Improving Conceptual Understanding of Basic Math Operation through Customized Board Game | Back
June 05, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2023 |
| Year Completed: | 2023 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Dagupan City |
| Locale of the Study: | Dagupan City |
| Research Status: | Completed |
| Research Type: | Action Research |
| Year Completed: | 2023 |
| Cite Research (APA): |
Abstract:
This study aimed to improve the conceptual understanding of basic math operations through a customized board game and assess its impact on the learning outcomes of the experimental group compared to a control group. The study utilized a pretest-posttest control group design to establish a casual relationship between the board game intervention using a board game material and changes in the performance of grade 2 pupils in multiplication.\r\n\r\nA cohort of 32 pupils from Federico N. Ceralde Integrated School participated in the study, with 16 pupils randomly assigned to the experimental group and 16 to the control group. The experiment involved administering a pretest to both groups, implementing group, and using traditional teaching methods with the control group. Pretests were administered to both groups, and after six sessions, posttest were administered to evaluate the improvement in their multiplication skills. the results were then compared to determine any improvement between the pretest and postest scores, as well as the posttest scores of the experimental group compared to the control group.\r\n\r\nThe results of this study showed that the use of a customized board game, specifically snake and ladders game, was effective in improving the multiplication skills of grade 2 Topaz pupils. The experimental group, which utilized the board game intervention, had a higher mean difference in pretest and posttest scores compared to the control group, which received traditional teaching. The mean difference between the two groups was calculated to be 3.68, but the t-value of 1.577 did not reach statistical significance at the 0.05 level. Therefore, it can be concluded that the board game intervention did not have a significant effect on learning outcomes. However, it is important to consider potential positive reasons for this result, such as similar baseline performance feedback, and long-term effects.\r\n\r\nWhile the quantitative results did not show a significant improvement, the study highlights the potential benefits of incorporating board games in educational practices. It is important to consider the qualitative feedback from participants in the experimental group. Even if the qualitative results did not demonstrate significant improvements, the participants\' subjective experiences and perceptions of the board game intervention could provide valuable insights. By taking their feedback into account, educators can gain a deeper understanding of the intervention\'s impact on he participants\' earning experiences and make informed decisions regarding implementation.\r\n-M.T. Abalos
Keywords: No provided keywords
This study aimed to improve the conceptual understanding of basic math operations through a customized board game and assess its impact on the learning outcomes of the experimental group compared to a control group. The study utilized a pretest-posttest control group design to establish a casual relationship between the board game intervention using a board game material and changes in the performance of grade 2 pupils in multiplication.\r\n\r\nA cohort of 32 pupils from Federico N. Ceralde Integrated School participated in the study, with 16 pupils randomly assigned to the experimental group and 16 to the control group. The experiment involved administering a pretest to both groups, implementing group, and using traditional teaching methods with the control group. Pretests were administered to both groups, and after six sessions, posttest were administered to evaluate the improvement in their multiplication skills. the results were then compared to determine any improvement between the pretest and postest scores, as well as the posttest scores of the experimental group compared to the control group.\r\n\r\nThe results of this study showed that the use of a customized board game, specifically snake and ladders game, was effective in improving the multiplication skills of grade 2 Topaz pupils. The experimental group, which utilized the board game intervention, had a higher mean difference in pretest and posttest scores compared to the control group, which received traditional teaching. The mean difference between the two groups was calculated to be 3.68, but the t-value of 1.577 did not reach statistical significance at the 0.05 level. Therefore, it can be concluded that the board game intervention did not have a significant effect on learning outcomes. However, it is important to consider potential positive reasons for this result, such as similar baseline performance feedback, and long-term effects.\r\n\r\nWhile the quantitative results did not show a significant improvement, the study highlights the potential benefits of incorporating board games in educational practices. It is important to consider the qualitative feedback from participants in the experimental group. Even if the qualitative results did not demonstrate significant improvements, the participants\' subjective experiences and perceptions of the board game intervention could provide valuable insights. By taking their feedback into account, educators can gain a deeper understanding of the intervention\'s impact on he participants\' earning experiences and make informed decisions regarding implementation.\r\n-M.T. Abalos
Keywords: No provided keywords
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