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LARANGAN NG DIGMAAN SA MATEMATIKAMathematics Game Showcase
An entry to the First Regional Secondary Mathematics Patiribayan Festival 2011D. Q. Liwag National High School, Vinzons,Camarines Norte
November 11-12, 2011
Presented by:
Zabala, Ericka Samantha M.Elaga, Marc Neil S.
Rowena F. ZamudioCoach
Basud National High School
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ACKNOWLEDGEMENT
It is the desire of the proponents to extend their warmest gratitude to the inspiring
mentors who have impressive contribution in prolific making of this project, in one way shown
munificent assistance and support.
Foremost to Mrs. Rowena F. Zamudio, their coach, for their indispensable support in
giving suggestion on the content on this manuscript, for her advises and additional ideas
extended in the realization of the game showcase.
To Mr. Roger Carrido, the principal II of Basud National High School, for his
encouragement.Moral support, and for giving the proponents chance to join this competition.
To Mr. Christopher Talla, for allowing the proponents using the computer laboratory
during vacant time.
To their parents and friends, who were always there to support and cheer during their
hectic moments while doing this difficult product.
Above all, to the Almighty God for giving them strength, knowledge, courage and
determination in doing this research work.
The Proponents
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ABSTRACT
Mathematics IV particularly quadratic functions find doom and difficult to understand bysome students. Some are passive because they do not have an interest on the topic. Also, theyfeel boredom on the subject because of its complexity. To capture and arouse their interest
thus, a mathematical game showcase named Larangan ng Digmaan sa Matematika is made bythe project proponents. The game generally aims to enhance the skill of the students in solvingproblems involving Quadratic Functions. It also develops logical, critical and analytical thinkingskills and formulating strategies and tactics to be able to win. The focus of this game is to testthe memory and skills in making techniques, and familiarization within the important formulas ofmathematics and managing time in solving question. To test the effectiveness and acceptabilityof the game, survey questionnaire and test question were used. The results were subjected tostatistical analysis to determine its degree of acceptability and effectiveness. The developmentin their achievements and increase the attention level were noted based from the result of thedegree of acceptability and effectiveness of Larangan ng Digmaan sa Matematika. Proponentsconcluded that the students find mathematics in exciting and interesting way of learning whenusing the game showcase Larangan ng Digmaan sa Matematika.
The game was given to the selected fourth year Students who had taken Mathematicsas one of their major subject in Basud National High School to know whether Larangan ngDigmaan sa Matematika really helps and improves the learning of the students about the ideaon quadratic function. The statistic technique used in gathering data was Sample Size whichmeans only few students were given a chance to use it. Based from the survey 44 out of 435students preferred to use it since it is interesting and easy to play. Finally the students areencouraged to explore more projects related to the game since it was only a result of thecreative imagination of their fellow students they said that Larangan ng Digmaan sa Matematikais an effective game in studying lessons in quadratic functions. Most of them gave positivecomments about the game.
Setting the level significance at 5% with degrees of freedom of 43 the computed value is32.8 which is greater than the critical value which is 2.45, it is therefore conclude that reject the
null hypothesis and accept the alternative hypothesis which states that Larangan ng Digmaansa Matematika is an effective and acceptive tool in learning, motivating and enhancingmathematical skills.
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TABLE OF CONTENTS
PAGE
Title i
Acknowledgement
Abstract
Table Of Contents
Chapter I
INTRODUCTION
y The Situationer
y Objectives of the Study
y Research Questions
y Hypotheses
y Significance of the Study
y Scope and Delimitations
y Definition of Terms
Chapter II
THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE AND
CONCEPTUAL FRAMEWORKS
y Theoretical Assumptions
y Conceptual Framework
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y Review of Related Literature
y Review of Related Studies
Chapter III
METHODOLOGY
y Materials
y Tools and Equipment
y Preparation of the Game
y How to Play
y How to Win
y Determining the Sample Size
y Sampling Design and Techniques
y Research Instruments
y Validity of the Instruments
y Data Gathering Method
y Statistical Treatment
Chapter IV
RESULTS AND DISCUSSIONS
Chapter V
SUMMARY AND CONCLUSIONS
Chapter VI
RECOMENDATIONS
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APPENDICES
A. Pictorials
B. Cost Analysis
C. Duration and Schedule of Activities
D. Pre-Test Questionnaire
E. Post Test Questionnaire
F. Answer Key
G. Pre-Test/Post Test Interest Questionnaire
H. Permission to Conduct the Research
I. Regional Achievement Test Mastery Level of Learning Competencies in
Mathematics IV SY 2011-2012
BIBLIOGRAPHY
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CHAPTER I
INTRODUCTION
THE SITUATIONER
Imagine our life without Mathematics, can we live without it? Mathematics is the
study of quantity, space, structure and change. It is a fundamental subject which has
many applications in the real world. It means knowledge, study and learning.
Mathematicians formulate patterns and formulas to resolve the truth or falsity of
conjectures by mathematical proofs. Its been also a good friend and help for the
advancement of technology. Indeed, it has a big use and occupied a big space in our
daily life.
Mathematics is needed especially in solving and analyzing a problem. It is
needed by learners to be able to solve mathematical problems with such confidence and
with no single worry. But many students find that mathematics is very difficult and
worrisome. Because many formulas must be analyzed carefully and many calculations
must be solved perfectly which requires more extorting of minds and more must sittings.
Also more students consume a lot of time in solving a particular problem. Students must
take a part actively. Interest must be build-up. A mathematical showcase can be a great
solution in helping and aiding the students with this type of difficulty.
Students need a motivating factor so that they will love this subject and
appreciate it. Some teachers say that to teach mathematics is difficult for them because
some students are inactive and treat this subject as their enemy and they come to class
because they want to pass the subject. And so math games are important in learning the
subject because this will create fun and when students are having fun they will open
more to learning and keep doing whatever theyre doing.
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Playing math games can build comprehension of concepts, enhance memory
and speed up students mental ability.
From these reasons, the proponents decided to designed Larangan ng
Digmaan sa Matematika a mathematical game showcase to help and promote students
better understanding and analyzing important skills in mathematics such as analyzing,
visualizing, solving and socialization skills. It is a question and answer approach, thereby
showing the students to do reflective and quick thinking but with accurate answer and
has confidence as they answer the questions and the given problems.
OBJECTIVES OF THE STUDY
The proponents have come up with the following objectives:
1. To enhance the ability and competency in answering mathematical questions on
quadratic functions of the students;
2. To enhance and develop the analytical, logical and critical thinking of the
students;
3. To change insights about mathematics from doom and dull subjects into a
subjects of enlightenment and enjoyment of the students: and
4. To give a great way of spending their leisure time in a useful and educational
manner to the students.
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RESEARCH QUESTION
The study aims to determine the degree of effectiveness and acceptability of the
game in developing knowledge in quadratic functions of fourth year students of Basud
National High School during the school year 2011-2012.Specifically, it sought to answer
this question:
Is there any significant difference in the skill and ability of the students before and
after playing this game showcase?
HYPOTHESES
Null Hypothesis:
Larangan ng Digmaan sa Matematika is not an effective and accepted tool in
learning, motivating and enhancing mathematical skills.
Alternative Hypothesis:
Larangan ng Digmaan sa Matematika is an effective and accepted tool inlearning, motivating and enhancing mathematical skills.
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SIGNIFICANCE OF THE STUDY
This study is deemed important and to offer significant contributions to school
administrators, teachers, students, researcher, and future researchers in education.
As for the students, They may be able to learn the concepts and application of
mathematics, thus they will develop within themselves cling towards the subjects and at
the same time they will experience fun. They will fill in their quest for enjoyable and
educational activity. It is one of the best and exciting ways of enhancing the level of
knowledge in the field of mathematics.
As for the teachers, They can deliver their lessons easily and effectively. They
will catch the attention of their student and they will be able to understand the lessons.
As for the school administrators, The outcome of this study can be the bases
of their administrative decisions, it can be a basis in creating intervention plans and
measures for the improvement of achievements of the learners.
As for the proponents, This study will help them in their endeavour to pursue
dreams and aspirations. This will make their more eager to improve their knowledge and
learnings and develop interest in the mathematical concept.
This study will serve as an introduction to future researchers and encourage
them to conduct related studies based from the findings and recommendations that will
be drawn by the researchers.
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D. Military Forces (Militia) - the pieces or the character in the game that has
different level.
1. General -
2. Colonels -
3. Tanks -
4. Air Forces -
5. Soldiers -
E. Military Territory- area of a fighter.
F. Battle Field- interesting and exciting area where the mathematical questions
is hidden.
G. Hidden Mathematical Questions- questions needed to solve by the player
with in one minute in order to increase the level of the militia.
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CHAPTER II
THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE,
RELATED STUDIES AND CONCEPTUAL FRAMEWORK
THEORETICAL ASSUMPTION
This study is based from thetheory of experiential learning by David Kolb
according to himExperiential learning requires no teacher and relates solely to the
meaning making process of the individual's direct experience. However, though the
gaining of knowledge is an inherent process that occurs naturally, for a genuine learning
experience to occur, there must exist certain elements.
Also he elaborated that, knowledge is continuously gained through both personal
and environmental experiences. He states that in order to gain genuine knowledge from
an experience, certain abilities are required:the learner must be willing to be actively
involved in the experience;the learner must be able to reflect on the experience;the
learner must possess and use analytical skills to conceptualize the experience; andthe
learner must possess decision making and problem solving skills in order to use the new
ideas gained from the experience.
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REVIEW OF RELATED LITERATURE
According to Ruth Parker Math games can be wonderful source for developing
mathematical source for developing mathematical reasoning while practicing and
constantly playing it. Repeatedly playing mathematical games support student learning
and deepens understanding. She said Parents often ask me to recommend some good
games that encourage math play at home.
Also,
RELATED STUDIES
In the study on the effectiveness of Mathematics Game Showcase entitled Contra
CartasNumero which conducted at Basud national High School Basud, Camarines Norte by
Jan Mark De Vera, Kimberly Mojico et al, Fourth year students of Basud National High School,
SY 2010-2011, the analysis of the data gathered showed that the said game showcase was
proven to be effective in acquiring the necessary skills needed by the students and stands on
the idea that students can learn by themselves if given the proper motivation. Furthermore, the
said game proved that mathematics is actually challenging and enjoyable by the addition of thrill
and excitement features.
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CONCEPTUAL FRAMEWORK
Below is the illustration of the dynamics of the study.
To increase the thinking
skills and Interest ofthe
students
LaranganngDigmaansaMatematika
(A mathematical game
showcase)
Transform the bad insights
about mathematics into a
subject ofenrichment and
en o ment
Inde endent variable Dependent variable
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The diagram shows the conceptual framework in which the study is base. It is a cause
and effect relationship between the Independent variable, which is the mathematical game
showcase, and the dependent variable, which are to increase the thinking skills and interest of
the students and transform the bad insights about mathematics into a subject of enrichment and
enjoyment.
CHAPTER III
METHODOLOGY
A. MATERIALS AND EQUIPMENT
Materials needed in making the board:
CARPENTRY
Quantity Unit Description
1 Piece 1 plywood
Kilo One half inch nail
14 Piece 3/2 inch Hinges
6 Piece Locks
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PAINTINGS
TO
OL
S
AN
D
EQ
UIP
ME
NT:
Screwdriver Chisel Pencil
1 Piece Holder
2 Piece Sand paper
Quantity Unit Description
2 Piece Green filth paper
1 Piece Blue filth paper
1 Piece Paintbrush
1 Piece (60cc) Blue paint
1 Piece (60cc) Black paint
1 Piece (60cc) Red paint
1 Piece (60cc) Whitepaint
2 Piece (60cc) Brown paint
20 Piece Military soldiers
4 Piece Tanks
4 Piece Air force
Piece Cardboard
1 Piece Roll masking tape
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Cutter Glue Steel saw
Ruler Hammer Pliers
Scissors Saw Glue stick
B. PROCEDURE :
1.How to make the board:
1
1
3
3
2
11
1 cm
25
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A. RULES :
1. The player will decide which of the militia will move whether horizontally,
vertically or diagonal. Only one step forward is allowed to take by the militia.
2. Once the militia reaches the battlefield, there is no way for turning back.
3. The militia can only move backward when they are in their own territory however
it is for emergency purpose only and they can only do it thrice.
4. Once the militia stops into the hidden mathematical question, the player needs to
solve the problem within 1 minute. And if the player didnt answer the problem
immediately, the level will remain as is.
25
21
1
21
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5. As soon as the militia accidentally halts at a bomb, automatically it will be out of
the game.
6.If the remaining piece is the one who will
B. How to Play
1. Each player will throw the dice. The dice is numbered 1-3. The player who gets
the highest point will take the first move.
2. First player will throw the dice to determine how many steps of the militia to be
moved. The player will decide which of the militia will move whether horizontally,
vertically or diagonal. Only one step forward is allowed to take by the militia.
3. The second player will do the same procedure. Once the militia reaches the
battlefield, there is no way for turning back.
4. The militia can only move backward when they are in their own territory however
it is for emergency purpose only and they can only do it thrice.
5. Within the battlefield there are some hidden question composed of one
mathematical equation and bombs. Once the militia stop into the hidden
mathematical questions, its level can increase or decrease depending on the
given mathematical question.
6. As soon as the militia accidentally halts at a bomb, automatically it will be out of
the game. If the militia is captured, it means that the level of the captured militia
is lower than the invader.
7. The first player who can reach the camp of their opponent will be declared as the
winner.
C. How to score
Solve the given equation, and then if the answer is correct, perform the given
operation.
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D. How towin:
1. If one of the militia reached the main camp/territory of their opponent.
2. If the general is killed.
3. If the opponent trapped another player, they will get an additional 15 points in
their level. Moreover, the player who gets the higher total of level be declared
as the winner.
E. Figures
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CHAPTER IV
RESULTS AND DISCUSSIONS
The game was given to the selected fourth year Student who had taken
Mathematics as one of their major subjects in Basud National High School to
know whether LaranganngDigmaansaMatematikareally help and improve the
learning of the students about the idea on quadratic function. The statistical
technique used in gathering data was Sample Size which means only few
students were given a chance to use it. Based from the survey 44 out of 435
students preferred to use it since it is interesting and easy to play. Finally the
students are encouraged to explore more projects related to the game since it
was only a result of the creative imagination of their fellow students they said that
LaranganngDigmaansaMatematikais an effective game in studying lessons in
quadratic functions. Most of them gave positive comments about the game.
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CHAPTER V
SUMMAMARY AND CONCLUSIONS
Based on the analysis of the data gathered, the proponents concluded
that the game showcaseLaranganngDigmaansaMatematikais one of the great
ways to break the usual chalk and board learning processes. The game
enhances the higher thinking skills of the students, heightens the interest of the
students in mathematics especially Advance Algebra.It build-ups good strategies
under the state of pressure, and ease out the bad insights that mathematics is
difficult but rather an enriching and enjoyable one.
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RECOMMENDATIONS
With the foregoing premises, this game be played and used as one of the
reinforcement of the skills the students had learned in their classroom that the
proponents strongly recommend and endorse to every member of the academe.
Beside from being a good mental teaser, it enhances students analytical, logical,
and critical thinking skills. Its the easier and meaningful way helps to teach the
subject Mathematics and at the same time appreciate the subject.
It further recommended that the battlefield can be improved and the
question can change depends on the topics and subjects.
Since this game was found to be interesting the proponents have
conclude that aside from gaining knowledge the students is also found that
enjoyable while playing this game. It enhances their memory on how to formulate
better strategies and techniques to win the game. They also developed their
camaraderie and sportsmanship.
The proponents recommend that aside from mathematics it can also be
used in all subjects and other concepts depending in what idea is wanted. This
also can help the teachers in their lesson easier than and as well as motivating
their students to be more interested in the subject.
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APPENDIX B
COST ANALYSIS
SCHOOL SUPPLIES
QUANTITY UNIT DESCRIPTION AMOUNT
3 pieces filth paper Php54.00
1 piece masking tape used
1 piece double-sided tape used
2 pieces glue stick Php12.00
CARPENTRY WORKS
QUANTITY UNIT DESCRIPTION AMOUNT
Piece plywood recycled
18 Pieces hinge Php129.00
Kilo nail Php10.00
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PAINTINGS
QUANTITY UNIT DESCRIPTION AMOUNT
60 CC green lotus paint Php18.00
60 CC black lotus paint Php18.00
60 CC brown lotus paint Php18.00
5 Pieces paint brush recycled
TOYS
QUANTITY UNIT DESCRIPTION AMOUNT
26 Pieces soldiers recycled
4 Pieces tanks recycled
4 Pieces aircraft recycled
83 Pieces artificial grass recycled
GRAND TOTAL Php259.00
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BIBLIOGRAPHY
http://www.chess-poster.com/english/chessmayne/historyofchess.htm
http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess-
570956.html#ixzz1cwPCGUpr
http://www.library.thinkquest.org/26408/feature/chesshistory.html
http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess-
570956html#ixz71cwPO6OQr
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APPENDICES
A. Sample Questionnaire
SAMPLE QUESTIONS
NAME:___________________________________ Date:__________________
YEAR & SECTION: _________________________ School:________________
Directions:
How would you rate the game according to the following criteria?
a. Effectiveness
Excellent Very Good Fair Poor
b. Durability
Excellent Very Good Fair Poor
c. Creativity
Excellent Very Good Fair Poor
d. Physical Appearance
Excellent Very Good Fair Poor
Name:___________________________________ Date:___________________________
Year & Section:___________________________ School:_________________________
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Attitude Towards Mathematics Inventory
Directions: Below are statement made by students regarding Mathematics. Read each item
carefully and indicate how truly it applies to you by writing the numbers 1, 2, 3, 4, and 5 on the
space provided before each item. The meanings of the numbers are as follows:
1 Not all true
2 Slightly true of me
3 Not sure
4 Generally true of me
5 Very true of me
____1) I enjoy my Mathematics class
____2)I feel challenged when I work with Mathematics problems.
____3) I am unable to think clearly when working with Mathematics.
____4) I enjoy going beyond the assigned work in Mathematics and I try solving more than what
is expected to me.
____5) Assignments in Mathematics motivate me to study.
____6) Solving verbal problems in Mathematics are a difficult exercise.
____7) I devote most of my time studying Mathematics.
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____8) I study Mathematics only to pass.
____9) I easily give up when I cannot solve a Mathematics problem.
____10) I always need someone to help me with Mathematics because it confuses me.
____11) I consider Mathematics to be the most difficult subject.
____12) I read several materials in Mathematics aside from the text prescribed by my teacher.
____13) I practice solving word problems in Mathematics outside the classroom.
____14) I solve only those Mathematics problems, which are necessary.
____15) I find Mathematics relevant in this decade of modern technologies.
PREPARATION OF THE GAME SHOWCASE
HOW TO MAKE THE BATTLE FIELD
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1. Measure and cut two 25 x 11
, two 25 x 8, two 23 x 8, one 21 x 21and one
25 x 23 plywood using ruler and saw. And make them smooth by using
sandpaper in the edges.
1
1
11
3
3
2
25
8
1
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21
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2. Measure
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Determine the sample size
Only Fourth Year Students of Basud National High School are included in the population size:
Formula: where:
n=
n= the sample
N= the size of population
e= the margin of error
CHAPTER IV
RESULTS AND DISCUSSION
FINDINGS
1. The results of the pre- test and post test were recorded as followed
Students No. Post Test Pre- Test Difference Diff-Mean Sq. of Diff-Mean
1 10 3 7 3.39
2 9 5 4 0.393 10 7 3 -0.16
4 10 6 4 0.395 8 4 4 0.39
6 8 3 5 1.39
7 9 7 2 -1.618 10 2 8 4.39
9 9 6 3 -0.16
10 10 7 3 -0.16
11 7 6 1 -2.16
12 8 6 2 -1.6113 10 5 5 1.39
14 9 7 2 -1.61
15 10 4 6 2.3916 10 7 3 -0.1617 9 6 3 -0.16
18 8 7 1 -2.16
19 9 5 4 0.39
20 10 3 7 3.39
21 7 5 2 -1.6122 9 8 1 -2.16
23 10 3 7 3.39
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24 10 4 6 2.39
25 8 5 3 -0.16
26 9 8 1 -2.1627 10 7 3 -0.16
28 7 6 1 -2.16
29 10 6 4 0.39
30 9 2 7 3.39
31 8 7 1 -2.1632 10 2 8 4.39
33 10 6 4 0.39
34 9 3 6 2.39
35 8 2 6 2.39
36 8 5 3 -0.1637 10 7 3 -0.16
38 7 5 2 -1.61
39 8 6 2 -1.61
40 10 8 2 -1.61
41 9 7 2 -1.6142 10 6 4 0.39
43 8 7 1 -2.16
44 10 7 3 -0.16
SUM 159MEAN 3.61
STANDARD DEVEATION
T-TEST