn. E-learning applications and processes
include Web-based learning, computer-based learning, virtual classrooms
and digital collaboration. E-learning means connectivity, communication,
collaboration and contents.
The local literature in the Philippines regarding e-learning coincides
with other literature from other countries which also support the
implementation of e-learning in schools in order to improve the learning and
teaching process of pupils and teachers alike.
Local Studies
One of the sources that can verify the effectivity of e-learning are
feedbacks from pupils and the pupils‘ performance themselves. Esperanza,
Peter (2012) is a teacher that supports e-learning and started teaching his
pupils both Filipinos and Americans by recording his lectures in video and
focus on exercises or activities during class hours. Feedbacks of pupils
indicate that it is working for them and that they are learning more. Their
performance in Peter Esperanza‘s class also supports their claims of their
improvements. They all have better performances in Peter Esperanza‘s math
classes.
Sympathetic to the study on e-Learning for the Philippines by
Arimbuyutan, Reynato C. Seoksoo Kim, Jae-gu Song, and WooyoungSo
(2014), ―The first to adopt online corporate training methods in the
Philippines were the multinationals. Big local corporations followed suit
namely: the Philippine Long Distance Telephone Company (PLDT), Manila
Electric Company (MERALCO), the Aboitiz Group, Unilab among others.
These companies applied e-learning methodologies to cut cost and improve
their human resource development system. Take into account the experience
of PLDT, they used e-learning techniques to significantly increase its number
of certified CISCO network associates and to train employees across various
operational functions. Using their customized solution Smart force as its
packaged software they were able to encourage employees to pursue
training in any area of the business they had interest in and blending e-
learning with hands-on projects. PLDT estimated that this kind of ―e-cross
training has saved the company over US$400,000 in training expenses over
the past five years.‖
Consonant to Teo (2014), aimed to clarify the extent of teacher
satisfaction of the application of e-learning program among persevere
teachers. Teo (2014) investigated the key drivers of teachers‘ e-learning
satisfaction. 387 participants in a postgraduate diploma in education
completed a survey questionnaire to measure 6 constructs (tutor quality,
perceived usefulness, perceived ease of use, course delivery, facilitating
conditions ,and course satisfaction). By using structural equation modeling,
data analysis showed that, apart from facilitating conditions, all other
constructs were significant predictors of e-learning satisfaction. Nevertheless,
the facilitating conditions construct was found to be a significant mediator of
perceived ease of use and satisfaction.
Congenial to Dumanig, Jopal Matthew M., Fabio, Berlin Jade L.
Ibanez, Mavis Joy C. and Rendon, Hazel May V. (2013), the study intended
to provide an E-Learning Management System with Screen Share
Technology for Thompson Christian School to cater the needs of the pupils
by providing the course materials, taking of examination/quizzes online and
by providing screen share during discussions. The proponents used the Web
Engineering process model throughout the study. The proponents did some
interviews and observation on the company to evaluate the current system
and to be able to propose an alternative for the betterment of the company.
The E-Learning will be working with the Screen Share during class hours.
The E-Learning Management System with Screen Share Technology
ensures quality education for the pupils and for quality teaching of the
teachers. Modules are given and are very useful for the pupils and of the
teachers. The computation of the cost and benefit analysis are also provided
for the school to implement the system. The development of this system had
gone to different processes and circumstances. This system ensures that the
benefits of the school observe quality standards and quality assurance. In
lieu of this, the proponents recommended that the company will have a faster
internet connection and a person who will maintain or observe the system for
the errors as time goes by for quality satisfaction.
Coherent to Dela Pena-Bandalaria, Melinda., (2014), in the
Philippines, the term e-learning is used synonymously with online learning
and concerns the online delivery of instructional content as well as
associated support services to pupils. This article is primarily based on
experiences at the University of the Philippines Open University (UPOU). It
showcases the development of e-learning in the country from just a
supplement within once-a-month face-to-face (FTF) sessions in a university

learning center to more extensive use of a learning management system
(LMS) as a venue for academic discussions as well as learning
assessments, sharing learning resources and content, and pupils
submissions of course requirements. Also discussed is how the mobile
phone is being used to bridge the digital divide and make the digitally
excluded sectors of the Filipino society become part of the online learning
program of the university. The mechanisms being used to ensure quality
education in e-learning as well as the challenges faced by e-learning
institutions are extensively detailed.
Coherent to Capili, Arjay C., and Manuel, Kenneth B., (2014), E-
learning or Electronic ,earning is an inclusive term that describes educational
technology that electronically or technologically supports learning and
teaching" It includesnumerous types of media that deliver text, audio,
images, and streaming video, and includestechnology applications and
processes" It is an Education using the Internet, network, and computer. It is
essentially the network-enabled transfer of skills and knowledge, refers to
use electronic applications and processes to learn. E-learning applications
and processes include Web-based learning, computer-based learning, virtual
classrooms and digital collaboration. E-learning means Connectivity,
Communication, Collaboration and Contents.

Synthesis
The gathered studies and literature of both foreign and local literature
both focus on the benefits and potential of using technology to enhance the
learning process and experience of pupils. E-learning in its many forms is
considered by some education experts to be the future of education due to
the results found in the studies regarding-learning and in particular, the
proponents focused branch of e-learning, game-based learning has resulted
in pupils being more interested and motivated to do exercises. E-learning has
proven to be very effective in raising the curiosity to move forward of the
pupil because they do not see it as tedious and looks at e-learning as like
that of a game and they show more interest in learning using technology than
textbooks. E-learning is also very accessible because data can easily be
transferred and shared, giving more flexibility in studies and more advanced
concepts can be tackled sooner because the pupil has access on the
technology to reach out to various sources of information that can be
provided by the professor or someone else. Another positive of e-learning is
the ability to save and store documents safely without ever decaying like
textbooks. In terms of storage and accessibility, e-learning has shown to be
superior to that of standard learning.

Hence, with the advent of today‘s technology, a great deal can now be
accomplished more economically in education.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the use of Descriptive Method of Research.
Research Design
Descriptive method was used for this research study. A survey
questionnaire was used by the descriptive method to gather information from
the respondents of the proposed system.
Research Locale
The proponents chose to lead a study in SirangLupa Elementary
School. Since the school accepted that the study appropriates led in whole
organization and pupil of the school with the capacities to answer the
directed survey. Since the population of the school is over a thousand pupils,
the proponents will have a hundred pupils answer the survey conducted and
conveniently chosen as respondents. The proponents will implement the
conventional technique to answer the coordinated survey, it will answer the
capability of the school to handle the proposed system.

Conceptual Framework
A conceptual framework is a conceptual perspective. The conceptual
framework of Battle Mathika explains the flow of the game, that is how a
player of the game would progress while they are playing and how the
system can help the player know which math skills they need to focus and
improve.
Figure 1.1 Conceptual Framework of the Game Flow of the proposed
Education Game – “Battle Mathika”

Figure 1.2 Paradigm of the Study

Figure 1.1 explains how the educational game, Battle Mathika‘s
gameplay flows while a player is using it to practice or brush up their basic
math skills. First the player would select a character to use and the game will
start. During playing the game the player will start encountering enemies
which will prompt the player to answer simple math problems, each correct
answer will allow the player to deal damage and defeat each enemy he may
encounter and earn points during the process. The player will be able to
proceed to the next stage in the game once he reaches the end of the
present stage and the whole process will repeat for the next until the final
stage has been cleared by the player.
Figure 1.2 explains the input and output of the system while Figure 1.1
explains the process and game flow of the proposed e-learning game. The
input of the system is the amount of time it takes a user to clear a stage and
the users score on given math problems which indicate their level of
understanding. The output of the system is the user‘s performance feedback
which displays a message of how well a user performed in the given
problems and exercises in the e-learning game. The performance feedback
will include information about the areas the user needs to focus and improve
on.
System Architecture
The proponents used the visual models to describe the interaction of
the user with a system.
Figure 1.3 System Architecture of Battle Mathika: An Educational Math

Game for Elementary Pupils
Figure 1.3 shows from the user to hardware and software and vice
versa. The user to mobile runs on android where the application will be
installed accordingly.
Context Diagram
Data Flow Diagram

Use Case Diagram

Graphic User Interface

“Menu”
“Stage Selection”
“Leaderboard”
“Character Selection”
“Inside The Game”

“End of the Game”
Gantt Chart
The Gantt Chart helped the proponents in planning ahead towards the
development progress of the system. Each activity was represented by a bar.
The position, length, and color of the bar reflect to the start date, duration
and end date of an activity.

Research Instrument
The proponents will choose the following instrumentation for data
gathering: Interview, Questionnaire, Evaluation, and Observation.
1. Interview – The proponents will conduct an interview with the
Elementary pupils for initial gathering data.
2. Questionnaire – The proponents will give the questionnaire to the
elementary pupils further assembling information that comprises of
a progression of inquiries and different prompts.
3. Survey - The proponents used this technique to gather information
how the proponents can improve the system before it implements
to Elementary Schools. With this approach, the proponents will
recover the data in a fast and proficient path from the respondents.
4. Observation – The proponents will conduct an observation during
the system testing to monitor if the users are comfortable with the
proposed system and to recognize the conceivable mistakes and
what does the proposed system should be progressed.

Software Methodology
Software methodology refers to the processes used to plan strategies
for software development. There is a variety of software approaches
developed over time.
Requirement Quick Building

Gathering Design Prototype
Refining User
Deployment Evaluation
Prototype
Respondents of the study
The proponents chose the 100 pupils of SirangLupa Elementary
School to be the respondents of the study that composed of four (4) pupils
per session based on the availability of android phone/tablet. They will be
responsible for the testing and evaluation of the proposed system based on
the provided criteria by the proponents to achieve the objectives of the study.
Sampling Design
The proponents used survey sampling using a Likert scale with the
help of a survey of the users that can be used by the proponents for the
future updates of the proposed system. Also, testing is another way to
determine the possible errors of the proposed system. This process will
determine if the proposed system achieves the satisfaction of the beneficiary
and the users of the system.
Statistical Treatment
In order to acquire the statistical treatment of data, the proponents use
the Likert scale system to measure the collected information gathered from
the respondents of this research study.
For this study, the proponents will use Likert Scale as the statistical
treatment to measure the collected data from the survey-questionnaires. The
response of the respondents will vary according to the following: Strongly
Disagree (1), Disagree (2), Agree (3) and Strongly Agree (4). The proponents
will combine the result to create a measurement scale.

The following statistical tools were used in the analysis of data:
Likert Scale System
Formula:
Where:
n = Number of respondents in a single gender classification

T = Total number of respondents including all the gender classification
1. Weighted Mean
Formula:
∑
Where:
WM = weighted mean n = total number of respondents
W = weighted factor ∑ = summation
value of eacf facror
Table 3.1 Percentage of Respondents

Battle Mathika Survey form
Name (optional ): __________________ Date :________________
Gender (optional) : ___________________ Grade/Section:___________________
Direction (Panuto ) : Answer the following statement by filling the appropriate

boxes. Put () check the box that matches your answer, ( ) encircle the wrong
answer then fill another box (Sagutan ang mga sumusunod na pahayag. Lagyan ng
() tsek ang kahon na tumutugma sayong sagot, ( )bilugan ang maling sagot at
sagutan ng panibago).
CHAPTER IV
PRESENTATION, ANALYSIS, and INTERPRETATION OF DATA
This chapter discussed analytic data interpretation using tables and
graphs. This data and graphical representation helped the proponents
formulate a non-bias conclusion. This chapter covers the presentation
interpretations, the analysis of the proponents on the observation and
evaluation of the proposed software.
Data Analysis
Data Analysis is the process of systematically applying statistical
and/or logical techniques to describe and illustrate, condense and recap, and
evaluate data.
The total respondents of the survey are 100. The table below shows
the computation of weighted-mean in every question in the survey.
Legend:
Points Rating scale Verbal interpretation
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree

Survey Result of Battle Mathika
Table 4.1 : Respondents feedback on question #1
Table 4.1 shows the respondents feedback of grade V and grade VI of
Siranglupa Elementary School in Question number 1, 55% rated themselves 4
(Strongly Agree), 44% rated themselves 3 (Agree), 1% rated themselves 2
(Disagree). 0% 1 (Strongly disagree)
This means that majority of the respondents rated themselves 4
(Strongly Agree). The weighted mean is 3.54. The interpretation result of the
data is Strongly Agree.

Siranglupa Elementary School in Question number 2, 51% rated themselves 3
(Agree), 47% rated themselves 4 (Strongly Agree), 2% rated themselves 2
(Disagree), and 0% 1 (strongly disagree).
(Agree). The weighted mean is 3.45. The interpretation result of the data is
Strongly Agree.
Siranglupa Elementary School in Question number 3, 55% rated themselves
3 (Agree), 41% rated themselves 4 (Strongly Agree), 4% rated themselves 2
(Disagree) and 0% 1 (strongly disagree)
Strongly Agree.
(disagree), and 0% 1 (strongly disagree).
Strongly Agree.
3 (Agree), 35% rated themselves 4 (Strongly Agree), and 0% both 2
(Disagree) and 1 (strongly disagree).
This means that most of the respondents rated themselves 3 (Agree).
The weighted mean is 3.32. The interpretation result of the data is Strongly
Agree.
Strongly Agree.
This means that most of the respondents rated themselves 3 ( Agree).
The weighted mean is 3.47. The interpretation result of the data is Strongly
Agree.
4 (Strongly Agree), 42% rated themselves 3 (Agree), 1% rated themselves 2
Strongly Agree.
Table 4.9 Summary of evaluation of the respondents
Table 4.9 shows the summary of an evaluation of the respondents
about the proposed system. The weighted means of each criterion shows
that the proposed software performs on the excellent rate with a 3.435
weighted mean, the interpretation result of the data is Strongly Agree and
proving that it is a good idea and concept for the teachers and pupils of
Sirang Lupa Elementary School.

CHAPTER V
SUMMARY, CONCLUSION, and RECOMMENDATION
This chapter discusses the summary of the analysis and findings of
the proposed software that was tackled, the conclusion and
recommendations. The summary is the main points of previously stated facts
or statements. The conclusion is the end result and recommendation is
where the proponents will suggest using the proposed system.
Summary
Educational games are useful in making pupils enjoy doing their
exercises and skills. The proponents‘ system Battle Mathika strives to make
pupils more engaged in practicing their math skills.
Based on the results of the survey conducted by the proponents,
implementing the proposed software gave the following validity in terms of:
Table 4.1 with a weighted mean of 3.54 shows that the respondents
personally enjoyed playing the proposed system. This means that the
proposed system achieved the goal of providing enjoyment to the pupils
playing the proposed system.
agree that implementation of the proposed system will help the class enjoy
studying math. This means that the proposed system makes practicing and
studying math enjoyable for the Respondents.
Table 4.3 with a weighted mean of 3.45 shows that the proposed
system helped the respondents improve their problem solving skills. This
means that the proposed game application is good for the curriculum of the
pupil.
system boosts the respondents‘ speed in solving mathematical problems.
This means that the proposed system improved the respondents‘ solving
speed of mathematical problems.
system is effective on practicing math concepts for the pupil. This means that
incorporating the proposed system will help the respondents to polish their
mathematical concepts and reinforce their basic math skills.
Table 4.6 with a weighted mean of 3.47 shows that the game provides
appreciation on practicing mathematical skills. This means that the proposed
system is a good learning tool for the pupils especially for math.
Table 4.7 with a weighted mean of 3.45 shows that the proposed game
application can be recommended to others who are interested in math. This
means that the proposed game application can reduce the discomfort of
studying math for pupils.

personally like to have this implanted as part of class exercises or activities.
This means that the proposed system is suitable to be part of the curriculum
for the pupils.
acknowledge the advantages the proposed system offers. This means that
the proposed system will be achieving maximum productivity with minimum
wasted effort or expense for the respondents.
Conclusion
The proponents concluded that the educational game Battle Mathika
can really help pupils to be more engaged in practicing their math skills and
that the game is included as part of math exercises.
In addition, the educational game Battle Mathika was verified to be
acceptable in terms of serving as an educational and entertaining tool in
elementary math studies, improving the speed of which the pupils solve math
problems, producing noticeable results on the improvement of the pupils, and
helping the latter understand and appreciate the integration of technology
into our daily lives. It is also verified that using Battle Mathika provides pupils
with sufficient amount of exercises to help them practice their math skills.
Recommendation
The proponents recommend that the educational game Battle Mathika
to be included in pupils‘ math exercises during their math-related classes.
For the future researchers who will conduct the same field of study, the
concept and findings included in this study are recommended as their
reference for their study.

BIBLIOGRAPHY
Bibliographies
A. Foreign Literature and Studies
Jameson, E. (Sep 18,2014). Research Roundup: Studies Support Game-

based Learning. filamentgames.com.
Trybus, J. (2014). Game-Based Learning: What it is, Why it Works, and

Where it's Going. New Media Institute.com.
Bishop, J.L (2013). The Flipped Classroom. Sophia.org.
Holmes, J.B. (2015). A framework for understanding game-based teaching

and learning. Emeraldinsight.com
Frencken, H., Jacobi, R., & Jager, K. (2012). European education today.
Eric.ed.gov.
Banciut, V., Gordan, M. & Stanciu, S. (2012), The development of new

technologies in communications. techwalla.com.
Moravec et al. (2015). The influence of using e-learning tools on the results
of pupils at the tests. sciencedirect.com.
Kapeso, S. (2014), Almajali et al. (2016), & Shannak (2013). A Review of
Literature on E-Learning Systems in Higher Education. researchgate.net.

B. Local Literature and Studies
Dela Cruz, (2017). Intel Joins Philippine Education Department in E-Learning

Projec. allheadlinenews.com.
(Feb. 20, 2013). Teachers Should Be Seen and Heard. Philippine Basic
Education. philippinesbasiceducation.us.
(2016). JOURNAL OF TEACHER EDUCATIO. AsTEN Journal of Teacher

Education. pnuresearchportal.org
G Tongi, Effectiveness & Success of Peter Esperanza‘s Flipped Classroom,

Kabayan Today
Espinosa, J.P.M(Sep 17, 2016). Learning with the help of technology.

manilatimes.net.
Capili, A. & Manuel, K. (March, 2014). Development of e-learning system for

Philippine Literature subject of Colleg. academia.edu.
Esperanza, P. (2012). People‘s Feedback on Numberbender.com.

numberbender.com.
Arimbuyutan, R.C., Kim, S., Song, J. et al. (2014). study on e-Learning for
Philippines. sersc.org.
Teo (2014). programamong persevere teachers. repository.umac.mo.
Dumanig, J.M.M., Fabio, B.J.L., Ibanez, M.J.C. et al.(2013). E-Learning

Management System with Screen Share Technology. ejournals.ph.
Dela Pena-Bandalaria, M. (2014). Ensuring Quality Education in Open and

Distance eLearning. emeraldinsight.com.
Capili, A.C. & Manuel,K.B. (2014). E-learning. pmma.edu.ph.

APPENDICES
APPENDIX A : Letter to Conduct a Study

APPENDIX B : Storyboard
APPENDIX C : User Manual

You can start the game by pressing the ―Play‖ button, see the high scores
using the ―High Score‖ button, select the stage which you wanna start in
usiing the ―Select Stage‖ button, View the instruction manual within the game
using the ―Help Guide‖ or exit the application by tapping the right button on
your phone or clicking the ―Exit‖ button.
If you tapped the high score button from the main menu or from the final
score panel, you can see the high scores from the different players in the
Leader Board. The Leader Board is updated online each time a new high
score is recorded.
If you tapped the Select Stage button from the main menu you are presented
the options to select the stages 1,2,3 or return back to the Main menu using
the Main Menu button.

If you tapped the Help Guide button, you are redirected to the instructions
manual on how the various buttons within the game by using the Next and
Return button to view each tutorial image and using return or main menu
button to be redirected back to the main menu.

If you tapped the play button from the main menu, the character selection will
appear and you can select which character you would like to use to play the
game.
Once the game has started, you can move around by tapping the left or right
arrow buttons on the bottom left of your screen to move towards the desired
direction on. To jump over obstacles, tap the circular button on the bottom
right of the screen. If a monster appears, you can attack it by answering the
math problem by tapping the right answer in the choices given also at the
bottom right of your screen
Once you complete stages or your lives run out, you will go to the registration
where you can register your name with your score.

After registering, you will go to the Final Score Panel where you can choose
to visit the Leader Board, Retry playing the game, and or go back to the main
menu.
APPENDIX D : Program Listing

//Controller 2D
//Controls and or manages parameters and functions of the game‘s gravity,
wall climb jump of player, and other separate codes controlling other 2D
movements in the game.
using UnityEngine;
using System.Collections;
public class Controller2D : RayCastController {
public float maxSlopeAngle = 80;
public CollisionInfo collisions;
[HideInInspector]
public Vector2 playerInput;
public override void Start() {
base.Start ();
collisions.faceDir = 1;
public void Move(Vector2 moveAmount, bool standingOnPlatform) {
Move (moveAmount, Vector2.zero, standingOnPlatform);
public void Move(Vector2 moveAmount, Vector2 input, bool
standingOnPlatform = false) {
UpdateRaycastOrigins ();
collisions.Reset ();
collisions.moveAmountOld = moveAmount;
playerInput = input;
if (moveAmount.y < 0) {
DescendSlope(ref moveAmount);
if (moveAmount.x != 0) {
collisions.faceDir = (int)Mathf.Sign(moveAmount.x);
HorizontalCollisions (ref moveAmount);
if (moveAmount.y != 0) {
VerticalCollisions (ref moveAmount);
transform.Translate (moveAmount);
if (standingOnPlatform) {
collisions.below = true;
}
void HorizontalCollisions(ref Vector2 moveAmount) {
float directionX = collisions.faceDir;
float rayLength = Mathf.Abs (moveAmount.x) + skinWidth;
if (Mathf.Abs(moveAmount.x) < skinWidth) {
rayLength = 2*skinWidth;
for (int i = 0; i < horizontalRayCount; i ++) {
Vector2 rayOrigin = (directionX == -
1)?raycastOrigins.bottomLeft:raycastOrigins.bottomRight;
rayOrigin += Vector2.up * (horizontalRaySpacing * i);
RaycastHit2D hit = Physics2D.Raycast(rayOrigin,
Vector2.right * directionX, rayLength, collisionMask);
Debug.DrawRay(rayOrigin, Vector2.right *
directionX,Color.red);
if (hit) {
if (hit.distance == 0) {
continue;
float slopeAngle = Vector2.Angle(hit.normal,
Vector2.up);
if (i == 0 && slopeAngle <= maxSlopeAngle) {
if (collisions.descendingSlope) {
collisions.descendingSlope = false;
moveAmount =
collisions.moveAmountOld;
float distanceToSlopeStart = 0;
if (slopeAngle != collisions.slopeAngleOld) {
distanceToSlopeStart = hit.distance-skinWidth;
moveAmount.x -= distanceToSlopeStart *
directionX;
ClimbSlope(ref moveAmount, slopeAngle,
hit.normal);
moveAmount.x += distanceToSlopeStart *
directionX;
if (!collisions.climbingSlope || slopeAngle >
maxSlopeAngle) {
moveAmount.x = (hit.distance - skinWidth)
* directionX;
rayLength = hit.distance;
if (collisions.climbingSlope) {
moveAmount.y =
Mathf.Tan(collisions.slopeAngle * Mathf.Deg2Rad) *
Mathf.Abs(moveAmount.x);
collisions.left = directionX == -1;
collisions.right = directionX == 1;
void VerticalCollisions(ref Vector2 moveAmount) {
float directionY = Mathf.Sign (moveAmount.y);
float rayLength = Mathf.Abs (moveAmount.y) + skinWidth;

for (int i = 0; i < verticalRayCount; i ++) {
Vector2 rayOrigin = (directionY == -
1)?raycastOrigins.bottomLeft:raycastOrigins.topLeft;
rayOrigin += Vector2.right * (verticalRaySpacing * i +
moveAmount.x);
RaycastHit2D hit = Physics2D.Raycast(rayOrigin,
Vector2.up * directionY, rayLength, collisionMask);
Debug.DrawRay(rayOrigin, Vector2.up *
directionY,Color.red);
if (hit) {
if (hit.collider.tag == "Through") {
if (directionY == 1 || hit.distance == 0) {
continue;
if (collisions.fallingThroughPlatform) {
continue;
if (playerInput.y == -1) {
collisions.fallingThroughPlatform =
true;
Invoke("ResetFallingThroughPlatform",.5f);
continue;
moveAmount.y = (hit.distance - skinWidth) *
directionY;
rayLength = hit.distance;
moveAmount.x = moveAmount.y /
Mathf.Tan(collisions.slopeAngle * Mathf.Deg2Rad) *
Mathf.Sign(moveAmount.x);
collisions.below = directionY == -1;
collisions.above = directionY == 1;
}
float directionX = Mathf.Sign(moveAmount.x);
rayLength = Mathf.Abs(moveAmount.x) + skinWidth;
Vector2 rayOrigin = ((directionX == -
1)?raycastOrigins.bottomLeft:raycastOrigins.bottomRight) + Vector2.up *
moveAmount.y;
RaycastHit2D hit =
Physics2D.Raycast(rayOrigin,Vector2.right *
directionX,rayLength,collisionMask);
if (hit) {
float slopeAngle =
Vector2.Angle(hit.normal,Vector2.up);
if (slopeAngle != collisions.slopeAngle) {
moveAmount.x = (hit.distance - skinWidth)
* directionX;
collisions.slopeAngle = slopeAngle;
collisions.slopeNormal = hit.normal;
}
void ClimbSlope(ref Vector2 moveAmount, float slopeAngle, Vector2
slopeNormal) {
float moveDistance = Mathf.Abs (moveAmount.x);
float climbmoveAmountY = Mathf.Sin (slopeAngle *
Mathf.Deg2Rad) * moveDistance;
if (moveAmount.y <= climbmoveAmountY) {
moveAmount.y = climbmoveAmountY;
moveAmount.x = Mathf.Cos (slopeAngle *
Mathf.Deg2Rad) * moveDistance * Mathf.Sign (moveAmount.x);
collisions.climbingSlope = true;
collisions.slopeNormal = slopeNormal;
void DescendSlope(ref Vector2 moveAmount) {

RaycastHit2D maxSlopeHitLeft = Physics2D.Raycast
(raycastOrigins.bottomLeft, Vector2.down, Mathf.Abs (moveAmount.y) +
skinWidth, collisionMask);
RaycastHit2D maxSlopeHitRight = Physics2D.Raycast
(raycastOrigins.bottomRight, Vector2.down, Mathf.Abs (moveAmount.y) +
skinWidth, collisionMask);
if (maxSlopeHitLeft ^ maxSlopeHitRight) {
SlideDownMaxSlope (maxSlopeHitLeft, ref
moveAmount);
SlideDownMaxSlope (maxSlopeHitRight, ref
moveAmount);
if (!collisions.slidingDownMaxSlope) {
float directionX = Mathf.Sign (moveAmount.x);
Vector2 rayOrigin = (directionX == -1) ?
raycastOrigins.bottomRight : raycastOrigins.bottomLeft;
RaycastHit2D hit = Physics2D.Raycast (rayOrigin, -
Vector2.up, Mathf.Infinity, collisionMask);
if (hit) {
float slopeAngle = Vector2.Angle (hit.normal,
Vector2.up);
if (slopeAngle != 0 && slopeAngle <=
maxSlopeAngle) {
if (Mathf.Sign (hit.normal.x) == directionX) {
if (hit.distance - skinWidth <=
Mathf.Tan (slopeAngle * Mathf.Deg2Rad) * Mathf.Abs (moveAmount.x)) {
float moveDistance =
Mathf.Abs (moveAmount.x);
float descendmoveAmountY
= Mathf.Sin (slopeAngle * Mathf.Deg2Rad) * moveDistance;
moveAmount.x = Mathf.Cos
(slopeAngle * Mathf.Deg2Rad) * moveDistance * Mathf.Sign
(moveAmount.x);
moveAmount.y -= descendmoveAmountY;
collisions.descendingSlope = true;
collisions.slopeNormal =
hit.normal;
}
void SlideDownMaxSlope(RaycastHit2D hit, ref Vector2 moveAmount)
if (hit) {
float slopeAngle = Vector2.Angle(hit.normal,
Vector2.up);
if (slopeAngle > maxSlopeAngle) {
moveAmount.x = Mathf.Sign(hit.normal.x) *
(Mathf.Abs (moveAmount.y) - hit.distance) / Mathf.Tan (slopeAngle *
Mathf.Deg2Rad);
collisions.slidingDownMaxSlope = true;
collisions.slopeNormal = hit.normal;
}
void ResetFallingThroughPlatform() {
collisions.fallingThroughPlatform = false;
public struct CollisionInfo {
public bool above, below;
public bool left, right;
public bool climbingSlope;
public bool descendingSlope;
public bool slidingDownMaxSlope;
public float slopeAngle, slopeAngleOld;
public Vector2 slopeNormal;
public Vector2 moveAmountOld;
public int faceDir;
public bool fallingThroughPlatform;
public void Reset() {
above = below = false;
left = right = false;
climbingSlope = false;
descendingSlope = false;
slidingDownMaxSlope = false;
slopeNormal = Vector2.zero;
slopeAngleOld = slopeAngle;
slopeAngle = 0;
}
APPENDIX E : Survey
APPENDIX F : Curriculum Vitae

APPENDIX G : FINAL PERMIT

APPENDIX H : COR PHOTOCOPY

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COMPUTER COLLEGE CALAMBA CAMPUS

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

BATTLE MATHIKA : AN EDUCATIONAL MATH GAME FOR ELEMENTARY

Mary Joyce M. Aranas

CERTIFICATION AND APPROVAL SHEET

Title :BATTLE MATHIKA : AN EDUCATIONAL

Proponents : Erickarlo C. Tamayo

Name of Institution : AMA Computer College Calamba Campus

Year Completed : 2018

Instructor / Facilitator : Laurice Mariquina

A game is a structured form of play, usually undertaken for enjoyment

often an expression of aesthetic or ideological elements. Mathematics is an

excellent skills that is needed in one pupil to be successful in any career. In

game for elementary pupils.

This research is developed to be an effective game to help the pupils

especially in elementary. They will easily understand and learn mathematics

in this game. The purpose of this game or application is to provide a new

The researchers would like to express utmost gratitude and deepest

and expertise to make this research possible.

To Mr. Gerardo S. Manuel, thesis adviser.

To Ms. Shiella Natividad, thesis statistician.

To Dr. Ponciana Quimque. thesis grammarian.

To the panel members, Engr. Adelfo T. Dimayuga, Ch. E, Engr.

Espiritu III, and Ms. Bettina Julia R. Bastro, Lpt.

To the School-Respondents who participated on this endeavor.

pillar, our source of our inspiration, knowledge and understanding, wisdom

who has encouraged us all the way to finish this project.

CERTIFICATION AND APPROVAL SHEET ii

TABLE OF CONTENTS vii

LIST OF APPENDICES xii

CHAPTER I : THE PROBLEM AND IT’S BACKGROUND 1

CHAPTER II : REVIEW OF RELATED LITERATURE 11

CHAPTER III: RESEARCH METHODOLOGY 28

CHAPTER IV: PRESENTATION, ANALYSIS 48

CHAPTER V: SUMMARY, CONCLUSIONS 58

Table 3.1: Percentage of Respondents

Table 4.1: Respondents Feedback on question #1

Table 4.2: Respondents Feedback on question #2

Table 4.3: Respondents Feedback on question #3

Table 4.4: Respondents Feedback on question #4

Table 4.5: Respondents Feedback on question #5

Table 4.6: Respondents Feedback on question #6

Table 4.7: Respondents Feedback on question #7

Table 4.8: Respondents Feedback on question #8

Table 4.9: Summary of evaluation of the respondents

Figure 1.1 Conceptual Framework of the Game Flow of the proposed

Figure 1.2 Paradigm of Study

Figure 1.3 System Architecture of Battle Mathika: An Educational Math

A Letter to conduct a study 64

THE PROBLEM AND IT’S BACKGROUND

Technology has revolutionized the way it works and set to transform

education. Children cannot be effective in tomorrow's world if they are trained

professionals take for granted.

E-Learning exploits interactive technologies and communication

systems to improve the learning experience. It has the potential to transform

widen participation in lifelong learning. It cannot replace teachers and

educational workforce empowered to change. It makes possible a truly

ambitious education system for a future learning society

E-Learning exploits interactive technologies and communication

systems to improve the learning experience. It has the potential to transform

widen participation in lifelong learning. It cannot replace teachers and

educational workforce empowered to change. It makes possible a truly

of this is over-reliance to calculators of people which resulted in their decline