LARANGAN NG DIGMAAN SA MATEMATIKA Mathematics Game Showcase An entry to the First Regional Secondary Mathematics Patiribayan Festival 2011

D. Q. Liwag National High School, Vinzons,Camarines Norte November 11-12, 2011

Presented by: Zabala, Ericka Samantha M. Elaga, Marc Neil S.

Rowena F. Zamudio Coach

Basud National High School

ACKNOWLEDGEMENT

It is the desire of the proponents to extend their warmest gratitude to the inspiring mentors who have impressive contribution in prolific making of this project, in one way shown munificent assistance and support. Foremost to Mrs. Rowena F. Zamudio, their coach, for their indispensable support in giving suggestion on the content on this manuscript, for her advises and additional ideas extended in the realization of the game showcase. To Mr. Roger Carrido, the principal II of Basud National High School, for his encouragement.Moral support, and for giving the proponents chance to join this competition. To Mr. Christopher Talla, for allowing the proponents using the computer laboratory during vacant time. To their parents and friends, who were always there to support and cheer during their hectic moments while doing this difficult product. Above all, to the Almighty God for giving them strength, knowledge, courage and determination in doing this research work.

The Proponents

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ABSTRACT Mathematics IV particularly quadratic functions find doom and difficult to understand by some students. Some are passive because they do not have an interest on the topic. Also, they feel boredom on the subject because of its complexity. To capture and arouse their interest thus, a mathematical game showcase named Larangan ng Digmaan sa Matematika is made by the project proponents. The game generally aims to enhance the skill of the students in solving problems involving Quadratic Functions. It also develops logical, critical and analytical thinking skills and formulating strategies and tactics to be able to win. The focus of this game is to test the memory and skills in making techniques, and familiarization within the important formulas of mathematics and managing time in solving question. To test the effectiveness and acceptability of the game, survey questionnaire and test question were used. The results were subjected to statistical analysis to determine its degree of acceptability and effectiveness. The development in their achievements and increase the attention level were noted based from the result of the degree of acceptability and effectiveness of Larangan ng Digmaan sa Matematika. Proponents concluded that the students find mathematics in exciting and interesting way of learning when using the game showcase Larangan ng Digmaan sa Matematika. The game was given to the selected fourth year Students who had taken Mathematics as one of their major subject in Basud National High School to know whether Larangan ng Digmaan sa Matematika really helps and improves the learning of the students about the idea on quadratic function. The statistic technique used in gathering data was Sample Size which means only few students were given a chance to use it. Based from the survey 44 out of 435 students preferred to use it since it is interesting and easy to play. Finally the students are encouraged to explore more projects related to the game since it was only a result of the creative imagination of their fellow students they said that Larangan ng Digmaan sa Matematika is an effective game in studying lessons in quadratic functions. Most of them gave positive comments about the game. Setting the level significance at 5% with degrees of freedom of 43 the computed value is 32.8 which is greater than the critical value which is 2.45, it is therefore conclude that reject the null hypothesis and accept the alternative hypothesis which states that Larangan ng Digmaan sa Matematika is an effective and acceptive tool in learning, motivating and enhancing mathematical skills.

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TABLE OF CONTENTS

PAGE Title Acknowledgement Abstract Table Of Contents Chapter I INTRODUCTION The Situationer Objectives of the Study Research Questions Hypotheses Significance of the Study Scope and Delimitations Definition of Terms i ii iii

y y y y y y y Chapter II

THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORKS Theoretical Assumptions Conceptual Framework iv

y y

y y Chapter III

Review of Related Literature Review of Related Studies

METHODOLOGY Materials Tools and Equipment Preparation of the Game How to Play How to Win Determining the Sample Size Sampling Design and Techniques Research Instruments Validity of the Instruments Data Gathering Method Statistical Treatment

y y y y y y y y y y y Chapter IV

RESULTS AND DISCUSSIONS Chapter V SUMMARY AND CONCLUSIONS Chapter VI RECOMENDATIONS

APPENDICES A. Pictorials B. Cost Analysis C. Duration and Schedule of Activities D. Pre-Test Questionnaire E. Post Test Questionnaire F. Answer Key G. Pre-Test/Post Test Interest Questionnaire H. Permission to Conduct the Research I. Regional Achievement Test Mastery Level of Learning Competencies in Mathematics IV SY 2011-2012 BIBLIOGRAPHY

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CHAPTER I INTRODUCTION THE SITUATIONER Imagine our life without Mathematics, can we live without it? Mathematics is the study of quantity, space, structure and change. It is a fundamental subject which has many applications in the real world. It means knowledge, study and learning. Mathematicians formulate patterns and formulas to resolve the truth or falsity of conjectures by mathematical proofs. Its been also a good friend and help for the advancement of technology. Indeed, it has a big use and occupied a big space in our daily life. Mathematics is needed especially in solving and analyzing a problem. It is needed by learners to be able to solve mathematical problems with such confidence and with no single worry. But many students find that mathematics is very difficult and worrisome. Because many formulas must be analyzed carefully and many calculations must be solved perfectly which requires more extorting of minds and more must sittings. Also more students consume a lot of time in solving a particular problem. Students must take a part actively. Interest must be build-up. A mathematical showcase can be a great solution in helping and aiding the students with this type of difficulty. Students need a motivating factor so that they will love this subject and appreciate it. Some teachers say that to teach mathematics is difficult for them because some students are inactive and treat this subject as their enemy and they come to class because they want to pass the subject. And so math games are important in learning the subject because this will create fun and when students are having fun they will open more to learning and keep doing whatever theyre doing. vii

Playing math games can build comprehension of concepts, enhance memory and speed up students mental ability. From these reasons, the proponents decided to designed Larangan ng

Digmaan sa Matematika a mathematical game showcase to help and promote students better understanding and analyzing important skills in mathematics such as analyzing, visualizing, solving and socialization skills. It is a question and answer approach, thereby showing the students to do reflective and quick thinking but with accurate answer and has confidence as they answer the questions and the given problems.

OBJECTIVES OF THE STUDY The proponents have come up with the following objectives: 1. To enhance the ability and competency in answering mathematical questions on quadratic functions of the students; 2. To enhance and develop the analytical, logical and critical thinking of the students; 3. To change insights about mathematics from doom and dull subjects into a subjects of enlightenment and enjoyment of the students: and 4. To give a great way of spending their leisure time in a useful and educational manner to the students.

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RESEARCH QUESTION The study aims to determine the degree of effectiveness and acceptability of the game in developing knowledge in quadratic functions of fourth year students of Basud National High School during the school year 2011-2012.Specifically, it sought to answer this question: Is there any significant difference in the skill and ability of the students before and after playing this game showcase?

HYPOTHESES Null Hypothesis: Larangan ng Digmaan sa Matematika is not an effective and accepted tool in learning, motivating and enhancing mathematical skills. Alternative Hypothesis: Larangan ng Digmaan sa Matematika is an effective and accepted tool in learning, motivating and enhancing mathematical skills.

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SIGNIFICANCE OF THE STUDY This study is deemed important and to offer significant contributions to school administrators, teachers, students, researcher, and future researchers in education. As for the students, They may be able to learn the concepts and application of mathematics, thus they will develop within themselves cling towards the subjects and at the same time they will experience fun. They will fill in their quest for enjoyable and educational activity. It is one of the best and exciting ways of enhancing the level of knowledge in the field of mathematics. As for the teachers, They can deliver their lessons easily and effectively. They will catch the attention of their student and they will be able to understand the lessons. As for the school administrators, The outcome of this study can be the bases of their administrative decisions, it can be a basis in creating intervention plans and measures for the improvement of achievements of the learners. As for the proponents, This study will help them in their endeavour to pursue dreams and aspirations. This will make their more eager to improve their knowledge and learnings and develop interest in the mathematical concept. This study will serve as an introduction to future researchers and encourage them to conduct related studies based from the findings and recommendations that will be drawn by the researchers.

SCOPE AND LIMITATION This study covered randomly selected 44 fourth year students of Basud National High School during the school year 2011-2012 to conclude the degree of acceptability and effectiveness of the game in enhancing knowledge in answering mathematical question and solving problems in their own. The test involves mathematical comprise problems on quadratic.

DEFINITION OF TERMS The following terms are used by the researchers in this study to have a clearer understanding on different terms or phrases: A. Larangan ng Digmaan sa Matematika-means, the battle of knowledge about a specific topic in Mathematics where students allow to challenge themselves and to have the initiative to study more about this field in order to play the game, to learn more, to enhance their skills in Mathematics and to enjoy it as well. B. Dice- numbered from one to three and determine how many steps will the militia of the player to take move. C. Main Camp- area of each fighter

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D. Military Forces (Militia) - the pieces or the character in the game that has different level. 1. General 2. Colonels 3. Tanks 4. Air Forces 5. Soldiers E. Military Territory- area of a fighter. F. Battle Field- interesting and exciting area where the mathematical questions is hidden. G. Hidden Mathematical Questions- questions needed to solve by the player with in one minute in order to increase the level of the militia.

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CHAPTER II THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE, RELATED STUDIES AND CONCEPTUAL FRAMEWORK THEORETICAL ASSUMPTION

This study is based from thetheory of experiential learning by David Kolb according to himExperiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. Also he elaborated that, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required:the learner must be willing to be actively involved in the experience;the learner must be able to reflect on the experience;the learner must possess and use analytical skills to conceptualize the experience; andthe learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

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REVIEW OF RELATED LITERATURE According to Ruth Parker Math games can be wonderful source for developing mathematical source for developing mathematical reasoning while practicing and constantly playing it. Repeatedly playing mathematical games support student learning and deepens understanding. She said Parents often ask me to recommend some good games that encourage math play at home. Also,

RELATED STUDIES In the study on the effectiveness of Mathematics Game Showcase entitled Contra CartasNumero which conducted at Basud national High School Basud, Camarines Norte by Jan Mark De Vera, Kimberly Mojico et al, Fourth year students of Basud National High School, SY 2010-2011, the analysis of the data gathered showed that the said game showcase was proven to be effective in acquiring the necessary skills needed by the students and stands on the idea that students can learn by themselves if given the proper motivation. Furthermore, the said game proved that mathematics is actually challenging and enjoyable by the addition of thrill and excitement features.

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CONCEPTUAL FRAMEWORK

Below is the illustration of the dynamics of the study.

Independent variable
LaranganngDigmaansaMatematika

Dependent variable
To increase the thinking skills and Interest of the students
Transform the bad insights about mathematics into a subject of enrichment and enjoyment
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(A mathematical game showcase)

The diagram shows the conceptual framework in which the study is base. It is a cause and effect relationship between the Independent variable, which is the mathematical game showcase, and the dependent variable, which are to increase the thinking skills and interest of the students and transform the bad insights about mathematics into a subject of enrichment and enjoyment.

CHAPTER III METHODOLOGY A. MATERIALS AND EQUIPMENT  Materials needed in making the board: CARPENTRY

Quantity 1 14 6

Unit Piece Kilo Piece Piece

Description 1 plywood One half inch nail 3/2 inch Hinges Locks

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1 2

Piece Piece

Holder Sand paper

PAINTINGS

Quantity 2 1 1 1 1 1 1 2 20 4 4 1 Screwdriver

Unit Piece Piece Piece Piece (60cc) Piece (60cc) Piece (60cc) Piece (60cc) Piece (60cc) Piece Piece Piece Piece Piece Chisel

Description Green filth paper Blue filth paper Paintbrush Blue paint Black paint Red paint Whitepaint Brown paint Military soldiers Tanks Air force Cardboard Roll masking tape Pencil TO OL S AN D EQ UIP ME NT:

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Cutter Ruler Scissors B. PROCEDURE : 1.How to make the board:

Glue Hammer Saw

Steel saw Pliers Glue stick

1 cm

3 3

11

2 1

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25

21

A. RULES : 1. The player will decide which of the militia will move whether horizontally, vertically or diagonal. Only one step forward is allowed to take by the militia. 2. Once the militia reaches the battlefield, there is no way for turning back. 3. The militia can only move backward when they are in their own territory however it is for emergency purpose only and they can only do it thrice.
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4. Once the militia stops into the hidden mathematical question, the player needs to solve the problem within 1 minute. And if the player didnt answer the problem immediately, the level will remain as is.

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5. As soon as the militia accidentally halts at a bomb, automatically it will be out of the game. 6.If the remaining piece is the one who will B. How to Play 1. Each player will throw the dice. The dice is numbered 1-3. The player who gets the highest point will take the first move. 2. First player will throw the dice to determine how many steps of the militia to be moved. The player will decide which of the militia will move whether horizontally, vertically or diagonal. Only one step forward is allowed to take by the militia. 3. The second player will do the same procedure. Once the militia reaches the battlefield, there is no way for turning back. 4. The militia can only move backward when they are in their own territory however it is for emergency purpose only and they can only do it thrice. 5. Within the battlefield there are some hidden question composed of one mathematical equation and bombs. Once the militia stop into the hidden mathematical questions, its level can increase or decrease depending on the given mathematical question. 6. As soon as the militia accidentally halts at a bomb, automatically it will be out of the game. If the militia is captured, it means that the level of the captured militia is lower than the invader. 7. The first player who can reach the camp of their opponent will be declared as the winner. C. How to score Solve the given equation, and then if the answer is correct, perform the given operation. xx

D. How towin: 1. If one of the militia reached the main camp/territory of their opponent. 2. If the general is killed. 3. If the opponent trapped another player, they will get an additional 15 points in their level. Moreover, the player who gets the higher total of level be declared as the winner. E. Figures

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CHAPTER IV RESULTS AND DISCUSSIONS The game was given to the selected fourth year Student who had taken Mathematics as one of their major subjects in Basud National High School to know whether LaranganngDigmaansaMatematikareally help and improve the learning of the students about the idea on quadratic function. The statistical technique used in gathering data was Sample Size which means only few students were given a chance to use it. Based from the survey 44 out of 435 students preferred to use it since it is interesting and easy to play. Finally the students are encouraged to explore more projects related to the game since it was only a result of the creative imagination of their fellow students they said that LaranganngDigmaansaMatematikais an effective game in studying lessons in quadratic functions. Most of them gave positive comments about the game.

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CHAPTER V SUMMAMARY AND CONCLUSIONS Based on the analysis of the data gathered, the proponents concluded that the game showcaseLaranganngDigmaansaMatematikais one of the great ways to break the usual chalk and board learning processes. The game enhances the higher thinking skills of the students, heightens the interest of the students in mathematics especially Advance Algebra.It build-ups good strategies under the state of pressure, and ease out the bad insights that mathematics is difficult but rather an enriching and enjoyable one.

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RECOMMENDATIONS With the foregoing premises, this game be played and used as one of the reinforcement of the skills the students had learned in their classroom that the proponents strongly recommend and endorse to every member of the academe. Beside from being a good mental teaser, it enhances students analytical, logical, and critical thinking skills. Its the easier and meaningful way helps to teach the subject Mathematics and at the same time appreciate the subject. It further recommended that the battlefield can be improved and the question can change depends on the topics and subjects. Since this game was found to be interesting the proponents have conclude that aside from gaining knowledge the students is also found that enjoyable while playing this game. It enhances their memory on how to formulate better strategies and techniques to win the game. They also developed their camaraderie and sportsmanship. The proponents recommend that aside from mathematics it can also be used in all subjects and other concepts depending in what idea is wanted. This also can help the teachers in their lesson easier than and as well as motivating their students to be more interested in the subject.

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APPENDIX B COST ANALYSIS SCHOOL SUPPLIES QUANTITY 3 1 1 2 UNIT pieces piece piece pieces DESCRIPTION filth paper masking tape double-sided tape glue stick AMOUNT Php54.00 used used Php12.00

CARPENTRY WORKS QUANTITY UNIT Piece 18 Pieces Kilo DESCRIPTION plywood hinge nail AMOUNT recycled Php129.00 Php10.00

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PAINTINGS QUANTITY 60 60 60 5 UNIT CC CC CC Pieces DESCRIPTION green lotus paint black lotus paint brown lotus paint paint brush AMOUNT Php18.00 Php18.00 Php18.00 recycled

TOYS QUANTITY 26 4 4 83 UNIT Pieces Pieces Pieces Pieces DESCRIPTION soldiers tanks aircraft artificial grass AMOUNT recycled recycled recycled recycled

GRAND TOTAL

Php259.00

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BIBLIOGRAPHY

 

http://www.chess-poster.com/english/chessmayne/historyofchess.htm http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess570956.html#ixzz1cwPCGUpr

 

http://www.library.thinkquest.org/26408/feature/chesshistory.html http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess570956html#ixz71cwPO6OQr

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APPENDICES A. Sample Questionnaire

SAMPLE QUESTIONS NAME:___________________________________ YEAR & SECTION: _________________________ Directions: How would you rate the game according to the following criteria? a. Effectiveness ExcellentVery Good b. Durability ExcellentVery Good c. Creativity ExcellentVery Good d. Physical Appearance ExcellentVery Good Fair Poor Fair Poor Fair Poor Fair Poor Date:__________________ School:________________

Name:___________________________________ Date:___________________________ Year & Section:___________________________ School:_________________________ xxix

Attitude Towards Mathematics Inventory Directions: Below are statement made by students regarding Mathematics. Read each item carefully and indicate how truly it applies to you by writing the numbers 1, 2, 3, 4, and 5 on the space provided before each item. The meanings of the numbers are as follows: 1 Not all true 2 Slightly true of me 3 Not sure 4 Generally true of me 5 Very true of me

____1) I enjoy my Mathematics class ____2)I feel challenged when I work with Mathematics problems. ____3) I am unable to think clearly when working with Mathematics. ____4) I enjoy going beyond the assigned work in Mathematics and I try solving more than what is expected to me. ____5) Assignments in Mathematics motivate me to study. ____6) Solving verbal problems in Mathematics are a difficult exercise. ____7) I devote most of my time studying Mathematics.

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____8) I study Mathematics only to pass. ____9) I easily give up when I cannot solve a Mathematics problem. ____10) I always need someone to help me with Mathematics because it confuses me. ____11) I consider Mathematics to be the most difficult subject. ____12) I read several materials in Mathematics aside from the text prescribed by my teacher. ____13) I practice solving word problems in Mathematics outside the classroom. ____14) I solve only those Mathematics problems, which are necessary. ____15) I find Mathematics relevant in this decade of modern technologies.

PREPARATION OF THE GAME SHOWCASE

HOW TO MAKE THE BATTLE FIELD

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1. Measure and cut two 25 x 11 , two 25 x 8, two 23 x 8, one 21 x 21and one 25 x 23 plywood using ruler and saw. And make them smooth by using sandpaper in the edges.

3 11

1 25

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21

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2. Measure

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Determine the sample size

Only Fourth Year Students of Basud National High School are included in the population size: Formula: n= where: n= the sample N= the size of population e= the margin of error

CHAPTER IV RESULTS AND DISCUSSION

FINDINGS 1. The results of the pre- test and post test were recorded as followed Students No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Post Test 10 9 10 10 8 8 9 10 9 10 7 8 10 9 10 10 9 8 9 10 7 9 10 Pre- Test 3 5 7 6 4 3 7 2 6 7 6 6 5 7 4 7 6 7 5 3 5 8 3 Difference 7 4 3 4 4 5 2 8 3 3 1 2 5 2 6 3 3 1 4 7 2 1 7 Diff-Mean 3.39 0.39 -0.16 0.39 0.39 1.39 -1.61 4.39 -0.16 -0.16 -2.16 -1.61 1.39 -1.61 2.39 -0.16 -0.16 -2.16 0.39 3.39 -1.61 -2.16 3.39 Sq. of Diff-Mean

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24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

10 8 9 10 7 10 9 8 10 10 9 8 8 10 7 8 10 9 10 8 10

4 5 8 7 6 6 2 7 2 6 3 2 5 7 5 6 8 7 6 7 7

SUM MEAN STANDARD DEVEATION T-TEST

6 3 1 3 1 4 7 1 8 4 6 6 3 3 2 2 2 2 4 1 3 159 3.61

2.39 -0.16 -2.16 -0.16 -2.16 0.39 3.39 -2.16 4.39 0.39 2.39 2.39 -0.16 -0.16 -1.61 -1.61 -1.61 -1.61 0.39 -2.16 -0.16

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