Improving the Performance Skills of Grade 4 Learners in Solving Fractions through

Mathematical Board Games (MBG)

A Research Presented
To the Faculty of the Graduate School
Cagayan State University – Sanchez Mira

In partial fulfillment
Of the Requirements for the Subject
Educational Research and Statistics

By:

LAILA I. GABRIEL

JANUARY 2024
 ABSTRACT

TITLE: Improving the Performance Skills of Grade 4 Learners in Solving

Fractions through Mathematical Board Games (MBG)

SCHOOL: Starkid Christian Learning Center

SCHOOL YEAR: 2023-2024

COURSE: Master of Arts in Education Major in Educational Management

ADVISER: Mrs. Florentina G. Reyes

RESEARCHER: Laila I. Gabriel

This action research titled “Improving the Performance Skills of Grade 4 Learners

in Solving Fractions through Mathematical Board Games (MBG)” aims to investigate the

effectiveness of mathematical board games as intervention in improving the performance

skills in solving fractions of the grade 4 learners of Starkid Christian Learning Center for

the school year 2023-2024. This research will be participated by all the Grade 4 learners

of which 10 are males and 10 are females. One- Group Pre-test - Post-test Quasi

Experimental Research Design will be use in utilizing the pre-test and post-test as the

main source of data. The teacher will provide 15-item test pre-test and post-test, quality

assured for the implementation.

Keywords: mathematical board games, fraction, intervention

 CHAPTER I

INTRODUCTION

Background of the Study

It has always been a belief that Mathematics is a difficult subject. This perception

influences the learners’ appreciation and desire to learn the subject. While it is true that

mathematical concepts and principles are not easily learned, much difficulty is expected

in a learner who considers Mathematics a burden to his studies and feels a dislike for it.

And to overcome this problem, joyful Mathematics learning is needed as

stipulated by Usec. Dina S. Ocampo in the Southeast Asian Ministers of Education

Organization (SEAMEO) in its regular courses for FY 2018. Thus, the teachers’ primary

role in teaching Mathematics is to develop the learners’ appreciation of the subject.

Teachers will never meet the goals of Mathematics teaching under the K to 12 curriculum

if pupils do not develop the love for the subject. As a matter of practice, the Department

of Education revises its curriculum to make it more responsive to emerging changes of

the learners in particular and society in general.

It is but fitting and proper to note that Mathematics has a vital stronghold and

impact on the development of a nation. In the recent Third International Mathematics and

Science Study (TIMMS) result, the Philippines ranked the lowest out of 58 countries in

high school and last of the ten countries in advanced math category, respectively, even

with the science high schools only who participated in the study.
 In order to meet the demands of time, DepEd embraces educational reforms and

one of which is the K to 12 curriculum. One of the objectives of DepEd Memorandum

No. 191, s. 2018, is to ensure maximum participation in improving the quality of

Mathematics Education in the Philippines. It aims to challenge the learners to strive for

mathematical excellence.

To keep up with this objective, mathematical instruction needs to integrate fun

ways or approaches of teaching and learning. Innovative and creative ways to facilitate

mathematical teaching-learning process pave way to the effective stimulation of pupils’

learning interest, motivation and engagement. Mathematical concepts, skills and activities

could now be incorporated in various forms of educational games. Children are naturally

fond of and inclined to the use of these games, thus, its use is also high commendable in

teaching basic mathematical skills. Using mathematical games can serve for dual purpose

including representing mathematical concepts more creatively and innovatively and

initiating fun ways of learning.

According to David Kolb, experiential learning is learning that occurs by making

sense of direct everyday experiences as supported by Kendra 2020, citing that knowledge

results from the combination of grasping and transforming experience.”

In Starkid Christian Learning Center, Sanchez Mira District, Mathematics has

been noted as one of the most difficult, yet interesting subjects since it consists of facts to

be memorized and skills to be mastered by a relatively heterogeneous group of pupils.

The researcher then conducted an online evaluation and found out that 17 out of

24 cannot perform properly in solving fractions. This urged the researcher to think of

ways on how to help the learners perform better in the field of Mathematics particularly in
solving fractions. Hence, this action research study that will utilizes Mathematical Board

Games as possible solution that could assist the Grade 4 pupils of Starkid Christian

Learning Center in enhancing their numeracy skills along fractions.

Conceptual Framework

The researcher aims to study the Performance Skills of Grade 4 Learners in

Solving Fractions through Mathematical Board Games. Data will be gathered and

analyzed with the help of the result of their pre-test and post-test. Dependent and

independent variables are identified in the study. The researcher will be able to know if

the said intervention will be effective in improving the performance skills of grade 4

learners in solving fractions.

Research Paradigm

PERFORMANCE SKILL
MATHEMATICAL OF GRADE-4 IN
BOARD GAMES (MBG) SOLVING FRACTIONS

Independent Variable Dependent Variable

Statement of the Problem
This study aims to investigate the effectiveness of Mathematical Board Games in

enhancing the performance skills on solving fractions of the Grade 4 learners of Starkid

Christian Learning Center for the school year 2023-2024

Specifically, it sought to answer the following questions:

1. What are the scores of pretest and posttest of the participants before and

after using the Mathematical Board Games as an intervention?

2. Is there a significant difference between the pretest and posttest scores of

the participants before and after using the intervention?

3. What is the effect size of the Mathematical Board Games in improving the

numeracy skills of the Grade 4 pupils along solving fractions?

4. What plan of activity should be done to sustain/improve/develop the

intervention and its utilization?

Hypothesis

There is no significant effect of Mathematical Board Games in improving the

performance skills on solving fractions of the Grade 4 learners of Starkid Christian

Learning Center.

Significance of the Study

The useful and relevant information that were acquired in the study

eventually help for the following purpose:

1. Future Researchers. This study will give them knowledge and it will

serve as basis on conducting related research studies.

 2. Teachers. This study will make them more aware on relevant strategies

and motivations that leads to active participation of learners. Likewise, this

study would give them insights on how to deal with learners who are afraid of

the subject mathematics.

3. Learners. This study will provide them skills and interest and would

give them clearer understanding on having an active participation and

involvement to solving fractions and loving mathematics.

4. School Administrators. This study will provide them additional

insights to consider for implementation for the betterment and effectiveness

of the teaching-learning process.

Scope and Delimitation

The general intent of this study is to determine effectiveness of Mathematical

Board Games in improving the performance skills on solving fractions of the Grade 4

learners of Starkid Christian Learning Center here in Sanchez Mira. It was noted that

respondents are all learners from the Grade-4 class. One- Group Pre-test - Post-test Quasi

Experimental Research Design will be use in utilizing the pre-test and post-test as the

main source of data. The teacher will provide 15-item test pre-test and post-test, quality

assured for the implementation.

Definition of Terms

To give a clearer understanding of the study, the following terms are operationally

defined:
Mathematical Board Games- this is the intervention that will be used to see if it will

effect on the performance skills of the learners. These are set of games related to fractions

placed on boards to build interest among learners as they learn and have fun with games

at the same time.

Fractions- a topic in the subject mathematics that is found to be a difficult one and

learners are having low performance on.

Intervention- this is the way and material to help solve the existing problem which is

the low performance skills of grade-4 learners in solving fractions.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The word “game” brings to mind various interpretations. Mousoulides and

Sriraman (2019) synthesized the earlier work of Harvey and Bright and Oldfield to offer a

comprehensive definition of mathematical game. As a result, a mathematical game was

defined as a pedagogical activity that: has specific mathematical cognitive objectives,

[requires] students to use mathematical knowledge to achieve content-specific goals and

outcomes in order to win the game, is enjoyable and with potential to engage students, is

governed by a definite set of rules and has a clear underlying structure, involves a

challenge against either a task or an opponent(s) and interactivity between opponents,

includes elements of knowledge, skills, strategy, and luck, and ,has a specific objective

and a distinct finishing point.

Findings from Bragg’s (2019a, 2019b) research with upper primary students (9 –

12 year olds) support the employment of games with these characteristics to promote

mathematical cognitive growth and engage students. Other studies with similar definitions

of games have found positive impacts of playing games on primary students'

mathematical learning (Bright, et al.; Cohrssen & Niklas, 2019) and/or engagement in

mathematics (Lindenskov & Lindhardt, 2019; White & McCoy, 2019). Indeed, a recent

meta-analysis of mathematical games used in a Turkish educational context across all

levels of education (pre-primary, primary, secondary and tertiary) incorporating 30

studies (4 journal articles, 26 dissertations) found that games had a medium positive
impact on academic achievement compared with a variety of what were termed

“traditional methods” of teaching mathematics (Turgut & Temur, 2019, p. 196).

Given the considerable benefits of playing games, it is perhaps not surprising that

instructional time devoted to game-related activities in the primary education context is

both substantial and increasing (Heshmati et al., 2019). Yet, a search of the literature

revealed that there is a paucity of research into the frequency with which teachers employ

games in the mathematics classroom. One exception is Russo and Russo’s (2019) study

involving 135 Australian early years primary teachers (Foundation, Year 1 and Year 2)

participating in professional learning on teaching with challenging tasks. A single item in

a pre-program questionnaire asked the frequency with which participants played games.

Almost all early years teachers (98%) who completed the questionnaire reported playing

mathematical games at least once per week in their classrooms, whilst 85% of teachers

reported playing games multiple times per week and over half (53%) of teachers reported

playing games 4-5 times per week. Surprisingly, given the evidence that most primary

teachers use games multiple times per week to support mathematics instruction in class, it

trigger curiosity as to how little prior research explores teachers’ perceptions and usage of

mathematical games in general (Heshmati et al., 2019).

For decades, there has been a general acceptance by educators that mathematical

games are beneficial for student learning. As early as the 1960s, advocating commencing

mathematics lessons with games to tune students into the lesson has started. In the 1980s,

Ernest (2020) wrote a rationale for the use of games citing the effectiveness of games to

teach mathematics, particularly for: the acquisition and development of concepts;

reinforcement and practice; developing problem-solving skills; and, motivation. Playing

mathematical games offers an engaging way of developing problem-solving skills (Pintér,

2020), opportunities to improve students’ social skills (Koay), foster mathematical

reasoning (Olson, 2020), support differentiation (Buchheister et al., 2020), provide

targeted instruction (Clarke & Roche, 2020), and build connections between the home

and school environment (Russo, et al., 2020).

Indeed, there is a long-standing empirical evidence that playing games can lead to

improved mathematical learning outcomes (Bragg, 2020b; Bright, et al., 2020; Swan &

Marshall, 2020), even for very young students (Elofsson et al., 2020; Ramani & Siegler,

2020). For example, providing pre-school teachers with a suite of mathematical games,

and a one-day workshop supporting them to use such games, improved the mathematical

knowledge and skills demonstrated by their young students (Cohrssen & Niklas, 2020).

There is a significant body of research supporting the use of non-traditional

interventions, such as games as a valuable teaching method (Glynn, Price & Owens,

2021; Kumar & Lightner, 2021). Past research indicates that games have the potential to

draw students into the learning process and to encourage them to participate through a

more interactive environment (Gosen & Washbush, 2021; Proserpio & Gioia, 2021;

Zantow, Knowlton & Sharp, 2021). The use of games in class encourages active learning,

as well as collaboration and interactivity (Reuben). Games can also provide educators

with an interactive means of delivering knowledge that is particularly useful for teaching

cause and effect (Gosen & Washbush, 2021; Thompson & Dass, 2021). Finally, as an

educational tool, games have the capacity to engage and motivate students (Paraskeva,

Mysirlaki & Papagianni, 2021; Prensky, 2021) and the learning from games is more likely

to be retained (Annetta, Cheng & Holmes, 2021).

 According to Paraskeva et al. (2021), the use of games is a fun, engaging,

motivating, interesting and encouraging way of teaching. They also state that games have

potential for teaching complex new information to students and, in their opinion, both

academic performance and interpersonal relationships are likely to be enhanced through

the use of games. Although active learning with plenty of student involvement is the

norm, and games are fun, some college instructors feel that if learners are laughing and

having fun, they could not be learning very much (Gaudart, 2021). Students often lack

motivation when it comes to learning mathematics, and this, in turn, can affect their

achievement. The results of past studies suggest that the introduction of games in

mathematics can improve students’ attitudes (Bragg, 2021; Massey, Brown & Johnston,

2021). Past research has indicated that when teachers design, develop and implement

innovative teaching methods in their classrooms, they are likely to capture students’

interests and optimize their learning outcomes (Chandra& Fisher, 2021). Another

research indicates that games have the potential to draw students into the learning process

and to encourage them to participate through a more interactive environment (Gosen &

Washbush,2021;Proserpio & Gioia, 2021; Zantow, Knowlton & Sharp, 2021).

Moreover, there is a significant body of research to support the potential of using

games as an educational tool (Annetta, Cheng & Holmes, 2021; Paraskeva, Mysirlaki &

Papagianni, 2021) and to complement traditional lectures for enhancing students’ learning

(Tan,Tse &Chung, 2021). As an educational tool, games have the capacity to engage and

motivate students (Paraskeva et al., 2021; Prensky, 2021), and therefore, the learning

from games is more likely to be retained (Annetta et al., 2021). Mathematics lessons are

filled up with much talking and writing. This promotes negative attitude and poor
performance in the subject (Kankia, 2021). Findings have also shown that students

maintain a poor attitude towards Mathematics learning (Hostestein & wetch; Ebenezer &

Zeller, 2021) cited by Ogwu (2021). Students develop fear and hatred for the learning of

Mathematics especially when mathematical symbols, signs and formulae are not

understood.

Mathematics is a subject which is said to be brain tester. There are so many

Mathematics games that sharpen one’s logical thinking. Mathematics is beauty which is

seen and felt and must be understood to be employed (Ekwueme , Meremiku & Enukoha,

2021). A clear idea of one’s knowledge of what goes on in Mathematics classroom these

days reveal that teaching procedures in use makes mathematics instructions boring and

uninspiring (Oragwam, 2021). The use of games could provide a good alternative that

could drive Mathematics to our environment. Games are competitive interaction among

participants to achieve pre-specified goals.

Furthermore, Agwagah (2021) stated that a game is regarded as mathematical

when the players can perceive /or influence the course of the game on the basis of

mathematical considerations. An instructional game is a structured activity with set rules

for play in which two or more students interact to reach clearly designated instructional

objectives (Harbor-Peters, 2021). The strength of games in mathematics teaching and

learning is in the ability of a game to provide drill and practical application. Games are

used variously as ice breakers, to introduce new concepts, for the consolidation of ideas,

for removing drudgery from drill and for creating a positive and enthusiastic atmosphere

in classrooms. It removes fear from the students about the concept learnt in mathematics.
 From the explanation of games above, one can infer that games involve

competition. Mathematics curriculum planners are always making efforts to include

different types of methods and strategies for teaching and learning of the subject, but

always forgetting games. There are doubts as to whether secondary school teacher

education programs in Mathematics pay any attention to helping prospective teachers of

the subject acquire necessary competencies in designing and using mathematical games

(Kankia, 2021). Mathematics helps learners find meaning in their environment. As they

learn to reason, connect ideas, analyze situations and think logically, they gain important

tools and concepts for making sense out of a real life situation (Encarta Encyclopedia,

2021).

According to Kitty Rutherford, 2021 people of all ages love to play games that are

fun and motivating. Games give students opportunities to explore fundamental number

concepts, such as the counting sequence, one-to-one correspondence, and computation

strategies. Engaging mathematical games can also encourage students to explore number

combinations, place value, patterns, and other important mathematical concepts. Further,

they afford opportunities for students to deepen their mathematical understanding and

reasoning. Teachers should provide repeated opportunities for students to play games,

then let the mathematical ideas emerge as students notice new patterns, relationships, and

strategies.

Games are an important tool for learning in elementary school mathematics

classrooms. Playing games encourages strategic mathematical thinking as students find

different strategies for solving problems and deepen their understanding of numbers.

When played repeatedly, games support students’ development of computational fluency.

Games present opportunities for practice, often without the need for teachers to provide

the problems. Teachers can then observe or assess students and work with individuals or

small groups of students. Games have the potential to allow students to develop

familiarity with the number system and with “benchmark numbers” (such as 10s, 100s,

and 1000s) and engage in computation practice, building a deeper understanding of

operations. Games support a school-to-home connection. Parents can learn about their

children’s mathematical thinking by playing games with them at home. The notion of

using games to engage children in learning activities is not new. Instinctively, kids create

games to help them make sense of the world around them. Mostly, they play rules-based

sports games, where they interact according to specified rules of engagement that

determine the behavior of players and the results of their interactions. Beyond these rules-

based games, children also participate in "pretend games," where they mimic the behavior

of adults and explore the implications of rules and the roles in society. There is no doubt

that one way to generate children's interest in mathematics and science is through their

favorite activities or games.

CHAPTER III
 RESEARCH METHODOLOGY

This chapter shows the methods and techniques that I will use as researcher for the

study. This chapter also contains the description of the respondents, the statistical tools,

and the data gathering procedure.

Research Design

This study will employ the one group pretest-posttest quasi-experimental research

design.

Locale of the Study

This study will take place at Starkid Christian Learning Center located at Centro-1,

Sanchez Mira, Cagayan. This institution is headed by the school admisnistrator, Deaconess

Evelyn A. Aquino.

Respondents and Sampling Procedure

This study will use complete enumeration in identifying the participants. 10 boys

and 10 girls, for a total of 20 Grade 4 learners of Starkid Christian Learning Center SY

2023-2024 will be the main sources of data in this study.

Research Instrument and Data Gathering Procedure

The research instrument that will be used in this study is a set of questionnaire that

will serve as pretest and posttest. After securing necessary approval, a 15-item pretest and

posttest will be used to collect data about the level of mathematical skills of the learners in
solving fractions before and after utilizing the mathematical games. Both the pretest and

posttest will be quality assured by the school head.

The intervention to use in this study will be Mathematical Board Games (MBG)

which aims primarily to create and use mathematical games as supplementary instructional

materials to discover trends in learning. Through games, pupil engagement was increased

which in turn boost their performance. The materials are interesting that is why learners

have better understanding of the subject.

The intervention was composed of board games that were presented by the teacher

and the learners were able to answer/manipulate the game boards that enhanced the

learners’ performance on solving fractions.

A learner will solve given mathematical question and will give the answer. If his

answer is correct, he can proceed to the next problem. If not, he has to go back one step

and will be given a simpler mathematical question to solve, giving the learner the chance to

move forward until the peak or the reward end button is achieved. This will be repeated

until the 20 Grade 4 learners reached the end button.

The intervention to use was taken from the printed modules and learning activity

sheets that matches their books. It was also noted that these materials are quality assured

by the school head and school/district quality assurance team before their distribution.

Also, downloaded self-learning modules (SLMs), learning activity sheets (LAS) from the

DepEd LR portal were used while others were taken from Mathematics 4 textbooks.

The innovation was the conversion of the activities into mathematical games. These

mathematical games center on various content knowledge and learning competencies in

line with teaching fractions in Grade 4. The educational games will be presented in the

teaching process making the instruction more appealing and motivating for the learners.

The intervention is aligned to the findings of Kimberly 2020 that innovative and

creative ways to facilitate mathematical teaching-learning process pave way to the

effective stimulation of learners’ learning interest, motivation and engagement.

One of these innovative approaches to the teaching of Mathematics is through the

use of games. Mathematical concepts, skills and activities could now be incorporated in

various forms of educational games. Children are naturally fond and inclined to the use of

these games, thus, its use is also highly commendable in teaching basic mathematical

skills. Using mathematical games can serve for dual purposes including representing

mathematical concepts more creatively and innovatively and initiating fun ways of

learning.

The conduct of the intervention will be done using the MBG created by the

researcher with the aid/assistance of professional teachers.

Data Analysis Plan

To determine the effectiveness of the Mathematical Board Games in solving

fractions, the pretest and posttest results of the participants will be tabulated, analyzed, and

interpreted using the following statistical tools:

1. Mean and Standard Deviation to find out pre and post mean scores of the participants in

the division of decimals before and after utilizing the intervention.

2. T-test was to determine the significant difference between the pretest and posttest

results after the implementation of the intervention;

 3. Cohen’s d was to find out the effect size of using Mathematical Board Games in

improving the numeracy skills of the Grade 4 pupils along solving of fractions.

PRE-TEST and POST-TEST QUESTIONAIRE

Name: _________________________________ Grade: ______

Direction: Solve the following.

1. 1 + 3 =
2 4

2. 12 + 32 =
22 40

3. 1 + 3 =
8 8

4. 10 + 8 =
20 41

5. 1 + 3 =
2 7

6. 3 - 1 =
4 4

7. 5 - 3 =
7 7

8. 1 - 1 =
2 11

9. 2 - 3 =
3 8

10. 10 x 3 =
23 4

11. 1 x 12 =
2 15

12. 11 x 3 =
27 4

13. 3 ÷ 1 =
4 4

14. 3 ÷ 5 =
12 12

15. 3 ÷ 1 =
5 6