Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS Campus, Tacurong City, Sultan Kudarat

Improving Mathematical Achievement Of Grade Nine Learners With The

Use of Tic-Tac-Toe Technique.

AN ACTION RESEARCH SUBMITTED TO THE FACULTY OF THR

COLLEGE OF TEACHER EDUCATION, SULTAN KUDARAT STATE
UNIVERSITY IN PARTIAL FULFILLMENT FOR TEACHING INTERNSHIP

CHESSA MAE L. PELONGCO

Proponent
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I. CONTEXT AND RATIONALE

Background of the Study

Since the pandemic started, it is still evident that a low level of

mathematics achievement concerns many educators and policymakers

worldwide. In this view, in most Asian countries, mathematics is one of the

most critical subjects wherein students are encouraged to study the

discipline (Wei & Dzeng, 2014).

It is essential and hence required as a subject almost in every field.

In the Philippines, education modules contain specific topics and

instructional plan standards to empower understudies to create consistent

and numerical abilities expected to get the fundamental mathematical

concepts. However, low performance in this discipline is still evident. The

performance of Filipino students in national and international surveys on

mathematics and science competencies lag behind its neighboring

countries like Singapore, South Korea, Hongkong, Chinese Taipei, and

Japan (Care et al., 2015).

The Philippines ranks 2nd from the lowest among the participating

countries in the recent PISA 2018 (DepEd, 2019). This alarming result

revealed that Filipino students recorded a mean score of 353 points in

Mathematics Literacy, significantly lower than the OECD mean of 489

points. It is also reported that only 1 out of 5 Filipino students, or

approximately 19.7%, attained at least the minimum proficiency level

(Level 2) in Mathematics Literacy. Such low achievement results are

alarming in the quality of teaching as well as the ability of educators to

deliver content.

In this study, we investigated the level of achievement in

mathematics of grade seven learners by incorporating Tic-Tac-Toe

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teaching strategies. The dependent variable will be a mathematical

achievement. According to Lubienski (2007), mathematics achievement is

particularly important to promote equity because it serves as a gatekeeper

to high-status occupations, and it can provide a powerful ladder for low

socioeconomic status students.

However, the use of tic-tac-toe in teaching needs to be increased.

Limited research has been published on targeted Tic-Tac-Toe teaching

strategies in mathematics. However, one study by Ke (2008) explored the

impact of digital game-based learning on students' performances in

mathematics, where tic tac toe had been utilized as one of the many

games in the lesson intervention.

The study's results indicated that computer math drill games

significantly improved students' positive attitudes toward mathematics.

The students were reported to have performed all the given tasks

enthusiastically despite playing certain games where math drills were the

main focus of the gameplay. In response, the researcher supported using

Tic-Tac-Toe to determine whether this game can increase the student's

mathematical achievement.

This study aims to determine the use of tic-tac-toe in teaching

selected topics: namely, translating verbal phrases into a mathematical

statement and vice versa, polynomials, and the law of exponent on

students’ mathematical achievement.

II. RESEARCH QUESTIONS

The study determines the use of Tic-Tac-Toe in teaching selected

topics and the Mathematical Achievement of Grade Nine Learners.

Specifically, it answered the following questions:

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1. What is the level of the student's mathematical achievement of the

experimental and control group in terms of:

1.1 pre-test;

1.2 post-test?

2. Is there a significant difference between the mathematical

achievements in the pre-test and post-test of the experimental and

control group?

3. Is there a significant difference between the mean gain scores of

experimental and control groups as influenced by the teaching

methods?

III. Proposed Innovation, Intervention Strategy

Based on Johnson (2012), the design can be seen as follow:

E 01 X 02

C 03 Y 04

Note:

E: Experimental group

C: Control Group

01: Pre-test of experiment group

03: Pre-test of the control group

02: Post-test of experiment group

04: Post-test of the control group

X: Treatment (Teaching by using the Tic-Tac-Toe game)

Y: Treatment (Teaching without using the Tic-Tac-Toe

game) From the design above, the subjects of research are

grouped into an experimental group (top line) and a control group

(bottom line). The quality of subjects is first checked by pre-testing

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them (01 and 03.) Then, the treatment using the Tic Tac Toe game

is applied to the experimental group, while the control group is

taught without the game. After treatment, both groups are given

post-test to find their improvement. The test is given in the form of

multiple choices. The results of post-test (02 and 04) are then

computed statistically.

IV. ACTION RESEARCH METHODS

A. Participants

The respondents of the research were the grade nine learners

of Bambad National High School, who are officially enrolled in the

school year 2022-2023. 9 – STE students were divided into two

groups. One group were assigned to the control group, and the other

group were assigned to the experimental group.

The researcher employed a simple random sampling

technique. One section was divided into two groups and served as

the experimental and controlled groups of the study. It is done by

selecting subjects so that all members of a population have an equal and

independent chance of being selected.

B. Locale of the study

The action research study was conducted in the Bambad National

High School, a public school in Barangay Bambad, Isulan, Sultan Kudarat.

The school offers both Junior High School and Senior High School. The

total population of students enrolled for the school year 2022–2023 is

1,695.
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Figure 1. The School Map of Bambad National Highschool,

Isulan, Sultan Kudarat

C. Research Design

This study utilized an experimental approach to educational

research in which an idea or hypothesis is tested or verified by setting up

a situation where the relationship between participants or variables can be

determined (Richard, 2010).

According to Johnson (2012), the pretest-posttest control group

design is an excellent research design because it includes a control or

comparison group. Both groups of participants are pre-tested on the

dependent variable and then post-tested after the experimental treatment

condition has been administered to the experimental group. The treatment

refers to teaching by integrating the Tic-Tac-Toe game technique into

teaching topics.

D. Research Instrument

The instrument used in this study were test items taken from the

pre-test and post-test of the Grade 9 Mathematics learning materials,

particularly in module 2 Quarter 2, Lesson 7 – 10, which contains

Operations on Radicals. The questionnaires were based on the table of

specifications (TOS) to ensure proper distribution of the test times.

Forty-four (44) grade 9 STE students from Bambad National High

School under the K to 12 Curriculum were used to test the reliability of the
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research instrument. The student's mastery level was determined through

the table below

Table 2. Student Mastery Level Descriptors

Mean Score Mastery Level Descriptive
Equivalent
47.50 – 50.00 Mastered
42.50 – 47.49 Closely Approximating Mastery
32.50 – 42.49 Moving Towards Mastery
17.50 – 32.49 Average Mastery
7.50 – 17.49 Low Mastery
2.50 – 7.49 Very Low Mastery
0 – 2.49 Absolutely No Mastery

E. Data Gathering Methods

In conducting the study, permission was sought from the following

offices of Bambad National HS school Heads, Subject Teachers in

Mathematics, and the Class Advisers.

Using a validated pre-test, a pre-test was administered to the

experimental and control groups. The experimental group received the

treatment, Tic-Tac-Toe in teaching selected topics. In contrast, the control

group was exposed to traditional teaching strategies.

To ensure the validity of the results of the study, the control and

experimental groups undertook the same lesson conducted by the

researcher.The classes were conducted for an hour thrice. Each session

was guided by a lesson plan prepared by the researcher. The total time for

the study was four (4) weeks.

At the end of the treatment, the researcher administered a post-test

to the control and experimental groups to determine the academic

achievement of the respondents. Then, the data were gathered, tabulated,

and consolidated for statistical treatment.

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Validation and Reliability Test of the Research

Instrument

Pre - test in Operations on Radicals

Experimental group: Control group:

- Teaching selected Topics using Tic - Teaching selected Topics in traditional
Tac Toe game teaching strategy

Post-test in Operations on Radicals

Students' Evaluation on Teaching

Data Consolidation and Statistical

Treatment

Figure 2. Waterfall Diagram of Data Gathering Procedure

F. Statistical Treatment of Data

To analyze and interpret the data gathered, this study used the

following statistical treatments:

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Mean, and standard deviation was utilized to determine the

academic achievement of the control and experimental groups.

T-test for independent samples was used to determine the

significant difference in the control and experimental groups' pre-test and

post-test scores and mean gain scores.

G. Ethical Issues

While conducting the study, the researcher faced the following

issues:

Confidentiality. The researcher must keep information provided

by participants, especially personal data, safely stored and

handled to gain the participant’s trust.

Informed consent. The participants must be informed an

consent so they would agree to take the survey with full

understanding of what it’s for or what will happen to the answers

they provide.

Anonymity. While researcher must correctly segregate

personally identifiable information from survey answers and

store that information carefully.

Persuasion and pressure. The participants sometimes feel

unduly pressured, cajoled or coerced into taking part in a

survey.

V. RESULTS AND DISCUSSION

This part contains the presentation, analysis, and interpretation of

the data gathered in this study. The various results are presented in the

succeeding tables.
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Table 3. Students’ Mathematical Achievement Between Experimental

and Control Group in Pre-test
Mean Std. Deviation
Group Test n Description
(M) (SD)
Experimental Pre 22 20.64 5.7 Average Mastery
Post-test 22 18.40 5.1 Average Mastery

It can be gleaned from the table that the experimental group had an

M = 20.60 and SD = 5.7, while the control group had an M= 18.40 and SD

= 5.1. Both groups indicated “average mastery” of Operations on Radicals

before the conduct of the study

Table 4. Students’ mathematical achievement of the experimental

and control group in terms of Post-test
Mean Std. Deviation
Group Test n Description
(M) (SD)
Experimental Post 22 32.68 7.50 Moving Towards
Mastery
Post-test 22 24.41 7.00 Average Mastery

It can be gleaned from the table that the experimental group had M

= 32.68 and SD = 7.50, indicating "Moving Towards Mastery." In contrast,

the control group had an M = 24.41 and SD = 7.00, indicating "Average

Mastery."

Table 5. Mean Comparison of Students’ Mathematical Achievement

between Experimental and Control Groups in the Pre-test
Std.
Mea Interpretatio
Group n Deviatio t df P
n (M) n
n (SD)
Experimental 22 20.64 5.7 -1.374 42 0.1768 Not
Post-test 22 18.40 5.1
Significant

At a 0.05 level of significance

Results of the test indicate that the level of the student’s

achievement of the experimental group (M= 20.64, SD=5.7) in terms of the

pre-test is not statistically different from the control group of (M = 18.40,

SD=5.1), t(42)= -1.374, p=0.1768. It implies that both groups have the

same level of learning at the beginning of the study.

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Table 6. Mean Comparison of Students’ Mathematical Achievement

between Experimental and Control Groups in the Post-test
Std.
Mea Interpretatio
Group n Deviatio t df P
n (M) n
n (SD)
Experimental 20 32.6 7.80 -3.837 38 <0.000 Significant
5 4
Post-test 20 23.9 7.23
5
At a 0.05 level of significance
Results of the test indicate that the level of the student’s

achievement of the experimental group of 32.65 (SD=7.8) in terms of post-

test is statistically significant from the control group of (M=23.95,

SD=7.23), t(42)= -3.837, p=0.0004. It revealed an increase in post-test

scores, which suggested a significant improvement in students'

mathematical achievement. The higher marks in the experimental group

proved that the tic-tac-toe game increased students' mathematical

achievement on the selected operations on radicals. Eroffi (2020) states

that learning activities are done efficiently through the Tic-Tac-Toe

approach, and the learners are motivated to learn and gain self-esteem.

Table 7. Mean Gain Comparison of Students’ Mathematical

Achievement between Experimental and Control Group
Std.
Mea Interpretatio
Group n Deviatio t df P
n (M) n
n (SD)
Experimental 22 12.0 7.00 -3.235 42 <0.002 Significant
5 4
Post-test 22 5.32 6.80
At a 0.05 level of significance
The results of the test indicate that the level of the student’s

achievement of the experimental group of 12.05 (SD=7.00) mean gain

scores is statistically significant from the control group of (M=5.32,

SD=6.80), t(42)= -3.235, p<.0.0024.

Latif (2021) conducted a study to investigate the effects and

students' views on using a tic-tac-toe game to teach mathematics. The

study showed a significant increase in the average test scores from pre-
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test to post-test for Classes A and B. She mentioned that the use of the

tic-tac-toe game in teaching positively affected the student's

performances.

Thus, the hypothesis that "there is no significant difference between

the Post-test scores of Experimental and Control Groups" is rejected.

Therefore, it can be inferred that the use of Tic-Tac-Toe in Teaching

Selected topics and Mathematical Achievement of Grade Nine Learners is

proven by the significant increase from pre-test to post-test.

VI. CONCLUSION/REFLECTION

Based on the finding of the study, the following conclusions were

drawn.

The pre-test scores showed no significant difference; hence, the

experimental and control groups had analogous levels of mathematical

achievement before the lesson's introduction on operations on radicals

The students exposed to "The Use Of Tic-Tac-Toe In Teaching

Selected Topic In Mathematics” achieved significantly higher scores in the

post-test than those exposed to the "Conventional Method" or the

traditional approach to teaching and learning.

The experimental and control groups experienced a significant

increase in their mathematical achievement scores from the pre-test to the

post-test. The experimental and control groups performed better on their

post-test regardless of the teaching strategies employed. Yet, the

experimental group significantly increased significantly than the control

group. Thus, the use of tic-tac-toe in teaching selected topics, which is

about the operations on radicals, was found to increase the level of

students' mathematical achievement.

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VII. REFERENCES

Care, E., Azim, F., Beswick, B., Harding, S. M., Luo, R., Bustos, T., &
Cagasan, L. (2015). Large-scale assessments for use in the Philippines.
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Costales A. (2005). Reliability and validity - Assessment TKI. Assessment for

learning. Retrieved from https://core.ac.uk/download/5093226.pd
Driscoll L. (2015). Enhancing Learning by Integrating Theory and Practice.
International Journal of Teaching and Learning in Higher Education.
Retrieved from https://www.isetl.org/ijtlhe/

Johnson J. (2012). Experimental Design for Researcn. Ppa 696 Research

Methods. Retrieved December 17, 2022 from
https://home.csulb.edu/~msaintg/ppa696/696exper.htm
Ke F.(2008). A case study of computer gaming for math: Engaged learning from
gameplay Retrieved from
https://www.researchgate.net/publication/222428480_A_case_study_of_co
mputer_gaming_for_math_Engaged_learning_from_gameplay

Latif F.(2021). Exploring the Effects and Students’ Views on the Use of a Tic-
Tac-Toe Game to Teach Mathematics in Brunei Darussalam. The
International Journal of Science, Mathematics and Technology Learning
29(1):49-65DOI:10.18848/2327-7971/CGP/v29i01/49-65

Lubienski, S. T. (2007, November). What We Can Do About Achievement

Disparities. Education Leadership. 65, 54-59. Retrieved November 16, 2022
from ASCD database.

Richard, C. (2010). Confidence Game: How Hedge Fund Manager Bill Ackman
Called Wall Street's Bluff. Retrieved from
https://singapore.kinokuniya.com/Confidence_Game_:_How_Hedge_Fund
_Manager_Called_Wall_Street's_Bluff_(Bloomberg)/bw/9781118010419

Wei, M. H., & Dzeng, H. (2014). A comparison study of math education and
math performance between Asian countries and the United States. Journal
of Socialomics. 3(02), 2167-0358. Retrieved November 22, 2022 from
https://doi.org/10.4172/2167-0358.100011
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