MathVenture on Board: Game-Based Learning Material in Mathematics Education

Aldrian Echano1, Billy John Calvelo2, Charlie Revilla3, Jimwell Habana4,

Jeremiah Esperas5

Teacher Education Department, Camarines Norte State Collage – Ret. Judge Antonio C.
Entienza Campus Sta. Elena, Camarines Norte, 4611, Philippines

aldrianechano82@gmail.com
calvelobillyjohn@gmail.com
charlieyanto9@gmail.com
jimwellhabana08@gmail.com
jeremiahesperas@gmail.com
 Table of Contents

Basic Information .................................................................................................................... 1

Acknowledgement ...................................................................................................................2
Abstract ...................................................................................................................................3
Introduction ............................................................................................................................. 4
Objectives of the Study ........................................................................................................... 5
Scope and Delimitation ........................................................................................................... 5
Theoretical Framework .......................................................................................................... 5
Materials and Methods ........................................................................................................... 8
Results and Discussion .............................................................................................................
8
1.0 Features of the Proposed MathVenture on Board: Game-Based Learning
Material in Mathematics Education ........................................................................ 10

2.0 Level of Acceptability of the Proposed Game-Based Learning Material ...... 11

3.0 Effect of MathVenture on Board on the Level of Interest of Students in Solving
Mathematics Problem .................................................................................. 13
3.1 The Level of Interest of Students Before the Utilization of MathVenture
on Board .................................................................................. 13
3.2 Qualitative Data of the Study: Respondents Testimonies Before the
Utilization of MathVenture on Board .......................................................... 14
3.3 The Level of Interest of Students After the Utilization of MathVenture
on Board ......................................................................................................... 15
3.4 Qualitative Data of the Study: Respondents Testimonies After the
Utilization of MathVenture on Board .......................................................... 16
3.5 Difference on the Level of Interest of the Students Before and After the
Utilization of MathVenture on Board .................................................... 17

3.6 Inferential Analysis and Interpretation of the Mean Score of the Level
of Interest of Students Before and After the Utilization of MathVenture on
Board .................................................................................. 19
4.0 Comments/ Suggestions to enhance the MathVenture on Board: Game-Based
Learning Material in Mathematics Education .................................................................... 19
Conclusion and Recommendation ....................................................................................... 21
References .............................................................................................................................. 22
Appendices ............................................................................................................................. 23
BASIC INFORMATION
ACKNOWLEDGEMENT

We would like to acknowledge and give warmest thanks to our research adviser SIR JESUS
PARENA SANTILLAN who made this work possible. His guidance and advice carried us
through all stages of writing this study.
We would also like to acknowledge our chosen teacher - evaluators, Ma’am Mary Grace
Imperial, Ma’am Jeanny Nagrampa, Ma’am Jen Alarcon and Sir Ivan Jeffrey Mago who
guided, support and give time to validate our research instrument in conducting our data
gathering procedure of this study.
To Sir Ariel E. Acal, School Principal of Sta, Elena Integrated School, thank you for welcoming
us and allowing us to conduct data gathering to your school, your willingness is a big help to
complete our study.
To the teacher – experts of our research: Ma’am Jovel L. Velasco, Ma’am Maria Antonette A.
Babala. Ma’am Analyn C. Peralta and Sir Norman D. Eminal. Thank you so much to all the
effort, comments and suggestions in our study that served a big help for this study to be
successful.
To our dearest parents who have been giving constant support and motivation. Their words of
encouragement to all those nights we have spent making this study.
Finally, we would like to acknowledge ourselves for all the hard work, dedication and passion
we give to complete this research study. And to God for letting us through difficulties we’ve
experience your guidance day by day. We will keep on trusting you for the future.
 ABSTRACT

Through the continuous increase in the number of students who have difficulty solving
math problems and lose their interest in it, and with the alarming continuous decrease in the
rating of students regarding problem-solving and analytical thinking. This study aimed to
improve the mathematics proficiency of students through the implementation of MathVenture
on Board a Game-Based Learning Material in Mathematics focused on the four key areas of
mathematics; (1) Number and Number Sense, (2) Measurements, Patterns, and Algebra, (3)
Geometry, and (4) Statistics and Probability. The study utilized a descriptive-qualitative
research design in conjunction with a developmental research design. Also, the study used
indepth analysis to explore qualitatively the acceptability, content, and effectiveness of
MathVenture in enhancing students' skills and competencies in these areas. These inputs and
data are the significant content that will be used in the developed game-based learning material.
The study employed a mixed-methods approach, gathering both quantitative and qualitative
data from a sample of students from grades 7-10 levels who participated in the study, and their
performance in mathematics was assessed before and after engaging with MathVenture on
Board. Additionally, surveys and interviews were conducted to gather feedback from the
students and expert evaluators. The study found out that the developed game-based learning
material was highly accepted by the selected (n = 4) experts in the field. In this regard, some
significant feedback and recommendations will serve as guidelines for the development and
improvement of game-based learning material. The results of the study demonstrated that
MathVenture on Board significantly improved students' mathematical abilities and
competencies in all four areas. Students reported enjoying and engaging with the game-based
learning material, finding it both entertaining and educational. The findings of this study
suggest that MathVenture on Board has the potential to positively impact mathematics
education as it effectively enhances students' skills and competencies in the key areas of
mathematics. It is recommended that MathVenture be further implemented and evaluated in a
larger-scale study to assess its long-term impact and scalability. Moreover, this game-based
learning material has the potential to contribute to the improvement of the overall mathematics
proficiency of the students.
 INTRODUCTION
Education is by far one of the most important components in developing the human
resources required for a country's development in all aspects. Education is defined as any
activity that has a major impact on the cognitive, skill, and attitude development of any
individual. In the 2018 Programmer for International Student Assessment (PISA), Filipino
students were among the lowest-performing groups of students among all participating
countries. In math, less than 20% of students demonstrated the minimum proficiency level
(level 2), while more than 50% demonstrated very low proficiency (below level 1). These
Filipino students have definitely been left behind in terms of mathematics education, scoring
below the lowest level of competency on the PISA; more than half of this age group of Filipino
students have inadequate mathematics skills compared to their classmates in other areas of the
world. The degree of poor mathematical performance varied between students in public and
private schools, where the means were 343 and 395, respectively (Department of Education,
2019).

In addition, students in private and public in the Philippines have low performance in
mathematics under the other article. This study aims to find the characteristics (personal and
contextual) that distinguish the lowest-performing students in mathematics from the rest of the
Filipino students in public and private schools in the Philippines (Bernardo et al. 2015).
Previous research has revealed that public and private schools in the Philippines have very
different environments for learning resources (Trinidad 2020) and for supporting students’
motivation and engagement, as well as investigating where different factors identify
lowperforming students in each type of school.

Many students define mathematics as a difficult subject that may affect the behavior of
students toward mathematics. Learning mathematics involves more than just thinking and
reasoning; it also depends on the learners' attitudes about learning and mathematics. (Han and
Carpenter 2014) state that attitudes are made up of cognitive, affective, and behavioral
responses people exhibit toward a particular object or environment based on their sentiments
or interests. Affective attitude has an impact on behavior as well. Success in mathematics is
associated with students' confidence in their mathematical abilities, which is viewed as a
desirable trait. Students who lack mathematical confidence may not succeed, and poor behavior
is viewed as negative feelings, (Zan & Di Martino 2007).

Playing board games is a great way to bond with others and open up; it also encourages
creative expression in non-intrusive ways. It enables them to play with real instructional
materials and collaborate with others. According to (Kebritchi et al., 2010) the area of
mathematics education, game-based learning has gained popularity as a method of instruction
and learning. One benefit of game-based learning is that it can motivate students to learn
actively, making it a powerful replacement for conventional teaching strategies. Playing games
can help students improve their spatial reasoning, mathematical thinking, and problem-solving
abilities.

In addition, traditional board games can be one of the teaching aids that may develop
the critical and analytical skills of students. For many years, the traditional board game snake
and ladder has been employed as a teaching aid, (Tayebinik and Puteh, 2013). Recently,
educators have changed the game to produce variants that are specially made to teach
mathematical concepts (Tayebinik and Puteh, 2013). These modified versions have been
discovered to be successful at encouraging student learning and engagement. This study is to
develop and evaluate a game-based learning material in mathematics, called Mathventure on
board, which is a modified snake and ladder game that incorporates key features of effective
game-based learning materials. Specifically, this study aims to determine the features of
Mathventure on board, evaluate its acceptability among selected evaluators and students, and
assess its impact on students' interest in mathematics.

OBJECTIVES OF THE STUDY

This study aims to utilize MathVenture on Board: Game-Based Learning Material in

Mathematics Education.
1. Determine the features of MathVenture on Board: Game-Based Learning Material in
Mathematics Education.
2. Determine the level of acceptability of MathVenture on Board from the selected
evaluators and students along; a. Content Quality
b. Instructional Quality
c. Technical Quality
3. Determine the effect of the MathVenture on Board: Game-Based Learning Material in
Mathematics Education on the level of interest of the respondents in Solving
Mathematics Problems.
4. Determine the comments/suggestions to enhance the MathVenture on Board:
GameBased Learning Material in Mathematics Education.

SCOPE AND DELIMITATION

The study focused on using the MathVenture on Board: Game-Based Learning Material in
Mathematics Education for Junior high school students of Sta. Elena Integrated School. The
research conducted twice, we have before and after the session to know if there is any
improvement in their knowledge and interest in mathematics. This session consumed 2
different days in 1 week. The study involved 20 participants, including 4 experts/evaluators
and 16 students. The experts/evaluators evaluated the acceptability of MathVenture on Board
based on selected criteria, such as content, instructional and technical quality of the learning
material. The research used a pre-test/post-test design to investigate the respondents' interest
level in Mathematics Subjects before and after using MathVenture on Board. The study
involved collecting data through surveys and interviews.

THEORETICAL FRAMEWORK
This study aims to employ MathVenture on Board: Game-based learning material in
mathematics education to boost the level of interest of students in mathematics subjects in the
curriculum. The developed game-based learning material will identify the difficulty of
mathematics in education and also measure the level of interest. According to (Cox & Kennedy,
2008; Deieso & Fraser, 2019; Galton et al., 1999; Smyth et al., 2004), these insights about
student mathematical knowledge and involvement at key stages of their mathematical
development pathways can inform enriched, long-term outcomes for students as they progress
through the system of education. This study considered the concepts and application of Game
Board Theory. Game-based learning mostly emphasizes that it is a type of gameplay with
defined learning outcomes (Shaffer, Halverson, Squire, & Gee, 2005). See the figure for the
illustration of a conceptual paradigm of the study.
 MathVenture on Board: Gamed-
Based Learning Material in
Mathematics Education

Board Game Theory Interest Theory

Visual Learning in
Improving Students

Figure 1: Theoretical and Conceptual Paradigm of the study

This study provided the general mathematical formulation of game theory. Game theory
is a branch of mathematics that investigates decision-making techniques in circumstances
where the results of one student's or player's choice depend on those of other players. For
reasons that will be described later, restrictions in their formal framework initially limited the
theory's applicability to specific and limited circumstances by John von Neuman and Oskar
Morgenstern (1944). The preceding descriptions served as an inspiration for the game-based
learning materials used in the study to represent the mechanics of MathVenture on Board,
where the game aids in the analysis of basic mathematical operations and creates a symmetric
type of game in which each player's strategy is influenced by that of the other players.
Also, the study considered concepts of the student interest on how to encourage them
in MathVenture on Board. According to the study (Dewey, 1913) the importance of interest as
a motivator and the essential role it plays in education, particularly in influencing
accomplishment and learning, has long been acknowledged. What people paid attention to and
recalled was heavily influenced by their level of interest. In mathematics learning students will
pursue the subject even if is hard or easy to learn interest has been regarded as a result of
motivated action since it develops and deepens with involvement; interest is also a modulator
of engagement developmentally. The study also found that when students are interested in
teaching and learning Mathematics, their understanding and perseverance with mathematical
operations, as well as their confidence level, improve.
Furthermore, Visual learning also assists pupils in developing visual thinking, a learning
method in which the learner better understands and retains knowledge by linking ideas, words,
and concepts with images. that are easy to understand and help uncover linkages and trends.
According to research, kids recall knowledge better when it is presented both visually and
verbally. These tactics assist students of all ages in effectively managing learning goals and
achieving academic success. Visual information is better mapped in the minds of kids
(Williams, 2009). The assimilation of knowledge from visual media is known as visual
learning. When students see material in the classroom, they understand it better. Images,
flowcharts, diagrams, video, simulations, graphs, cartoons, coloring books, slide
shows/PowerPoint decks, posters, movies, games, and flash cards are all examples of visual
information (Rodger et al. 2009).

MATERIALS AND METHODS

This study utilized the mixed-method research design. According to (Molina-Azorin,

2016) it combines qualitative and quantitative research approaches into one study. In the study,
the researchers are descriptively evaluating the develop game-based learning material in
Mathematics of the study. According to (Aramo-Immonen, 2013, p.33) Mixed-methods
approaches offer researchers from several fields who tackle problems rigorously. While
researchers used a descriptive research design to determine the level of acceptability. The most
commonly suggested reason for using a descriptive approach is to briefly describe experiences
and perceptions (Sandelowski, 2010). The results of the pre-test/ post-test of the research are
used to determine the level of interest of respondents and also to know if there is a significant
difference in the level of interest in Mathematics before and after using MathVenture on Board.
The researchers performed an in-depth analysis to determine the significant features of
the MathVenture on Board as a game-based learning material in teaching and deep
understanding in the four (4) areas of mathematics which are; (1) Number and Number Sense,
(2) Measurements, Patterns and Algebra, (3) Geometry, (4) Statistic and Probability for solving
an equation. The in-depth analysis uses to deeply study a problem or issue (“Devraj and
Roshan”, n.d.). From the findings of related studies or articles, the researcher takes the
following steps: The following steps were taken: (1) analyzed the existing games by breaking
down their components and looking at the obvious similarities and differences to the game of
the study; (2) formulated the thesis statement that describes the components of the developed
game; and (3) conducted research to find proof and support for the thesis statement. (4) write
a conclusion that is related to the information gathered.

Meanwhile, the researchers use the modified evaluating rating sheets for print resources
of DepEd along its specific criteria, the content, instructional, and technical quality, to assess
the level of acceptability of the MathVenture on Board: Modified Snake and Ladder
GameBased Learning Material in Mathematics, along with the content, instructional and
technical quality of the learning material. After retrieving the assessment form that had been
provided to each responder, the researcher coded and tailed statistical methods and undertook
data analysis and interpretation. The percentage technique, frequency count, ranking
algorithms, t-test for dependent groups (paired or correlated samples), Cronbach’s alpha, and
weighted mean were all used by the researchers to quantify and analyze descriptively the data.

The researchers purposively selected four (4) teacher experts/evaluators using the
following criteria: at least four years of teaching experience as a mathematics teacher in a
secondary public school. The teacher 1 expert is a school teacher in the mathematics department
that has 5 years of teaching experience in secondary public school, teacher 2 expert is a school
teacher in the mathematics department that has 6 years of teaching experience in secondary
public school, teacher 3 expert is a school teacher in the mathematics department that has 7
years of teaching experience in secondary public school, and teacher 4 expert is a school teacher
in the mathematics department that has 4 years of teaching experience in secondary public
school.
The researchers introduce to the evaluators their developed game and then gave the
created game mechanics (instruction handout). The researchers gave the evaluators an
opportunity to watch the students while playing the developed game and then conducted a
survey to evaluate the level of acceptability such as the content, instructional, and technical
quality of the learning material.
The researchers purposively selected sixteen (16) Junior High Schools in Sta. Elena
Integrated School to determine their level of interest in mathematics before and after they
played the developed game and to determine the effect of the developed game on the level of
interest of the respondents in Solving Mathematics Problems.
The researchers introduce to the respondents their developed game and then gave the
created game mechanics (instruction handout). The researchers gave the respondents an
opportunity to play the game of the study, and then conducted a survey to determine their level
of interest in mathematics before and after they played the developed game.
 As supplement data, qualitative method was used to explore the testimonies of teachers
and students before and after the utilization of the game MathVenture on Board. This served as
additional input and modification for further enhancement of the developed game.
The instrument of the study undergoes content validation. Based on the results, 74% of
the indicators in instrument for interest level are approved, 26% are suggested for revision and
0% are suggested for deleting. While, 74% of the indicators in instrument for level of
acceptability are approved, 25% are suggested for revision and 1% are suggested for deleting.
Also, the instrument used for level of interest undergo reliability test. Based on the
computation, the Cronbach’s Alpha is 0.86 which is interpreted as very good and classroom
test.
While, for ethical considerations, the researchers send a letter requesting permission to
conduct a study and asking for the respondent’s cooperation and honest response about the
study to be undertaken. The researchers also discussed with the respondents of the study that
all-important details/information will remain confidential and for the purpose of the study only.

Results and Discussion: - This presents the findings of the study and the corresponding
analysis as well as derived from statistical treatment.

1.0 Features of the Proposed MathVenture on Board: Game-Based Learning Material

in Mathematics Education
The significant and important features of the proposed MathVenture on Board:
GameBased Learning Material in Mathematics Education were modified from certain
alreadyexisting educational games and research from similar studies that concentrated on
creating game-based instructional resources. Table 1 explicitly discussed some adopted
features from reviewed articles and existing educational materials.

Table 1
Adapted Features of the Developed Game-Based Learning Materials to the Other Existing
Game

Game Definition Adopted

Snake and the Ladder
Playing Cards
Features
The board game Snakes and Ladders has
100 squares and is dependent on chance. Placing tiles on
Players must rise to the top while the board game
managing the effects of each die roll. and dice
Playing cards are a deck of cards with
numbers or illustrations (or both) that are 256 cards
used for conjuring, learning, and playing
games.
 Checkers a checkerboard game in which there are
two players and each has twelve pieces. Checkers
The goal is to hop over your opponent and (piece)
take their pieces.
The proposed game has adapted some features of other existing games. The said
gamebased learning materials have unique features. See Figure 2 below showing the actual
output
of the study.

Four key (4) Areas of • Mathematics:

•
Figure 1 Number • and Number
•
Sense
Measurement, patterns and Algebra
Features of Geometry MathVenture on Board
Statistic and Probability
Based on the illustrated figure above or the actual proposed MathVenture on Board:
Game-Based Learning Material in Mathematics Education to enhance the skills and
competencies in performing four (4) areas which are; (1) Number and Number Sense, (2)
Measurements, Patterns, and Algebra, (3) Geometry, (4) Statistic and Probability for solving an
equation in Mathematics. The following were also the important parts and features of the said
game-based learning material.
1. Board – It is made up of wood and it is any of various games in which little pieces are
moved around on a board with a pattern, like chess. A game with a board is a very
entertaining and challenging game with a limited player. The development of a board
game inspired by the game Snake and Ladder. This is significantly larger than the snake
and ladder board game. Board games can be a very effective means to promote active
learning when children are engaged in some activity that forces them to reflect upon
ideas and how they are using those ideas (Collins and O’Brien 2003, p.5). They also
found that board games helped increase students’ motivation for learning and even lead
to positive changes in behavior (Noda, Shirotsuki, and Nakao 2019).

2. Cards – The card is a small pasteboard. The set of 256 cards in developing game-based
learning materials and this set of cards divided into three different levels, Easy, Average,
and Difficult, the game is inspired by the deck of cards. However, there is problem-
solving with consequences in every piece of a card, the researchers create the design
and patterns. Previous research has revealed that card games can be a useful teaching
and learning tool and play an important role in the whole teaching–learning process
(Schneider et al., 2012). Educational card game–based instruction can be very flexible
because it can not only be easily modified to fit different target audiences, but it also
can be readily incorporated into instruction as a teaching and learning aid or used for
after-school learning activities (Steinman and Blastos, 2002).
 3. Dice - a small cube with each side having a different number of spots on it, ranging
from one to six, thrown and used in gambling and other games. The beliefs about dice
that students bring with them to school also include beliefs that God, fate, or mental
powers determine dice outcomes (J. Truran, 1985; K. Truran, 1995). Some students
believe the apparently contradictory ideas that all numbers on a die have the same
chance of occurring, but that the number 6 is least likely to occur (Konold, Pollatsek,
Well, Lohmeier, & Lipson, 1993).

4. Checkers – It is a small flat circle that can use in a game. The game MathVenture use
the flat circle as a checker of every player. The checker will move if they roll the dice
and they answer correctly the problem.

5. Scoring – It allow students to earn points for partial mastery of standards, and they
ensure that students who earn full points have mastered the relevant standard of
standards rather than simply guesses the correct answer. Players often view the scores
they receive as a form of reward, and good scoring can motivate continued game play.
In this game MathVenture on Board, the score will define based on the dice that you
will roll, the highest you get the moves can get. Scoring often serves as a bridge between
games and players and thereby provides an indication of the degree to which game
players are intent on achieving the objectives of the game (Schell, 2008).
6. Game Mechanics – Game mechanics are part of the formal element of games. They
consist of the rules and procedures that guide players through the game. The game’s
mechanics also provides a structure for how players respond to other players’ actions.
When playing a game, players want to be challenged, control what surrounds them,
develop a sense of mastership and achievement, and be rewarded consequently
(Crawford et.al, 2003). According to J¨arvinen (2007) game mechanics are the actions
that players take to achieve goals when playing. In his dissertation, he expands on his
definition describing game mechanics as “a functional game feature that describes one
possible or preferred or encouraged means with which the player can interact with game
elements as she is trying to influence the game state at hand towards the attainment of
a goal”.

2.0 Level of Acceptability of The Proposed Game-Based Learning Material

The researchers used the modified DepEd standard rating instrument to validate the
proposed game-based learning material of the study. This is the initial and ideal process before
its utilization process of the said material. The said material was evaluated the content quality,
instructional quality, and technical quality as indicators of the used rating instrument. The
evaluators are the individuals who have gained expertise and qualified persons to validate the
developed product. As shown in Table 2, the evaluators are very satisfied with the content
quality of the developed game-based learning material, based on the general weighted mean of
3.

Table 2
Descriptive Analysis om Level of Acceptability of the Proposed Game in term of
 Content Quality

Indicators for Level of Acceptablity Summary Result

A. Content Quality w.m R I
1. Content is consistent with topics/ found in Dep-Ed 4.00 5.0 HA
Learning Competencies for the subject and grade/year level.
2. Centents developed contribute to enrich, reinformcement, 4.00 4.5 HA
or mastery for the identified learning objectives.
3. Content is accurate. 4.00 4.0 HA
4. Content is up-to-date. 3.75 8.0 HA
5. Content is logically developed and organized. 4.00 3.5 HA
6. Content is free cultural, gender, racial, or ethic bias. 4.00 3.0 HA
7. Content stumulates and promotes critical thinking. 4.00 2.5 HA
8. Content is relevant to real-lise situation. 4.00 2.0 HA
9. Language (including vocabulary) is appropriate to the 4.00 1.5
HA
target user level.
10. Conetnt promotes positive values that support formative 4.00 1.0
HA
growth.
General Wieghted Mean (GWM): 3.98 HA
Standard Deviation (SD): 0.08

Legend: ((1.00-1.75) – Not Accepted(NA); (1.76-2.50) – Less Accepted(LA); (2.51-3.25) Accpeted(A); (3.26-4.00( - Highly
Accepeted(HA))

Based on the results, all indicators under the content quality are highly accepted,
(G.W.M=3.98). It implies that the concept of the proposed MathVenture on Board is accurate
and can contribute to enrich, and to reinforce or to achieve the mastery in (4) areas which are;
(1) Number and Number Sense, (2) Measurements, Patterns and Algebra, (3) Geometry, (4)
Statistic and Probability for solving an equation in mathematics. It was also logically developed
which can promotes critical thinking, decision making, and problem-solving skills. Likewise,
the evaluators are highly accepted in the instructional quality of the developed game-based
learning material at (G.W.M= 3.85) see Table 3 below.

Table 3
Descriptive Analysis om Level of Acceptability of the Proposed Game in term of
Content Quality

Indicators for Level of Acceptablity Summary Result

B. Instructional Quality w.m R I
 1. Purpose of the material is well-defined. 4.00 4.0 HA
2. Material achieves its defined purpose. 4.00 3.5 HA
3. Learning objectives are clearly stated and measurable. 3.25 9.0 HA
4. Level of difficulty is appropriate for the intended target 4.00 3.0 HA
user. 5. Graphics/colors/sounds are used for appropriate
instructional reasons. 3.50 7.0 HA
6. Material is enjoyable, stumulating, challenging, and 4.00 2.5 HA
engaging. 4.00 2.0
HA
7. CMaterial effectively stimulates creativity of target user. 4.00 1.5
HA
8. Feedback on target user’s responses is effectively
employed. 9. Target user can control the rate and sequence of 3.75 3.0
HA
presentation and review.
10. Instruction is integrated woth target user’s previous 4.00 1
HA
experience.
General Wieghted Mean (GWM): 3.85 HA
Standard Deviation (SD): 0.27

Legend: ((1.00-1.75) – Not Accepted(NA); (1.76-2.50) – Less Accepted(LA); (2.51-3.25) Accpeted(A); (3.26-4.00( - Highly
Accepeted(HA)

Thus, based on the rating result it implies that the instructions and mechanics of the
game are clear and easy to understand. With this, the purpose of the game will be attained: the
students will gain learning and attain mastery of the basic principles of mathematics while
playing. As assumed, the MathVenture on Board will be enjoyable and challenging, it enhances
the student’s critical thinking and problem-solving skill in the four (4) areas which are; (1)
Number and Number Sense, (2) Measurements, Patterns, and Algebra, (3) Geometry, (4)
Statistic and Probability for solving an equation while playing the game. Finally, as shown in
Table 4, the evaluators are highly accepted in the technical quality of the developed gamebased
learning material, based on the general weighted mean of 4.00.

Table 4
Descriptive Analysis om Level of Acceptability of the Proposed Game in term of
Content Quality
Indicators for Level of Acceptablity Summary Result
A. Content Quality w.m R I
1. Visual sustain interest and do not distrct user’s attention. 4.00 3.5 HA
2. Material achieves its defined purpose. 4.00 3.0 HA
3. The user provide material (if any) are effective. 4.00 2.5 HA
4. The design allows the target user to navigate freely
through the material. 4.00 2.0 HA
5. The material cam easily and independently be used. 4.00 1.5 HA
General Wieghted Mean (GWM): 4.00 HA
Standard Deviation (SD): 0.00

Legend: ((1.00-1.75) – Not Accepted(NA); (1.76-2.50) – Less Accepted(LA); (2.51-3.25) Accpeted(A); (3.26-4.00( - Highly
Accepeted(HA)
 Thus, based from the evaluation it implies that the materials used to create the prototype
of the game are somehow durable, the graphics and design is creative and do not distract the
players attention, and it provides accurate representation of the concept of the game.

3.0 Effect of MathVenture on Board on the Level of Interest of Students in Solving

Mathematics Problem

3.1 The Level of Interest of Students Before the Utilization of MathVenture on Board
The researcher modified the math interest inventory checklist (Mimay, n.d) to determine
the interest level of the students towards solving four (4) areas of Mathematics which are; (1)
Number and Number Sense, (2) Measurements, Patterns and Algebra, (3) Geometry, (4)
Statistic and Probability. The interest level of students from grade 7 to 10 before the utilization
of MathVenture on Board was determined using descriptive analysis. See table 5 for the interest
level of students before the utilization of MathVenture on Board.
Based on the findings of the descriptive analysis, the general weighted mean and

standard deviation are derived for each grade level to access how interested students were in
solving four (4) areas of Mathematics which are; (1) Number and Number Sense, (2)
Measurements, Patterns and Algebra, (3) Geometry, (4) Statistic and Probability prior to the
utilization of MathVenture on Board game-based learning material. Based on the math interest
inventory checklist interpretation, the overall descriptive interpretation for Grade 7 (GWM =
4.03, SD = 0.45) is “Agree”, for Grade 8 (GWM = 4.18, SD = 0.51) is “Agree”, and the Grade
9 (GWM = 3.60, SD = 0.46) is “Agree”. While for Grade 10 (GWM = 3.85, SD = 0.47) is
“Agree”.

3.2 Qualitative Data of the Study: Respondents Testimonies Before the Utilization of
MathVenture on Board
 The remarkable results and benefits on the academic performance of grade 7–10
students were concluded before and after the testimonies on the utilization of MathVenture on
Board. As support to the aforementioned quantitative results and findings of the study, the
researcher prepared five (5) questions from the respondents' testimonies as qualitative data of
the study. The following were sorted testimonies of the respondents based on their personal
experiences before the implementation of MathVenture on Board.
On the first question, the students-respondents have one perspective. Why the students
are interested in mathematics. They experience enjoyment, boredom, and fear. Here are the
actual statements of the respondents:

Yes, I am interested in mathematics because enjoyable.

Yes, gusto ko po ang math subject
Opo, favorite ko po ang math at pag sosolve ng numbers
Yes
Yes, I love math

In question number two, all students say that they have experienced playing a game connected
to mathematics. Here are the actual statements of the respondents:

“Yes, may mga game board na po ako nalaro”

“Yes, naka paglaro na po ako ng tic-tac-toe”
“Opo, yong mga math puzzle gaya ng sudoku”
“Yes”
“Yes”

Most of the students have experience playing any kind of board game before, like chess,
puzzles and snake ladder game. Here are the actual statements of the respondents:

“Yes, I’ve experience playing board game before, I played chess and snake and
ladder”
“Yes, I played Scrabble”
“Opo, nakalaro na ako gaya ng chess board”
“Yes, particularly chess”
“Yes, I played snake and ladder and chess”

Furthermore, for question number four, can mathematics be incorporated into board
games, they will have a good feature or it can help the students to improve their performance.
Here are the actual statements of the respondents:

“Yes, I think it possible”

“Yes po, dahil sa tingin ko po makakatulong ito sa amin upang mas lalo naming
maintindahan”
 “Oo, dahil ang math applicable naman sa lahat kaya sa tingin ko ito ay possible”
“Yes po”

Lastly, the student’s chance to playing a board game with a mathematical twist to test
their critical thinking in mathematical situation problems. When to simplify problems and
patterns of rules in mathematics problems. All students-respondents will approve of saying
"yes," so here are the actual statements of the respondents:
“Yes, I’m to play the game”
“Yes po, pwede ko po siya laruin”
“Yes, willing po ako”
“Yes”
“Yes, lalaruin ko po at sa tining ko maganda naman at parang makakatulong sa
akin”
These statements and testimonies will not only be considered qualitative findings to
support the quantitative findings of the study but will also be the basis for enhancing and
improving the performance of students in their classes in mathematics subjects.

3.3 The Level of Interest of Students After the Utilization of MathVenture on Board
A congruent math interest inventory checklist was given to the students. The general
weighted mean and standard deviation were determined using descriptive analysis. See Table 6
for the level of interest of students after the utilization of MathVenture on Board.

Based on the findings of the descriptive analysis, the general weighted mean and
standard deviation are derived for each grade level to access how interested students were in
solving four (4) areas of Mathematics which are; (1) Number and Number Sense, (2)
Measurements, Patterns and Algebra, (3) Geometry, (4) Statistic and Probability prior to the
utilization of MathVenture on Board game-based learning material. Based on the math interest
inventory checklist interpretation, the overall descriptive interpretation for Grade 7 (GWM =
4.48, SD = 0.18) is “Strongly Agree”, for Grade 8 (GWM = 4.78, SD = 0.28) is “Strongly
Agree”, and the Grade 9 (GWM = 4.60, SD = 0.27) is “Strongly Agree”. While for Grade 10
(GWM = 4.58, SD = 0.41) is “Strongly Agree”.
3.4 Qualitative Data of the Study: Respondents Testimonies After the Utilization of
MathVenture on Board
The researcher prepared five questions for after the utilization of the game-based
learning material in mathematics education, MathVenture. This is for the researcher to
determine how students experience problem solving in mathematics while playing the game
and if the game can be used in learning materials for mathematics.
The students-respondents have different aspects for question number one. which part of
the game feature was the best in MathVenture on Board that they experienced with enjoyable
and active participants. Here are the actual statements of the respondents:

“The equation and questions”

"My favorite feature of the game is the part where I boost my brain and also my
knowledge."
“The MDAS part of problem solving”
“To solve with my classmate, we have collaboration”

The students say that most interesting part of the game is answering the question
because they feel nervous but they enjoy the game. Here are the actual statements of the
respondents:

“Kapag nagsasagot sa mga tanong nakaka enjoy at nakakaba dahil sa punishment

na mangyayari pag hindi nasagot yong tanong”
"Yong pagtutulong po namin at gagawin naming lahat para manalo"
“Kapag nag sasagot sa mga equations para manalo sa laro”

In question number three, the students agree that they enjoy the game. When solving
the equation problems. Here are the actual statements of the respondents:

“Yes, nag enjoy po ako sa laro”

“Yes, Pagsosolve po ng math kasi ang daming bagong knowledge na natutunan
sa paglaro”
“Yes, nakaka enjoy po yong laro lalo na pagsasagot kana sa mga given problem
na nasa cards”
“Yes, enjoyable po siya lalo na yong sa punishment pag nag kakamali yong
opponents”

The students-respondents they have encountered difficulties on the question number

four, while playing the game they experience confused the given problems, Like PEMDAS,
MDAS and sign of every numbers. Here are the actual statements of the respondents:
 “Meron po, yon nga po pagdating doon sa mga sign ng mga numbers kaya palagi
akong nag kakamali sa sagot ko”
“Yes, kagaya ng mga tanong na pinag-aaralan naming noon pero limot na ako
ngayon”
“Yes po, sa problem solving po”
“Opo, sa pag sasagot ng mga question o problem”

Lastly, after the utilization of the game-based learning material in mathematics

education, MathVenture on board. All students-respondents said that the game was useful in
the question number five, mathematics learning can be adopted with the game, help students
gain and boost their knowledge. Here are the actual statements of the respondents:
“Mas magiging magaling po sa pag sosolve sa paglalaro ng game na yan at
mapapalawak pa ang learning capacity namin”
“Nalilito po ako minsan sa mga sign ng mga numbers po yong negative at
positive po, pero natutunan ko na ngayon ko na sila sa pamamgitan ng paglalaro
ng MathVenture on Board”
“Yong napapratice yong utak namin na hulaan at isolve yong tamang sagot at
yong mga tanong na pinag-aralan namin”
“Masmatuto pa kung paano mag solve ng math lalo ng yong may pemdas at iba
pang rules ng math problem”

These statements and testimonies will not only be considered qualitative findings to
support the quantitative findings of the study but will also be the basis for enhancing and
improving the performance of students in their classes in mathematics subjects.

3.5 Difference on the Level of Interest of the Students Before and After the Utilization
of MATHVENTURE ON BOARD
The researchers determine the difference on the level of interest of the students before
and after the utilization of the MathVenture on Board. See Table 7 for the difference on the
level of interest of the students before and after the utilization of MathVenture on Board.
Based on the findings of the descriptive analysis, the general weighted mean of the level
of interest of the students before the utilization of MathVenture on Board is 3.91 or “Neutral”
and the standard deviation is 0.31 while the general weighted mean of the level of interest of
the students after the utilization of MathVenture on Board is 4.61 or “Strongly Agree” and the
standard deviation is 0.20. Therefore, the difference between the general weighted mean of the
level of interest of the students before and after the utilization of the MathVenture on Board is
0.69 and the standard deviation is 0.35 which implies that after the utilization of the proposed
game, the level of interest of the students increased and the game helps the students to become
active in mathematics subjects.

3.6 Inferential Analysis and Interpretation of the Mean Score of the Level of Interest of
Students Before and After the Utilization of MathVenture on Board
Based on the Math Interest Inventory Checklist Interpretation, the overall descriptive
interpretation before the utilization of MathVenture on Board (mean = 3.91, SD = 0.35)
“Agree” while after the utilization of MathVenture on Board (mean = 4.61, SD = 0.20)
“Strongly Agree”. This indicates that the proposed game-based learning materials had an
impact on students’ interest in solving four (4) areas of Mathematics which are; (1) Number
and Number Sense, (2) Measurements, Patterns and Algebra, (3) Geometry, (4) Statistic and
Probability. The quantitative data of the study were further analyzed and interpreted using
inferential statistics, specifically the t-test for dependent groups, see the table 8 for inferential
summary result.
Based from the computation, at 95% confidence level the computed t-value is 6.221 greater
than the critical value of 1.83. Thus, the null hypothesis has to be rejected. Therefore, there is
significant difference to the mean score of Before and After the utilization of MathVenture on
Board. The proposed game-based learning material were effective on increasing the interest
level of students in solving four (4) areas of Mathematics which are; (1) Number and Number
Sense, (2) Measurements, Patterns and Algebra, (3) Geometry, (4) Statistic and Probability.

4.0 Comments/suggestions of the expert in the Proposed Game-Based Learning

Material

The comments and suggestions of experts were also determined during the utilization
process of the proposed game-based learning material, MathVenture on Board. The experts
were able to see how the children played the game MathVenture on Board and identify any
problems they had. The feedback of the experts will be used to modify the game. Feedback is
information that is offered to someone to assist them better their performance, product, etc. It
can also be constructive criticism (Britannica Dictionary, 2023). See table 9 for the comments
and suggestions of experts.

Table 9
Summary of Comments and Suggestions of the Expert
Parameters Qualitative Findings
Content Quality Make a unique deck of cards with questions and problems that
have previously been discussed for each school level.
Instructional Quality Make a video guide that explains how to operate the game.
Technical Quality Increase the size of the game board so that more players can
participate.

Regarding the content quality, the expert suggested that there should be a different set
of cards for each grade level that have been previously discussed specially for grade 7 students
since they haven't yet run into the kinds of problems and questions that students in grades 8
through 10 do. The expert also praises the material by pointing out that it is appropriate
gamebased learning material for secondary students on raising their interest level in learning
the four key areas of mathematics: (1) Number and Number Sense, (2) Measurements, Patterns,
and Algebra, (3) Geometry, and (4) Statistics and Probability. Regarding the instructional
quality, the expert says it is advisable to create a video guide that shows how to play the game,
fully comprehend its mechanics, and use the strategies required to win the game. In terms of
technical quality, the expert recommended making the game's board larger so that more players
can play and so that their interest in studying mathematics will improve. Additionally, they
stated that a larger board may be used for an innovative game prior to the discussion.

CONCLUSION AND RECOMMENDATION

Certain math-related cards and board games to enhance collaboration and social skills, which
makes them entertaining, difficult, and motivating. It also encourages student with
problemsolving skill, critical thinking skill, and decision-making. It may be played
cooperatively with peers and has a single objective having players correctly answer the
equations on the card it promotes pleasant competition among students. Therefore, this method
of learning offers new opportunities to support and improve collaboration through engaging
students in various activities across various places and contexts (West, 2013). Furthermore, the
proposed gamebased instructional material in this study has the potential to address the
difficulty of learners in the fundamentals of mathematics. It enhances the skills of learners
solving in four (4) areas which are; (1) Number and Number Sense, (2) Measurements, Patterns,
and Algebra, (3) Geometry, (4) Statistic and Probability for solving an equation.
 REFERENCES

(Allan B. I. Bernardo, Contrasting Profiles of Low-Performing Mathematics Students in

Public and Private Schools in the Philippines: Insight from Machine Learning. Retrieved from
, 2022)

(Bernardo, e. a. (2022). Contrasting Profiles of Low-Performing Mathematics Students.

ERIC - Search Results. (n.d.).
https://eric.ed.gov/?q=source%3A%22American+Journal+of+Play%22
Ferreira, e. a. (2014). Mathematics for all: A game-based learning environment for visually
impaired students. Retrieved from ieeexplore:
https://ieeexplore.ieee.org/abstract/document/7044493/authors#authors
Hilliard, e. a. (2017). https://eric.ed.gov/. Retrieved from Eric:
https://eric.ed.gov/?id=EJ1209984
Nurs. (2019). An overview of the qualitative descriptive design within nursing research.
Journal of Research in Nursing.
Setyaningrum, A. &. (2022). Conference Proceedings. Retrieved from
https://aip.scitation.org/doi/abs/10.1063/5.0107882
SHARMA, S. &. (2017). STUDENTS’ ATTITUDES TOWARDS LEARNING
MATHEMATICS: IMPACT OF . Retrieved from
https://files.eric.ed.gov/fulltext/EJ1149612.pdf

Spring. (2015). Game based-learning. In Instruction Section .

Su, T., Cheng, M., & Lin, S. (2014). Investigating the Effectiveness of an Educational Card
Game for Learning How Human Immunology Is Regulated. CBE- Life Sciences
Education, 13(3), 504–515. https://doi.org/10.1187/cbe.13-10-0197
Tenny, e. a. (2022). National Libraty of Midecine. In e. a. Tenny, Qualitative Study.
 APPENDICES
Appendix 1: Evaluators

Sample validated research instruments by Evaluators

Appendix 2: Summary Results for Content Validity of Evaluators

Summary Result for Content Validity of Evaluators

Summary
Result
% of % of % of
Evaluated Instruments Approved Revised Deleted
Indicators Indicators Indicators
Tool for Level of Interest
Before 85% 18% 0%
After 65% 36% 0%
Sub Mean %: 74% 27% 0%
Tool for Level of Acceptability
Content Quality 77% 13% 0%
Instructional Quality 73% 10% 0%
Technical Quality 73% 20% 0%
Sub Mean %: 74% 14% 0%
General Mean %: 74% 21% 0%
Appendix 3: Reliability Test Appendix 5: Research Instrument for Level of Acceptability

Appendix 4: Communication Letter

Appendix 6: Data Gathering

 Appendix 7.0: Grade 7 Documentation Before and During the Game

Documentation Before the Utilization of Game (May 11, 2023)

Documentation During the Utilization of Game (May 11, 2023)

Appendix 7.1: Grade 8 Documentation Before and During the Game

Documentation Before the Utilization of Game (May 11, 2023)

 Documentation During the Utilization of Game (May 11, 2023)

Appendix 7.2: Grade 9 Documentation Before and During the Game

Documentation Before the Utilization of Game (May 11, 2023)

Documentation During the Utilization of Game (May 11, 2023)

 Appendix 7.3: Grade 10 Documentation Before and During the Game

Documentation Before the Utilization of Game (May 10, 2023)

Documentation During the Utilization of Game (May 10, 2023)

Appendix 8: Level of Interest of Students Before the Utilization of the Proposed Game of
the Study

Grade 7
Grade 8

Grade 9

Grade 10
Appendix 9: Level of Interest of Students After the Utilization of the Proposed Game of
the Study

Grade 7

Grade 8

Grade 9
 Grade 10
Grade 7

Appendix 10: Grade 4-6 Documentation After Conducting the Game Appendix 11:

Descriptive Analysis on the Level of Interest of Students After the Utilization of the
Proposed Game of the Study (Summary Results)
 .

Appendix 12: Treatment Computation of T-test Dependent Groups (Paired or Correlated

Samples)
Table 6 Descriptive Analysis on the Level of Interest of Students After the
Utilization of the Proposed Game of the Study

n=25
Appendix 13: Mechanics of the Game