Chapter 3

RESEARCH METHODOLOGY

This section presents research design, the research locale, the

respondents, and the data gathering procedure, the research

instrument, and the statistical tools used.

Research Design

This study aims to investigate the effectiveness of interactive math

games in enhancing problem-solving skills among high school

students.

Utilizing a mixed-methods research design, this study will involve a

comparative analysis between an experimental group, which will

engage in interactive math games, and a control group, which will be

taught using traditional teaching methods. The research will collect

quantitative data through pre-tests and post-tests to measure

improvements in students' problem-solving abilities, along with

qualitative data from student surveys and interviews to gauge

perceptions regarding engagement and motivation in mathematics. By

employing this comprehensive approach, the study seeks to determine

the impact of interactive math games on critical thinking, decision-

making skills, and overall academic performance in mathematics,

thereby aiming to provide insights for educators on effective

pedagogical strategies

In the research design for "Exploring the Effectiveness of Interactive

Math Games in Developing Problem-Solving Skills in High School

Students," both quantitative and qualitative data will be utilized to

provide a comprehensive understanding of the research objectives.

Quantitative Data

The quantitative data will involve measurable and objective

assessments of students' problem-solving skills before and after the

introduction of interactive math games. This data will be collected

through standardized pre- and post-tests that assess students’ abilities

in areas such as logical reasoning, critical thinking, and computational

skills. Additionally, surveys will be administered to quantify students'

engagement levels and perceptions regarding the effectiveness of

math games. Statistical analyses will be conducted to determine the

significance of any observed changes in scores, using techniques such

as t-tests or ANOVA to compare the performance of students who

engaged with interactive games against those who participated in

traditional math instruction.

Qualitative Data

The qualitative data will focus on gathering in-depth insights into

students’ experiences and perceptions while using interactive math

games as a learning tool. This will be achieved through semi-structured

interviews and focus group discussions, allowing students to express

their thoughts on how these games impact their problem-solving

abilities, motivation, and overall attitudes towards mathematics. The

qualitative data will be analyzed thematically, identifying common

patterns and sentiments in student feedback, which will complement

the quantitative findings and provide a richer understanding of how

interactive math games influence learning outcomes.

By employing both quantitative and qualitative data, the study aims to

create a robust and nuanced picture of the effectiveness of interactive

math games in enhancing problem-solving skills among high school

students

Research Locale

This research was conducted in the Balubal National High School in

Cagayan de Oro City during this academic year 2024-2025. It is one of

the public schools in the Division of Cagayan de Oro, East II District. It

is located in Barangay Balubal, Cagayan de Oro City, the school has 20

sections; four sections from grade 7, four from grade 8, four from

grade

9, four from grade 10, two section from grade 11 and grade 12 senior

high school.

Sampling Design

The researcher used a purposive sampling design in the study. In

choosing the single grade level out of six sections, the researchers let

the

six advisers pick one of the six folded papers wherein the two of it has

numbers one, two, three, four and five, and the other paper is a blank

one. For the adviser who got the blank paper, it means that his\her

section is not included as respondents in the study.

The Respondents

The respondents of the study were the high school students who

were officially enrolled for this academic school year 2024-2025. There
are 4 sections Junior High and 2 section each Senior High in this school,

this school is composed of 735 students. Each Grade level students

were used in the study. To get the experimental and control group, the

Researcher made a Problem Solving Methods to determine the

capacity of the students in terms in problem solving. As a result, Senior

High School level was the experimental group who underwent the

intervention; while Grade 10 was the control group in this study. This

Grade level is purposely chosen by the Researcher to test the efficacy

of the student engagement through Game Based Learning strategy in

improving the problem solving skills of the students particularly in

Pedagogical strategies effectively. The critical thinking and problem

solving tactics are purposely chosen by the Researcher because it is

observed by the Researchers that students really find difficulty in

expressing their skills using the Pedagogical strategies as well as their

problem solving skills. The researcher aims to improve their problems

solving skills of the students.

Research Instrument

The instrument for the pre-test and post-test was adapted from

University of Chicago consortium on School Research(2016) of David

W. DeAngelis.
 For the intervention, the experimental group underwent varied

activities for the pre-during-post reading. The paper of the students

was checked by the student- researcher and was returned to the

students. Discussion of answers followed. There

were High School students reading selections used for pre-during-post

reading which involved varied activities to improve the understanding

problem, revising a plan, carrying out a plan. The intervention was

administered for three (3) consecutive weeks. Then, the post-test

activity was conducted.

Data Gathering Procedure

The following steps were undertaken in obtaining the data required

to satisfy the requirements of the experiment. Initially, the researcher

sought the approval of the teacher. The researcher requested a letter

of recommendation from the Principal of Balubal National High School,

Cagayan de Oro City. The approved permit to the principal of the

prospect schools. A waiver of consent was presented by the researcher

to the participants

requesting their full participation in the study. The waiver also

contained an agreement that the responses of the respondents would

be kept confidential. The researcher then got the respondents using

stratified sampling design. The researcher informed the respondents of

the objectives of the study. The data gathered would provide some
questionnaires to foster students' proficiency in Problem-Solving

Skills. Prior to the experiment, all participants were given an

orientation on February 20-21 covering such areas; the activities

during the pre-during-post test, understanding the problem, devising a

plan, and carrying out the plan.

In the actual class of the respondents, the problem solving test will

be given on February 23, 2025, followed by a pretest for February 25,

2025.

Intervention. A timetable is set for the implementation of the lesson in

connection with the understanding the problem, devising a plan, and

carrying out the plan. The survey were based on the researcher

selected questionnaire from DepEd Modules in Matatag Curriculum.

Post tests were administered after the intervention. Scores of the

pretest and posttest were compared to measure the effectiveness of

the intervention.

Scoring Procedure

The evaluation of students' problem-solving skills in this study

involved the use of a systematic and objective scoring procedure. The

following steps outline the specific criteria and methods employed to

assess both the pre-test and post-test results.

A. Scoring for Understanding the problem

Points Interpretation

4 points Exemplary

3 points Proficiency

2 points Satisfactory

1 point Needs Improvement

B. Devising a Plan

Points Interpretation

4 points Exemplary

3 points Proficiency

2 points Satisfactory

1 point Needs Improvement

C. Carrying Out the Plan

Points Interpretation

4 points Exemplary

3 points Proficiency
 2 points Satisfactory

1 point Needs Improvement

Total Scoring:

Each dimension is scored on a scale of 1 to 4, resulting in a

maximum

possible score of 16 points for each student on the problem-solving

test. The total scores are categorized as follows:

Excellent (13-16 points)– Demonstrates a high level of proficiency in

problem-solving skills.

Above Average (9-12 points) - Shows a good understanding with

some

areas needing improvement.n

Average (5-8 points) – Displays basic problem-solving skills but

requires additional support.

Poor (1-4 points) – Lacks foundational problem-solving skills.

Statistical Tools Used

The analysis of data involved descriptive methods. The following

Statistical treatment was used to answer the problem.

Problem 1: The mean was calculated to determine the English

proficiency levels of the students between the control and

experimental groups during both the pre-test and post-test

assessments. This measure provides an average score that gives

insight into the overall performance of each group.

Problem 2 & 3: The T-test was employed to ascertain the significant

difference in the pre-test and post-test scores of both the control group

and the experimental group. This statistical method allowed for the

comparison of means to evaluate if the intervention had a statistically

significant impact on the students proficiency. Specifically:

- Independent Samples T-Test: Used to compare the pre-test scores of

the

Control group and the experimental group to understand any baseline

differences before the intervention.

- Paired Samples T-Test: Used to evaluate the differences between pre-

test and post- test scores within each group to determine the effect of

the intervention.

Problem 4: Descriptive analysis was utilized to summarize the

findings and provide an

overview of the data collected. This analysis helped in interpreting the

results and in designing learning modules based on the research

findings. These statistical tools were essential in measuring the impact

of the intervention on the English proficiency of the students and

provided meaningful insights for educational improvements.