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Final Chapter123
Final Chapter123
Final Chapter123
Learning Integers
A Research Paper
Presented to
In Partial Fulfillment
of the Requirements for
Math Research 1
Submitted by:
Culili, Ilyne G.
De Vera, Paolo C.
Inocencio, Jeff Reynolds C.
Montañez, Brenda Nicole
Submitted to:
Dr. Gladys C. Nivera
Introduction
In this era where technology is at a boom, it is but necessary that educators should
realize the need for the change in pedagogy and delivering the concept in a more interactive
and technology friendly activities. In this study, lesson is integrated to technology to make it
more interactive to students. The usual module is now present in an application with various
features like games and assessment. This is to address the changing of time and the needs of
students to maximize the presence of technology, since most of the students enjoy using
technology. By this method, learning mathematics would be fun and engaging for the students
and would also help the teachers adjust to the demand of time.
There is no fast rule in the choice of strategy to be used in the same manner, as there is
no single best strategy of teaching. To a skilled teacher, many of the methods have value, but
there is little reason to believe that the teacher should limit the teaching to only one. It is
because each teaching-learning situation is different from every other and what proves effective
to one teacher may not be so to another. Besides, a teacher who uses only one method is in
danger of developing only one group of skills in his students and only part of his own as a
mentor. A learner who knows only one way of learning will find his own mind. For this reason,
you should be familiar with several ways of handling a teaching-learning situation instead for
The topic of integers is a very important part of the middle school mathematics
curriculum as it symbolizes a move from concrete to abstract thinking (Lamb and Thanheiser,
2006). According to Cemen (1993), there are several methods or models invented to help assist
students in learning and understanding the ideas or concept behind calculations involving
integers. To name a few, money, number line, balloons and weights, and two-color tiles are
some of them.
Traditionally, students have been required to memorize rules for operations with
integers thus leaving them without the fluency or flexibility to use the mathematics learned in
situations different than those in which they first learned them. Students often get confused
about which rule to follow and are left to rely on their instincts to solve problems dealing with
When students first encounter negative numbers, they are unable to relate them to the
models they have previously made sense of with counting numbers because they cannot “see”
negative numbers. According to Hiebert and Carpenter (1992), the models used to teach
counting numbers and fractions should make sense to students so they can remember rules that
The teaching of integers is an important subject material from the point of view that it
brings together the reality of positive and negative numbers in real world contexts. It is
commonly noted that students have trouble when dealing with positive and negative numbers
and often leads to students not fully understanding how to deal with integers (Dunne, Manton,
Moylan & Colleton, 2018). After conducting the environmental scanning, the group found out
that it is indeed one of the most difficult topics to discuss and it is also difficult for the students
2000) challenge teacher education programs across the nation to address the need to produce
computer literate teachers who are confident in their ability to choose and incorporate
instructional technology into their classroom teaching. Findings in the research on integrating
technology into the mathematics classroom by (Mistretta, 2005) revealed that when
well as enhance the overall learning environment of the school. Teachers who received training
in the area of instructional technology were found more likely than those who had not to use
computers in effective ways such as in simulations, applications, and math learning games.
Wenglinsky (2000) stated the positive effects of using instructional technology to nurture
higher order thinking skills in the mathematics classroom. Kerrigan (2002), added that the
benefits of using mathematics software and websites to include promoting students’ higher-
order thinking skills, developing and maintaining their computational skills, introducing them
to collection and analysis of data, facilitating their algebraic and geometric thinking, and
research, Neiss (2001) reports the National Council of Teachers of Mathematics pinpoints
The need for this study is relevant for this time because it allows the teachers integrate
technology in teaching the topic of integers in a more creative and interactive way. The
educational application will also help the students learn on their own but be still guided through
Mathematics is one among the many subjects that is taken until college level. The
Philippine basic curriculum has undergone several revisions over the years. Despite the many
changes to the curriculum, the goals of mathematics education at the basic education level
remain more or less the same, “to provide opportunities for individuals to develop skills and
attitudes needed for effective participation in everyday living and prepare them for further
education and the world of work so that they make worthwhile contributions to the society at
large” (Pascua, 1993). Mathematics has different roles in the Philippine Education, facilitating
participation in the production of knowledge among students, providing way of making sense
Students today require stronger mathematical knowledge, skills and values to pursue
higher education, to compete and be part of the technologically oriented workforce and to be
and literacy of individual Filipino students, they, in turn, contribute to the skills, values and
collective intellectual resources of the Philippines, increasing our nation’s funds of knowledge.
The roles of mathematics are not disjoint from one another and more often than not,
are not intertwined and complement one another. Mathematics is indeed worthy of focus,
demand of time.
History of Integers
Before there were positive and negative numbers, there were simply numbers. The
notion of positive is only meaningful in contrast with negative. Thus, the history of integers is
largely the history of negative numbers. Negative numbers arose from the operation of
and negatives, while in other cases negatives were nonsensical. The integers came to be
recognized as a domain, distinct from other domains such as the natural numbers, and it was
Throughout the time, it was only after considerable conceptual struggles that great
wonder, then, that children would face difficulties in making sense of negative numbers and
operations involving them. At the same time, however, researchers have found children to be
capable of reasoning about integers in relatively sophisticated ways, even in the lower
elementary grades (Behrend & Mohs, 2006; Bishop, Lamb, Philipp, Schappelle, & Whitacre,
Integer is a very important topic for students to learn, due to its usefulness in solving
various problems in daily life (Musser, Burger, & Peterson, 2005: 321) as well as a prerequisite
material for studying other concepts, like Cartesian coordinates (Van de Walle, Karp, & Bay-
Williams, 2008: 426) and algebra (Sheffield & Cruikshank, 1996 in Musser, Burger, &
Peterson, 2005: 321). However, studies showed that many students still consider this topic
difficult. They are often confused to determine the greater numbers and to determine the
direction of movement when performing arithmetic operations (Van de Walle, Karp, and Bay-
Williams, 2008). This often confuse teachers especially to make the learning of integers joyful
The concept of integer is the basis of algebra learning domain in primary school
course. Manipulatives can be important tools in helping students to think and reason in more
meaningful ways. By giving students concrete ways to compare and operate on quantities, such
manipulatives as pattern blocks, tiles, and cubes can contribute to the development of well-
Miller (2013) conducted a study of teaching integer addition and subtraction using net
worth (money) concept. Her method centered on the concept of asset and debts that would
result in net worth and consisted of careful unit planning throughout seven days to teach
students into understanding this method. Students were asked to compare net worth in the
beginning, leading to modeling different scenarios using symbols, and finally asked to evaluate
number sentences outside of any context. Miller claimed students understand that taking away
debt is a good thing and will result in a positive effect on net worth. This proved that her
curriculum allowed a clear understanding of the abstract concept of why subtracting a negative
value creates a more positive answer; a concept which many other integer pedagogies break
down and resulted in creating more confusion than clarity amongst students. She concluded
that the idea of the effects of transactions on net worth proved to be one of the most powerful
Having a look from learning aspects, knowledge will be meaningful for students if the
learning process is carried out in a context (CORD, 1999). According to Putri (Putri, 2015), in
learning using context the students would not learn formulas directly. A situation that can be
used as a context to learn the integers is quantity, for example, in golf game and debt credit
(Van de Walle, Karp, and Bay-Williams, 2008). A study of Mukhopadhyay et. al (in Menon
& Gyan, 2012) showed positive responds of students when being presented the topic of integers
Contexts for primary school children can be packaged in educative games, because
basically primary school students love to play (Somakim, 2008; Fosnot & Dolk, 2001). During
the lesson, games prove to be very useful for the development of a second world of mental
models (Kaune, et al, 2012). A variety of games has been used in some studies, such as Kaune,
et al. (2013) who used domino games for enhancing sustainability of year 7 math classes in
Indonesia, Muslimin, Putri, & Somakim (2012) who used “congklak” game for learning
subtraction of integers in grade fourth, and Prahmana, Zulkardi, & Hartono (2012) who used
learning on the basis of the influence that it has both in how the subject is taught and on how
it enhances student’s learning. The same is said by Suh, Moyer, & Heo (2005) who believe
that technology can play a major role in making sense of mathematics and enhancing
mathematics instruction. In fact, the use of technology in mathematics lessons has provided
the use of games, which has been formally termed as gamification. According to Ovsyannikova
(2016), games have remarkable motivational power; they utilize a number of mechanisms to
encourage people to engage in them, often without any reward, just for the joy of playing and
the possibility of winning. With the continuing advances in the technological world, the
implementation of game-based tasks in curricula became easy, fast, and flexible. Even
Students can learn mathematics more deeply with the appropriate use of technology
(Dunham and Dick 1994; Sheets 1993; Boersvan Oosterum 1990; Rojano 1996; Groves 1994).
Technology should not be used as a replacement for basic understandings and intuitions; rather,
it can and should be used to foster those understandings and intuitions. In mathematics-
instruction programs, technology should be used widely and responsibly, with the goal of
learn as well as how they can best learn it. In the mathematics classrooms envisioned in
Principles and Standards, every student has access to technology to facilitate his or her
The concept of integer is the basis of algebra learning domain in primary school
course. Additionally, this concept symbolizes the transition from concrete thinking to abstract
thinking (Cetin, 2012). In teaching the concept and operations of integers, doing integer
modeling exercises with the help of opposite model also providing meaningful learning by
using the contrast model for addition and subtraction operations is recommended.
Designers of future virtual manipulatives for integer instruction should consider adding
features to the applet that would focus the student’s attention on the purpose of the operation
sign allowing them to make distinctions between, for making sense of integer arithmetic for
example, the dual roles of the minus sign through their work with the virtual manipulatives
(Bolyard & Moyer-Packenham, 2012). Creating various representational forms of models can
help to emphasize the development and critical understanding of integers and integers
excellent forum in which to design and study effective approaches to providing such
experiences.
Manipulatives can be important tools in helping students to think and reason in more
meaningful ways. By giving students concrete ways to compare and operate on quantities, such
manipulatives as pattern blocks, tiles, and cubes can contribute to the development of well-
grounded, interconnected understandings of mathematical ideas (Goh et al., 2017). There are
several methods or models invented to help assist students in learning and understanding the
ideas or concept behind calculations involving integers. To name a few, money, number line,
In learning addition and subtraction of integers the research found-out that learning
ability of students is increasing with the help of hands-on counters model. Through with this,
incorporating technologies which is wisely appropriate choice can help students visualize key
concepts with better ease, than the usual form of traditional teaching.
Applications using models makes students life more meaningful. One of the major
mathematical modeling skills of students. However, there are still lacked or limited sources of
models in mathematics teaching practices in many countries that led to teachers’ difficulties.
eliminate their fear and anxiety and allow them to develop a positive approach towards
mathematics in addition to its many cognitive benefits such as realizing meaningful learning,
establishing a relation between mathematics and daily life and developing problem solving
skills (Arseven, 2015). In other perspective, meta-analysis suggests that both constructivist
instructional models and improved transmission instructional models have positive effects on
mathematics achievement of Chinese students. The seven frequently used models, inquiry-
learning models. The findings have implications for the debate between constructivist teaching
and transmission teaching, which is extremely important for instructional theory research and
The increasing use of technology in different schools today is a challenge for everybody
instructions. Along with the changing of time should be the change of instruction for
betterment.
To provide some background for the discussion of the learning theories in educational
software, there are number of theories supporting the use of educational software in teaching
and learning.
Since the 20th century, some major educational theories, such as Behaviorism,
education, greatly linked to the development and utilization of the educational technology. Ivan
Burrhus Frederic Skinner (1904-1990), one of the founders of American new behaviorism,
further developed the behavior theory. Behaviorists believe external stimulation influences
one’s leaning behavior; rewards and punishment can change one’s learning performance.
Researchers and scholars confirmed that Behaviorism has greatly promoted and effectively
implemented in programmatic instruction and has strongly promoted and widely applied in
One theory that supports increased access to quality digital learning resources is
associations between sensory experiences and neural impulses often through trial and error
practices. One key component of this theory is that learning should involve practice and
rewards that increase desired behaviors, which is what many educational technology
applications are built around. Many apps serve to increase drill practice such as learning a
foreign language, doing math drills or spelling practice, which all help a student’s overall
responses by the consequences they induce. Apps and other educational technology that
provide incentives for desired behaviors, like earning coins or tokens for correct answers, are
Another theory that supports increased access to digital learning resources is Social
Cognitive theory, which is a formal theory of learning that asserts people learn from observing
others in their social environments. Before technology, students’ access to models were
limited, but now it can increase educators’ abilities to provide models and increase students’
access to models by providing opportunities for all students to observe teachers explain and
demonstrate concepts and skills. Students are no longer bound to just classroom walls, either.
They can easily reach out through computers, tablets, and apps to see instructors around the
Self–efficacy, or the belief in one’s own ability to complete tasks and reach goals, is
increased when students are able to watch a model of a skill and then practice it themselves.
One example of how technology is increasing access to this type of learning opportunity is
software programs with already downloaded avatars or recorded teachers that model a desired
skill or behavior, after which the student is provided an opportunity to practice and perform.
Many other types of educational technology can increase students’ access to opportunities to
Model-Centered Instruction (Gibbons, 2001), which states that educators should center
all learning activities on models of three types: models of environments, models of cause-effect
systems, and models of human performance. Presentation of general concepts and theories
should be kept to a minimum. Instead, Model- Centered Instruction believes that knowledge is
The Discovery Learning theory (Bruner, 1967) takes a similar approach to Model-
Centered Instruction in that it believes that an exploratory style of learning is best. Discovery
Learning is based on the idea that an individual learns a piece of knowledge most effectively
if they discover it on their own, rather than having it explicitly told to them. This theory
encourages educational approaches that are rich in exploring, experimenting, doing research,
asking questions, and seeking answers. Educational software specifically designed to facilitate
this type of learning—no knowledge is made explicit and it is rather discovered by students
experimenting with different approaches. These types of approaches are generally given as
structured exercises and combined with other teaching methods (such as lectures, readings,
and projects). Including this type of scaffolding has been found to be crucial in making
Along the same lines as the Discovery Learning theory is the Learning Through Failure
theory (Schank, 1997). This theory is based on the assumption that the most memorable lessons
are those that are learned as a result of failure. The theory argues that: (1) Learning through
failure provides more motivation for students to learn, so as to avoid the adverse consequences
that they experience firsthand when they do not perform as taught, and (2) Failure engages
students, as they are motivated to try again in order to succeed. Proponents of the theory argue
that students should be allowed to (and even set up to) fail to encourage maximal learning.
Shwab (as cited in Hussin, 2018) provides an example that helps understand how the
industrial revolutions changed across time. During the 1st IR, water and steam were used to
mechanize production. During the 2nd IR, electric power was used to create mass production.
During the 3rd IR, electronics and information technology were used to automate production.
The 4th IR is beyond an enhancement of the 3rd IR, in which the advancement of new
technologies blurs the lines between the physical, digital and biological worlds. The new
technologies evolve at exponential pace and there is no historical precedent that marked the
beginning of the evolution, hence being called disruptive technologies. These advancements
are led by the emergence of artificial intelligence, robotics, the Internet of things, autonomous
vehicles, bio and nanotechnology, 3-D printing, material science, quantum computing and
energy storage according to Diwan (as cited in Hussin, 2018). Idris (2018) described IR 4.0 as
economic and infrastructural advancement brought about by the automation of human
Education 4.0 is a response to the needs of IR4.0 where human and technology are
aligned to enable new possibilities. Fisk (as cited in Hussin, 2018) explains that the new vision
of learning promotes learners to learn not only skills and knowledge that are needed but also
to identify the source to learn these skills and knowledge. Learning is built around them as to
where and how to learn and tracking of their performance is done through databased
customization. Peers become very significant in their learning. They learn together and from
each other, while the teachers assume the role of facilitators in their learning.
There are nine trends related to Education 4.0 (ibid). First, learning can be taken place
anytime anywhere. e-Learning tools offer great opportunities for remote, self-paced learning.
Flipped classroom approach also plays a huge role as it allows interactive learning to be done
in class, while the theoretical parts to be learned outside the class time.
to harder tasks only after a certain mastery level is achieved. More practices will be provided
if the instructors see a need in it. Positive reinforcements are used to promote positive learning
experience and boost students’ confidence about their own academic abilities.
Third, students have a choice in determining how they want to learn. Although the
learning outcomes of a course are preset by the institutions/bodies in charge of the curriculum,
students are still free to choose the learning tools or techniques that they prefer. Among the
options that lecturers can adopt to enable students to be creative in their learning are blended
learning, flipped classroom and BYOD (Bring Your Own Device) approach.
Fourth, students will be exposed to more project-based learning. Students are required
to apply their knowledge and skills in completing a couple of short-term projects. By involving
in the projects, they are practicing their organizational, collaborative and time management
Fifth, students will be exposed to more hands-on learning through field experience such
technology enables the learning of certain domains effectively, thus making more room for
Sixth, students will be exposed to data interpretation in which they are required to apply
their theoretical knowledge to numbers and use their reasoning skills to make inferences based
on logic and trends from given sets of data. The manual part of mathematical literacy will
become irrelevant as computers will perform the statistical analysis and predict the future
trends.
Seventh, students will be assessed differently and the conventional platforms to assess
students may become irrelevant or insufficient. Students’ factual knowledge can be assessed
during the learning process, while the application of the knowledge can be tested when they
Eighth, students’ opinion will be considered in designing and updating the curriculum.
Their inputs help the curriculum designers maintain curriculum contemporariness, up-todate
and usefulness.
Lastly, students will become more independent in their own learning, thus forcing
teachers to assume a new role as facilitators who will guide the students through their learning
process.
The nine trends of Education 4.0 shift the major learning responsibilities from the
instructors to the learners. Instructors should play their roles to support the transition and
In school education, there is an existing problem about how to relate concepts learned
in math to situations in everyday life. One of the reasons is that it is difficult for teachers to set
appropriate questions to students learning math. For example, when the teacher asks a math
question, students do not think about it in relation to society. Therefore, this study considers
the use of gamification to solve this problem. Gamification, as a concept, is defined as the
techniques used in non-game settings (Deterding, Dixon, Khaled, & Nacke, 2011).
activity can result in a better learning outcome (Barata, Gama, Jorge, & Gonçalves, 2013;
Eleftheria, Charikleia, Iason, Athanasios, & Dimitrios, 2013; Kuo & Chuang, 2016). Many
previous studies on gamification have argued that by motivating students through a reward-
based learning method, their learning skills will be enhanced and eventually increase their
learning outcomes (Buckley & Doyle, 2016; Domínguez et al., 2013; Kim, Song, Lockee, &
Burton, 2018).
Improving the motivation and engagement of learners in learning activities is important
for the development of skills and competences. The review of gamification techniques showed
how a student learn, not necessarily the context in itself. This includes creating a fun statement
among students that encourage them to be more engaged with the learning task, thus increasing
their interest and motivation. Understanding how gamification techniques affect the behavior
of learners can help researchers and instructors to select the suitable techniques for their
students. This understanding is vital for context’s designers where they need to choose the
suitable gamification interventions that can stimulate students during the discussion session.
approach before they engage in the discussion. Previous studies seem to provide poor guidance
to future researchers about the suitability of gamification techniques for achieving a certain
learning objective. Providing enough knowledge about these issues is vital to understand the
objects. Students can apply knowledge gained in learning stage while looking for solutions of
different problems. The role of teacher is strongly changed. The teacher is more only of
instructor in the computer-aided education of different subjects, but more manager and
moderator of students. Solving logical problems help develop a logical and algorithmic
thinking by students via modeling and educational computer games, (Majhevora &Gumcaga,
2014).
The result suggests that gaming the system appears to be significantly more frequent in
lessons that are abstract, ambiguous, and have unclear presentation of the content or task, a
finding that coheres with the previous finding that students tend to display confusion shortly
before gaming. The finding that less gaming occurs in lesson with non-task related text in the
problem statement coheres with the previous finding that boredom also precedes gaming,
Use of technology serves as a motivation for teachers due to the positive outcomes
achieved. Technology leads to teaching that is more effective and this leads to better
performance for the students. Teachers are therefore motivated in their work due to these good
results. Some research on the attitude of teachers to teaching with technology found that most
experienced teachers, with strong mathematics backgrounds were at first half-hearted about
The purpose of education never changes, same as the ideas in mathematics. In this
changing time, the only thing we need to change is the pedagogy. The resources before are not
the same resources we have now, and the way students learn before is not exactly the way
students learn now. The change of time and the need to change in pedagogy should happen
simultaneously, the reason why creating something that would improve learning is need and
timely.
CONCEPTUAL FRAMEWORK
The beginning of the 19th Century marked the transition from the traditional way of
producing human basic needs which is either by hand or with the help of work animals to a
more advanced way of production characterized by the use of machines. This transition is now
what we call the Industrial Revolution. According to Idris (2018), with the coming of industrial
revolution, development came to be viewed in terms of separate stages that are primarily
motivated by the discovery of a new power source. Just as the first Industrial Revolution (IR
1.0) was initiated by the creation of the steam engine, the IR 2.0 and IR 3.0 were set in motion
more of economic and infrastructural advancement brought about by the automation of human
According to Shwab (as cited in Hussin, 2018), the IR 4.0 is more than just an
enhancement of IR 3.0, in which the advancement of new technologies blurs the lines between
the physical, digital, and biological worlds. The new technologies evolve at exponential pace
and there is no historical precedent that marked the beginning of the evolution, hence being
called disruptive technologies. These advancements are led by the emergence of artificial
intelligence, robotics, the internet of things, autonomous vehicles, bio and nanotechnology, 3-
D printing, material science, quantum computing and energy storage (Diwan, as cited in
Hussin, 2018). The IR 4.0 affects not only the business, governance and the people, it also
affects education as well, thus the name Education 4.0 came to existence.
Education 4.0 is a response to the needs of IR 4.0 where human and technology are
aligned to new possibilities (Hussin, 2018). For this, a revolution in education is essential to
enable people worldwide to harness the opportunities created by the advent of these
technologies.
According to Fisk (as cited in Hussin, 2018), there are nine trends related to Education
4.0. One of the trends is the personalization of learning among students wherein they will be
given a harder task only after having achieved a certain level of mastery and the instructor gets
to decide if they need more practices. Positive reinforcements are used to promote positive
learning experience and boost students’ confidence about their own academic abilities.
Another trend that is observed is the teacher’s assumption of the role as a facilitator in a class
rather than an authoritative source of knowledge. In Education 4.0, teachers do more of guiding
As mentioned earlier, Education 4.0 aims to align humans and technologies to new
possibilities. With the Industrial Revolution 4.0 characterized by the use of softwares, it is but
just fitting that the current education should also explore and make use of it to fullest.
According to Ovsyannikova (2016), technology is an essential tool for learning and given the
currently prevailing trend, the use of it in education is no longer a choice, but a requirement.
She further stated that the use of technology keeps the students engaged and motivated in
learning, even when solving routine tasks, or even memorizing tasks. When it comes to
engaging students in learning, several dynamic mathematics software like GeoGebra as she
puts it, provide a good way to visualize mathematical concepts which foster active, student-
centered learning, and also inquiry-based learning. Regarding motivation, gamification which
is defined as the use of game mechanics, dynamics, and frameworks to promote desired
the lesson. Even assessment procedures became more interesting with the use of mathematics
softwares like SMART Lab Monster Quiz and Kahoot! Moreover, Kersaint (as cited in Leong,
Tengah, & Shahrill, 2017) stated that using technology in mathematics lessons for example,
has provided students to have positive attitudes, build confidence in their abilities to do
concepts.
Learning Theory. This theory is proposed by Richard Landers in 2015 wherein gamification is
defined as the use of game attributes as defined by Bedwell Taxonomy, outside the context of
behavior that we already know affects learning. For example, we already know that students
who spend more time engaging in meta-cognition (thinking about how they learn) tend to have
higher grades. Thus, gamification might be used to increase meta-cognition (e.g., a mobile app
might be used to reward students who “check in” to studying). In addition, gamification can
target a behavior or attitude that makes existing instruction more effective. A teacher might
have a great lesson plan to teach oceanography, but students might be bored. To increase their
interest, the teacher might bring in an interactive demonstration to illustrate key points. In
such cases, the demonstration doesn’t actually teach anything new – it is a type of gamification
intended to increase student engagement. On the other hand, studies conducted by Wright (199)
and Kerrigan (2002), as cited in Rubin, Marcelino, Mortel, & Lapinid (2014) revealed positive
effects on teaching and learning when technology is used to its full potential.
When it comes to integrating technology in education, the use of educational softwares
is encouraged as they fill a need for more personalized, interactive educational experiences for
students and teachers alike (Nagata, 2017). The very reason for this is that educational
softwares integrates multimedia content and provides users a high interactivity level. Several
kinds of educational softwares are known like desktop publishing, tutorial software,
educational games, drill and practice, utility software, and many others.
In this study, the researchers will design an educational software called Mathigers that
combines the features of educational games and assessment-type. Using the idea that
educational games are effective for motivating younger students to learn, the software to be
developed will incorporate various games that would help students to master the lesson. The
assessment-type on the other hand, is based on the some features of existing applications like
Kahoot!.
1. Analysis
Review of the results
Review of related of the environmental
literature and studies on: scanning, existing
literatures and
• Teaching and studies related, and
learning integers; features of existing
• Use of educational
technology in softwares in
Math Education Mathematics
• Gamification
2. Design
• Theories of
• Validation and
Learning that Developed and
revision content of
Support the use Evaluated Mathigers - An
Mathigers
of Technology Educational Software for
• Designing the overall
Teaching Integers
structure of
Mathigers
Planning of the content
and design of the
3. Development
intended educational
Development of the
software, Mathigers
actual educational
software and
preliminary evaluation
afterwards followed
by revision.
4. Evaluation
Evaluation of
the content,
instructional, and
technical
characteristics of
Mathigers
phase of the study. In order to come up with educational software that would aid Grade 7
teachers in their instruction and the Grade 7 students in their learning, the researchers first
conducted an environmental scanning. This was done through survey. The results of the
environmental scanning revealed that teachers need the aid of technology in teaching integers
because the said topic is among those Math lessons that they find challenging to teach. With
this, the researchers did a review of related literature and studies on teaching and learning
integers which include the existing models used by teachers to teach integers, the use of
technology in Math Education, Gamification, and Learning Theories that support the use of
technology in instruction. From those studies, students’ difficulties in learning integers were
identified. Computers were then utilized in developing the desired features of the educational
The process box meanwhile shows the second phase of the study. This phase began
with the construction of the content of Mathigers, which is composed of two major categories:
Games and Assessments. Games serve as practice area for students to master the concept of
integers and to practice their skills on the different operations on integers. Assessments on the
other hand are characterized by the use of supply test format and are further categorized into
levels. The three main levels are Beginner, Intermediate, and Advanced. Beginner’s Level
covers integers from -10 to 10; Intermediate Level covers integers from -99 to 99; Advanced
Level includes all the elements of the set of negative integers and whole numbers. Sub-levels,
on the other hand use numerical values from 1 to 5 as a ranking method. Sub-level 1 of each
without perfecting the current level they are in. After the construction of the content of
Mathigers, the validation by 3 math experts will follow. The mathematics experts will give a
content validation from adapted validation forms made by Bituin and Calapardo (2016) as cited
by Bugal, et. al (2017). The comments and suggestions of the Mathematics experts will be
carefully considered and made as basis for the revision of the content. The development of
Mathigers followed right after the content revision. A pilot testing of Mathigers will be
conducted thereafter to identify the initial comments and suggestions needed to improve the
said educational software and the latter will be used to do the revision of the educational
software.
After the revision of the educational software, Mathigers will be evaluated by different
groups of experts and students in terms of its content, technical, and instructional design and
quality. The criteria in evaluating the said components were adapted from Bugal, et. al (2017).
educational value of the items and definitions used in Mathigers. The technical characteristics
meanwhile include the overall design and graphics of the game. The instructional
characteristics refer to the clarity of the mechanics, appropriateness of the level of difficulty,
and its potential as learning and teaching tool on the definition and basic operations on integers.
Evaluation forms from Malang (2004) and Zapata (2004) as cited by Bugal, et. al (2017) was
provided by the researchers. The comments and suggestions will be carefully analyzed and
The output box shows the last phase of the study and shows the development and
evaluation of Mathigers. The final product is the result of the revision based on the evaluation
of the experts and students. It is hoped that the evaluated and revised Mathigers would help
foster mastery on the concept of integers as well as in performing the four basic operations
involving integers.
The main purpose of this study is to develop and evaluate the Educational Application
a. Content Characteristics
b. Instructional Characteristics
c. Technical Characteristics
The Teachers. The developed Mathigers would allow the teachers to learn different
ways in teaching Integers. Aside from the traditional way of teaching Integers, teachers would
be able to cope with the changing of time in which technology is already integrated in teaching.
This kind of technology integration helps them to create a more interactive class and to broaden
The Students. Mathigers would help students become more active and engage in the
lesson. This kind of technology integration also facilitates them to learn on their own. Since
not all students are confident to answer orally or in front of the class, this kind of technology
will at least support them to learn without having the fear of being laughed at.
The Future Researchers. This study can serve as the basis for the future researcher
who would be interested in developing application that would address the need of technology
software for teaching integers. The respondents of the study are 10 Grade 7 Mathematics
teachers and 50 Grade 7 students enrolled in Mathematics subject taking or at least have taken
the topics on Integer. The schools where the study will be conducted are still not yet
determined. The research data will be obtained in the form of both quantitative and qualitative.
Qualitative through interviews and face to face observation while quantitative data will be
obtain from the analysis of the answer sheet provided by the researcher.
The educational software only caters the topics on Integers specifically the operations
on Integers. The researchers decided to only include the operations on integers due to time
constraint and the order the topic of Integers to be discussed. This educational software is
practically good for the students who are just starting to learn the concept. Along with the use
of this software the teachers’ supervision is still needed since the ones who are primarily using
this are the beginners. This kind of educational software shouldn’t be the only basis in teaching
the lesson in Integers. Other forms of instructions are still needed to maximize the learning of
the students.
Definitions of Terms
To avoid ambiguity, the following terms are defined according to the meanings and
Educational Software - A type of application software that has the content features adapted
Mathigers - An educational software to help foster mastery of the concept and the
Gamification - the application of typical elements of game playing (e.g. point scoring,
competition with others, rules of play) to other areas of activity, typically as an online
CHAPTER II
RESEARCH METHODOLOGY
This chapter includes the discussion of the following: Research Design, Research
Research Design
models, tools, and procedures so that their effectiveness and efficiency can be reliably
anticipated and also address the pressing problems of this field (Richey & Nelson, 2005). The
nature of developmental research is a more specific understanding of the purpose, focus and
techniques of developmental research itself (Richey, Klein & Nelson, 2014). There are two
categories of developmental research referred to as Type 1 and Type 2. This study is under the
Type 1 category which focused upon a given instructional product, program, process, or tool
that considered the general development principles ( Richey & Nelson, 2005).
Planning stage is the first phase of developmental research. In this stage, the study
decided to focus on students’ difficulties in learning Integers. The second phase involved the
development. The development stage included the identification of the elements of the
technology game and meeting with programmers. It also includes writing all items that would
Validation of the content of the game is the third phase. The validation part of this
research contains all the possible questions that the Mathigers have. The professors will be
validating the content of the research. The last phase is the evaluation of Mathigers. In the
evaluation of the technical characteristics, the three people who are expert on this field will do
the validation. The comments and suggestions given by the experts will be considered before
trying them out to the respondents. The comments and suggestions that would be given will be
used in improving the game’s content and game’s acceptability. After trying out, the
respondents will be asked to answer survey forms to determine their level of satisfaction with
the “Mathigers”. The data gathered will serve as the basis of this study in revising.
Research Locale
The study will be conducted in 2 different schools but the school where it will be
conducted is still not yet determined. The division office is up to decide to which school is
available for the conduct of the study, given the condition that the school should have an
The 3 professors from Philippine Normal University, the 20 teachers and 50 students
and the three IT professionals will be evaluating the content, the instructional acceptability and
This study will utilize a combination of purposive and random sampling. Purposive
sampling will be used in the selection of 2 schools and 3 computer experts. According to
Crossman (2019), a purposive sample is a non-probability sample that is selected based on the
characteristics of a population and the objective of the study. In the context of this research,
the basis for the selection of the schools is the availability of a computer laboratory inside the
school premises while for the computer experts, having a degree related to software application
management and development and an experience in the field of work for at least 2 years. On
the other hand, random sampling will be used in choosing 50 Grade 7 students and 10 Math
Research Instruments
The researchers will use five instruments in the conduct of this study, which are as
follows: a content validation form, a preliminary survey form, and 3 different evaluation forms
Content Validation Form. This instrument was adapted from the validation forms made by
Bituin and Calapardo (2016) and Bituin. This instrument will be given to 3 mathematics
professors at Philippine Normal University so that all the given expressions to be made as input
Preliminary Survey Form. This survey form is self-constructed by the researchers where all
topics for the first quarter of Grade 7 Math are listed, following DepEd’s curriculum guide. In
this form, teachers are asked as to which among those topics they think technological aid would
be most needed.
Evaluation Sheet for Teachers. This evaluation form was adapted from the form made by
Bugal, et. al (2017) and was given to 3 mathematics professors from Philippine Normal
University-Manila for them to rate the overall characteristics of the educational software
developed.
Evaluation Sheet for Students. This evaluation form was adapted from the form made by Bugal,
et. al (2017) and was given to 60 students in total from 3 different participating schools for
them to give their view of the application on the point of view of a learner.
Evaluation Sheet for Computer Experts. This evaluation form was adapted from the study
made by Bugal, et. al (2017) and were given to computer experts for them to assess the
of the application include the overall graphic design, the quality of user interface, and many
more.
Research Procedure
The first step in the development and evaluation of educational software was the
In this study, the researchers conducted an environmental scanning, which led to integers as
the basis of the study. The researchers use the response of 30 Mathematics teachers as the basis
for choosing the topic. Out of the 30 respondents for environmental scanning, 18 from them
included Integers as one of the topics that is not easy to teach. The respondents particularly
mentioned the operations on Integers as crucial and challenging part to discuss. Using the result
of environmental scanning, the researchers decided to use Integers and the operations on
Integers to be the content of the educational software. In addition, the researchers decided to
focus on students’ misconceptions in performing operations of integers in order for the students
to develop a deeper understanding of the concept. The goal is to create educational software
that would help students enhance their skills on integers. Mathigers is an educational software
consists of 3 categories: Lesson, Games and Assessment. There are four types of games that
can be choose from: Space Bizarre, Aqua Venture, Zombie Invasion and Mountain Climbing,
in which the students need to get a perfect score first in a particular game before proceeding to
integers, which will be used in Mathigers. These given content and examples will be validated
by 3 mathematics experts and to be given to the programmer for the production of the
prototype. Last part of the development was the agreement with the programmers.
The third phase of the study is the evaluation. In this phase the researchers will be
conducting a survey in which the students and the teachers will be evaluating the helpfulness
of the application in teaching and learning Integers. The result of the evaluation will be the
Statistical Treatment
To interpret the data effectively the researchers will be using different statistical
treatment.
The collected data from the responses of the mathematics teachers and students and
computer experts will be processed through mean analysis. For the interpretation of the result
of evaluation the researchers will be using the adapted table below by Sicat (2002).
Weight Interpretation
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