THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT

The Impact of Games and Modules on the Engagement and

Achievement of Grade 11 Learners in Mathematics

CINDY D. OLIVA

City of Meycauayan Vocational Senior High School

June 30, 2016

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TABLE OF CONTENTS

I. Context and Rationale……………………………………..…………………………...3

A. Research Questions…….……………………………………………...…..…12

B. Hypotheses…………………………………………………………….…….…13

C. Significance of the Study……………………………………………………...15

D. Scope and Limitations…………………………………………………………17

II. Method…………………………………………………………………………...……..19

A. Type of Research……………………………………………………………..…...19

B. Respondents and Sampling Method………………………………………...…..20

C. Instruments…..…………………….…………………….………………………..20

D. Data Collection Procedure and Ethical Considerations………………….……22

E. Data Analysis……………………………………………………………...….…....24

F. Work Plan……………………………………………………………………….….25

G. Cost Estimates…………………………………………………………………..…26

III. References……………………………………………………………………………..27

IV. Appendices…………………………………………………………………………..…30

A. Instruments …………………………………………………………………….30

B. Consent and Assent Letter…………………………………………………...50

C. Declaration of Anti – Plagiarism and Absence of Conflict of Interest…….55

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Context and Rationale

Education is vital for national development. In fact, national growth is impossible

without educating the Filipino people, Article XIV, section 2.2 and section 5.5 of the

1987 Philippine Constitution states that:

“The state shall establish and maintain a system of free public

education in the elementary and school levels… elementary education is
compulsory for all children of school age.” and “The state shall assign the
highest budgetary priority to education and ensure that teaching will attract
and retain its rightful share of the best available talents through adequate
remuneration and other means of job satisfaction and fulfillment.”
Respectively, this shows that education is the government’s top priority
since it recognizes education’s vital role in national development (Nolledo,
1997).

In all levels of education, pre-school, elementary, secondary and collegiate level,

one can always find in the curriculum the list of various subjects that in one way or

another become tools in developing a student’s personality. One of the major subjects

being taught to the students is mathematics.

Mathematics, as well as the other subjects which offers cognitive outcomes to

the students, also give them the opportunities to enhance their psychomotor and

affective skills and abilities. The cognitive, psychomotor, and affective aspects of the

child’s personality development are usually measured formally in school in terms of their

achievement. While it is true that parents know that counting is an important skill that

they often make an effort to teach, children develop the idea of counting even before

they have their formal mathematics instructions (Nault, 1990). Still people especially,

educators consider the child’s achievement as guide in determining his or her cognitive,

affective and psychomotor capabilities.

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The classroom activities or teaching behavior of teachers have been the subject

of research over the years. One study has classified such activities into linguistic,

expressive, and performatory behavior (Aquino, 1988). Linguistic behavior, includes

what teachers say, since instruction is, to a considerable extent, done through speech;

expressive behavior, accompanies all speeches, for this type of behavior is a part of

communication; andperformatory behavior includes all physical activities such as writing

on the blackboard, operating projectors and records players, manipulating models and

using laboratory equipments, tools, machines, and other instructional materials.

However, Slavin (1990) posts effective instruction is not just good teaching. Teachers

must attend to ways of adapting instruction to student’s level of knowledge, motivating

students to learn, managing student’s behavior, grouping students for instruction, and

testing and evaluating students. These functions are carried out at the school. At the

classroom level, teachers control the grouping of students within the class teaching

techniques, classroom management methods, informal incentives, frequency, and form

of quizzes and tests, and the like.

When a group of students is asked how they would describe mathematics in

terms of 3 d’s, they would say it is difficult, dull and disliked. Dela Peña (1988)

suggested that the teacher should change this evaluation into 3 e’s, easy, enjoyable

and exciting. The subject can be made concrete and easy through examples and

practical problems that the student find relevant to their lives.

The fact that the school population consists of students with a range of abilities

and with very different levels of interest in mathematics, teachers should provide

differentiated activities to maintain their attention and excitement.

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There are different factors that can be considered as indicators of a student’s

good or poor performance in mathematics (Alfaro, 1999). For quality education

conscious parents, mathematics teachers and administrators believe that the

background of a student is a factor that makes a difference, implying that high and low

performance in mathematics is most probably a result of various factors. The deplorable

performance of pupils can be traced to different factors and one of this is poor teaching

training. Education Commission (EDCOM, 1991) reported that a big portion of high

school science and mathematics teachers does not even have minimal teaching

preparation.

Catacutan (1989) commented that teachers are the best facilities of learning.

They are the key factors in any learning situation. Most often, without guidelines and

without thorough training, teachers use different educational strategies applicable to a

subject matter. They tend to use instructional methods, which are most familiar to them,

often those that were used by their teachers.

Teachers are indeed the key to students’ learning in mathematics. Through

innovative teaching strategies, the students can have a confident command of

mathematics (de Walle, 2001). The teacher can facilitate and enhance a learner’s

mental growth by providing activities, that will enable the students to mentally respond

to what is being learned. Clearly then, if the purpose of the teacher is to help students

build their thought processes, he must design activities that will allow the students to

participate in the learning process.

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Many educators believe that the central concern of a teacher is his methodology

(Gabriel, 2000). This may be based on a premise that a person maybe knowledgeable

but it doesn’t mean that he can impart knowledge well to others. It is not enough that he

knows the subject matter but he must be able to impart it properly and effectively to

others who need it.

“Young people learn a great deal about the world through play, and games are

one source of play” (cited by Cavanagh, 2006, p. 46). Games are one form of math

instruction and should be implemented along with other learning experiences. In a 1985

monograph, Bright, Harvey, and Wheeler write about the effects Page 8 of 82 of

learning through math games and categorize games into three categories; pre-

instructional, post-instructional, and co-instructional. A pre-instructional game is played

to introduce and launch a concept before it is explicitly taught. Post-instructional games

are played in order to review concepts previously taught and co-constructional games

are played to teach new concepts or accompany direct instruction.

Mendoza (1992) stressed that one of the most acceptable methods of teaching is

the modularized instruction method. Teaching mathematics could be easier using this

strategy. The difficulties encountered by the students in the study of different

mathematics subjects can be remedied by the use of modules.

The use of instructional materials especially in the field of mathematics has found

its value in the teaching-learning process. More and more local and foreign researches

alike are constantly trying to develop such materials for the benefit of both educators

and the students.

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Another accepted practice of teachers nowadays is the use of cooperative

learning. Orlich, et.al. (1998), elaborated the rationale for using cooperative learning.

According to them, cooperative learning takes many forms within classrooms. Their

essential characteristic is that it fosters positive interdependence by teaching students

to work and learn together in a small group setting. It provides unique learning

experiences for students and offers an alternative to competitive models of education. It

is especially beneficial to students to learn through speaking and listening processes as

well as through reading and writing processes. Cooperative learning improves

interpersonal relations and strengthens conflict resolution skills. It improves students’

emotional well being, self-esteem, coping skills, and attitudes toward school works.

The true educator, according to Navarro (1995), is one who finds ways and

means to achieve quality education. She also stressed that the teachers of today have

varying emerging roles: (1) as applied scientist; and (2) as skilled practitioner artist or

clinician. The teacher as applied scientist is able to select, plan and evaluate his

teaching strategies with a calm, objective eye. As skilled practitioner, he has a feeling

for the basic elements of his work, who respects himself and his students. He is

dedicated and committed in making teaching and learning as effective as possible by

using the proper instructional materials.

Navarro also stated that the choice and organization of learning experiences and

the quality and quantity of teaching materials used by the teacher determine how much

and how well the students will learn. The teacher should really take time to select and

organize the learning experiences of students.

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Truly, mathematics teachers can be the means in reforming the subject through

effective teaching strategies. Through this study, the researcher aims to describe the

impact of games and modules on the engagement and achievement of students in

mathematics on cooperative learning environment. It is with the hope that in exploring

math games and the modular approach set on a cooperative learning environment, the

study may open a new opportunity for the teachers to choose approaches and methods

that will cater to the needs of the learners in the classroom in order to attain their

optimum development and to make them productive members of the society.

Mathematics is one among the many subjects in the school curriculum, which the

student has to take and learn. It is highly logical in nature and can be learned through

logical processes. In solving mathematical problems, the student employs different

solutions: utilizes available data, insights and understanding before he/she can arrive at

a final correct answer. Cognitive Field Theories of Learning explain that insights and

understanding are utilized in discovering the logical relationships of things and

situations, which are then organized into a meaningful whole to solve a problem or

difficulty.

Bruner’s Theory of Learning enumerated the three processes of learning as (1)

acquisition (the process of obtaining and assimilating with understanding new

information better than previously learned one); (2) transformation (the process of

manipulating or utilizing gained information to remove a difficulty or solve a problem to

which it is suited); (3) evaluation (the process of finding out whether the acquired

information is appropriately utilized). In studying mathematics, the three processes

under Bruner’s Theory are commonly practiced to gain more fruitful outcomes and good
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achievement. These three processes when properly adapted will lead to a smooth flow

of learning in every learning situation (Bustos, 1996).

Bruner pointed out that for a learner to use information effectively, it must be

translated into his terms. This means that the teacher must strive to see a problem as

the learner sees it and provide information that is consistent with the learner’s

perspective. The teacher should provide a lesson, which can be matched with the

cognitive level of the child. This means that any idea or problem, or body of knowledge

must be presented in a form simple enough so that any particular learner can

understand it.

Instruction according to Bruner must have its objective to help the learner to be a

self-sufficient problem-solver. This means that the learner must not be permanently

dependent on the teacher’s correction of his error, but must be able to take over the

corrective function. This self-motivating behavior is the goal of cognitive learning such

that the learner becomes an adequate evaluator of his own learning.

Gagne stipulated the several types or levels of learning, which require different

types of instruction and necessitate specific conditions to bring about good learning

experiences. Bruner was the one who emphasized the teachers’ role on the teaching-

learning process. Guthrie cited the importance of motivation and instruction with specific

tasks in order to elicit active response among students. While Rogers with his

experiential learning, emphasized practical or applied knowledge and the role of the

teachers as facilitators in every learning process, whereas, Skinner initiated the idea of

programmed instruction as an alternative method of teaching. These theories guided

the researcher in conducting the study.

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On this note, the teachers should not take for granted their students’ needs and

feelings as far as learning is concerned in as much as, it is their task to anticipate and

provide activities that will provide attainment of the learning objectives.

Rivera (1992) pointed out that there is no fast rule in the choice of a strategy to

be used in teaching, as there is no single best strategy of teaching. To a skilled teacher,

many of the methods have value, but there is a little reason to believe that the teacher

should limit the teaching to only one. It is because each teaching-learning situation is

different from every other and what proves to be effective to one teacher may not be so

to another. Besides, a teacher who uses only one method is in danger of developing

only one group of skills in his students and only one part of his own as a mentor. A

learner who knows only one way of learning will find it hard to think what rich

possibilities remain unused in his own mind. For this reason, the teacher should be

familiar with several ways of handling a teaching-learning situation instead of only one.

To select a method appropriate to a particular lesson the following should be taken into

consideration: (1) educational objectives and aims of the lesson; (2) nature of the

subject matter; (3) nature of the learners; (4) what the teacher wants to emphasize; (5)

school equipment and facilities; (6) teacher’s own abilities and indications; (7) context of

teaching situation; and (8) time requirement of the method.

With proper instruction, thinking skills can help students improve their

mathematical achievements (Brandt, 1998). This must be accompanied with appropriate

activities that require maximum students’ participation. With practice, students can

refine their skills and know what it feels to experience success (Van Devender, 1992).
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Practice makes perfect and it may lead students to have better understanding of the

mathematical concept.

According to Cematu (1982), modular materials have established their edge over

other kind of materials in education. Among others, modular materials serve as

enforcement tools for fast learners and as remedial materials for slow learners in a

relatively short span of time. Since students work within their ability level, they

experience success in their attempt to learn the materials. Hence, while it takes time

and effort to construct them, through appropriate implementation, they can improve

learning to an extent that other teaching materials cannot accomplish.

A recent study on how teachers motivate and engage their students conducted

by Dolezal, Welsh, Pressley, and Vincent (2003) explores a variety of strategies to

increase student engagement in the classroom; they define engagement as, “…a high

degree of on-task behavior with tasks that are appropriately academically demanding

and worthwhile for students” (p. 243). They observed nine teachers over the course of

the year, interviewing them and their students and tracking students‟ engagement and

achievement levels. Students were determined to be engaged if they were actively

participating in the task at hand and doing what the teacher asked of them. Based on

their findings and results, teachers were classified into three separate categories; low,

moderately and highly engaging. Researchers observed negative classroom

management, students not being challenged or interested in what they were learning

and unenthusiastic teachers in the five less engaging classrooms. Creative thinking and

problem solving were rarely encouraged and students were most often off task. The four

moderately engaging teachers used many highly motivating teaching strategies, but
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they were assigned to low difficulty leveled tasks. However, the two highly engaging

teachers used numerous motivating strategies and required students to accomplish

cognitively challenging tasks. Students‟ desks were arranged in table groups that

promoted collaboration and cooperation, and within both of these classrooms teachers

tried to make content interesting, challenging, and playful.

Good teaching is characterized by the observance of certain basic principles

(Gregorio, 1976): (1) good teaching involves skill in guided learning; (2) good teaching

is kind and sympathetic; (3) good teaching is cooperative; (4) good teaching diagnoses

difficulties; (5) good teaching is remedial; and (6) good teaching liberates the learners.

With the emphasis on the third principle, one who aspires to be a good teacher knows

that teaching is a collaborative affair between the teacher and students. She should

have plans to give the students abundant opportunity for cooperation in organization,

management, participation in the discussion, recitation, and evaluation of results. She

knows that if she does all the talking, she must have a good excuse for doing so, and

that it is generally preferable to plan for much activity on the part of the students and to

utilize their help in every way. In the classroom of such a teacher as here described,

giving of abundant student-centered activities is the rule.

Research Questions

The study aims to determine the impact of games and modules on the

engagement and achievement of students in mathematics in a cooperative learning

environment of the Grade eleven students of Meycauayan City Vocational Senior High

School.
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Specifically, the study will try to find answers to the following questions:

1. What is the mean performance of the students exposed to math games and the

modular approach set on a cooperative learning environment base on the

1.1. pretest,

1.2. posttest?

2. What is the mean performance of the students exposed to the traditional approach

base on the

2.1 pretest,

2.2 posttest?

3. Is there a significant difference in the mean performance of the students expose to

math games and to the modular approach set on a cooperative learning environment

and that of the traditional approach base on the posttest?

Hypotheses of the Study

The following hypotheses will be tested in this study:

1. There is no significant difference in the mean performance of the students expose to

math games and to the modular approach set on a cooperative learning environment

base on the pretest and posttest results.

2. There is no significant difference in the mean performance of the students expose to

the traditional approach base on the pretest and posttest results.

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3. There is no significant difference in the mean performance of the students expose to

math games and to the modular approach set on a cooperative learning environment

and that of the traditional approach base on the posttest results.

The conceptual framework of this study is presented in the conceptual model

shown in Figure 1 below.

The model diagrams a non-equivalent control group pretest- posttest design

which consists of two instructional methods as independent variables and whose

effectiveness will be determined in the study.

In this study, two intact classes of grade eleven students enrolled at Meycauayan

City Vocational Senior High School for the school year 2017-2018 will be taken and

assigned as experimental and control groups. The experimental group will be exposed

to the modular approach set on a cooperative learning environment and math games

while the control group will be exposed to the traditional (lecture-discussion) approach.

At the end of the 1st semester, 2017-2018 survey and interview will be

administered to determine if there is a significant improvement on the engagement of

students in mathematics between the start of the semester and at the end of the

semester. The effectiveness of the methods will be measured after the experimentation

by their final grades in general mathematics. Their final grades will be analyzed and

compared as bases to determine the extent of effectiveness of the two instructional

methods.
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Dependent Independent Dependent

Variable Variable Variable

(Instructional Methods)

Control Traditional
Approach
Group Pretest Post Test
(Lecture- discussion)

Experimental Modular approach set on

a cooperative Learning
Environment and Math
Group Pretest Games Post Test

Figure 1. Conceptual Model of the Study

Significance of the Study

Since mathematics is an important part of the curriculum, every mathematics

educator is encouraged to make the teaching-learning process more challenging and

rewarding to both teachers and students.

In the pursuit of quality education and its accessibility to all, the Philippine

Secondary Schools aim to develop analytical and creative thinking in systematic

counting, estimating, approximating, calculating, sound reasoning, spatial perception

and visualizing, and to manifest ability in communicating abstract ideas using concrete

models and applying the usefulness of mathematics as a language. In support of the

aforementioned objectives, this study was conceived. The researcher wants to examine

the efficacy of using games and the modular approach on mathematics in a cooperative

learning environment.
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This study hopes to underscore the important role of the teachersand

administrators in improving students’ achievement in mathematics. They have to find

ways and means to coordinate help and support each other in carrying out plans for the

improvement of the performance of the students in mathematics.

Teachers. This study will guide them to become increasingly proficient in

recognizing weaknesses and supporting the students’ capacity to become independent

learner and to increase students’ learning. Knowing what to teach is one thing, and

knowing how to teach is another thing. The latter includes the teacher’s capacity to use

the most effective strategies and inculcate the right concepts and ideas for better

understanding of a mathematical concept. And it can help solve problems frequently

encountered by teachers in the classroom such as the huge number of students in a

classroom and even the insufficient supply of learning materials.

If proven effective, games and the modules set on a cooperative learning

environment may be used to teach other difficult topics like trigonometry and even

physical sciences like chemistry and physics.

School Administrators and Department Heads. Through this study, they will

be oriented in finding out ways and means on how they can help, motivate and

challenge their teachers in the delivery of quality mathematics education. It will also

guide the administrators in the formulation of new policies concerning instruction and

get insights as to the needs, the problem, and the possible ways to improve the poor

performance of students in mathematics.

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Future Researchers. This study will serve as a basis for future researchers not

only on Advanced Algebra but also on other fields of mathematics.

Scope and Limitation of the Study

This study is focused on the impact of games and modules on the engagement

and achievement of students in mathematics in a cooperative learning environment.

The study will use grade eleven students from the HE and ICT groups in

Meycauayan City Vocational Senior High School located in Pag-asa St. Malhacan, City

of Meycauayan, Bulacan.

A test lifted from grade ten teaching guide, consolidated in a table of specification

will be given to each group which will served as basis in determining the comparability

of the two groups. The study will be conducted in the first semester for the school year

2017-2018.

The topics under General Mathematics under module I are: (1) Functions; (2)

Rational Functions; (3) One-to-One Functions; (4) Exponential Functions; and (5)

Logarithmic Functions. Under module II are: (1) Simple and Compound Interest; (2)

Annuities; (3) Basic Concepts of Stocks and Bonds; (4) Basic Concepts of Loans; and

(5) Logic.

The respondents’ achievement in mathematics will be based on their rating in the

achievement test, which will be administered right after the teaching of selected topics

have been completed. And their attitudes will be evaluated base on the questionnaire,

interviews, exit slip and evaluation of games.

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The researcher will handle the classes to keep every condition the same for the

two groups. The teaching condition varies in one factor, and that is the method of

instruction.

The study will be conducted during the first semester, specifically from June to

October of the curriculum year 2017 – 2018.

The instruments which will be used in the study are modules, games,

achievement test, and survey forms.

To determine the significance of the mean difference between the posttest of the

control and experimental groups, the t-test for independent means was used. Whereas,

the t-test for the dependent means will be used to find the difference between the

pretest and posttest scores of the two groups.

The control group will be exposed to the traditional approach using lecture-based

discussions. The experimental group, on the other hand, will be subjected to math

games and to the modular approach set on a cooperative learning environment.

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Method

The action research will attempt to investigate the impact of games and modules

on the engagement and achievement of students in mathematics in a cooperative

learning environment of grade eleven students of Meycauayan City Vocational Senior

High School for 1st semester of the school year 2017-2018.

Types of Research

The researcher will utilized the quasi-experimental design in this study. The

scheme below describes this.

Group Pretest Treatment Posttest

Experimental O1 X O2

Control O3 O4

The design involves two intact classes. Both groups will take the pre-

achievement test (O1 and O3) on the first day of the experiment. After the experimental

phase of the study, both the experimental and control groups will be given the post-

achievement test (O2 and O4 ).

The study will attempt to discover the effect of a teaching strategy to the

students’ achievement in mathematics. The achievement of experimental group that will

be exposed to math games and to the modular teaching approach set on a cooperative

learning environment will be compared to the achievement of control group that will be

exposed to the traditional teaching approach using lecture-discussion method.

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Students’ engagement will be assessed in a variety of ways – for example, using

exit slips; observational methods; math survey; interviews; and journals.

Respondents and Sampling Method

The respondents of this study consisted of two intact classes of grade eleven

students, the HE group and ICT groups of Meycauayan City Vocational Senior High

School.

Instruments

The instruments which will be used in the study are the modules, games,

achievement test, survey forms and exit slips.

Modules. The researcher will prepare modules in General Mathematics that

cover topics, namely: (module I) (1) Functions; (2) Rational Functions; (3) One-to-One

Functions; (4) Exponential Functions; and (5) Logarithmic Functions, and (module II)

are: (1) Simple and Compound Interest; (2) Annuities; (3) Basic Concepts of Stocks and

Bonds; (4) Basic Concepts of Loans; and (5) Logic. These modules are localized and

contextualized based on the needs of Meycauayan City Vocational Senior High School

students, particularly the HE and ICT groups.

These modules will be evaluated by a group of faculty respondents before they

will used as instructional materials. The researcher requested some of the mathematics

instructors from Bulacan State University to do this task. Most of the teacher-

respondents are handling algebra subjects and have at least five (5) years of teaching

experience. Their competence was based in the following merits: the educational

preparation, training and experience and their manifested knowledge and expertise in
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the field of mathematics. These modules will undergo pilot testing by grade eleven

students of Meycauayan City Vocational Senior High School school year 2016-2017.

Pretest/Posttest. A 50-item test will be prepared by the researcher in the

process of determining the base line for comparison and achievement of the subjects.

The 50-item test are lifted from the teacher’s guide manual and consolidated after

making a table of specification. The constructed test items will be faced validated by the

some other math teachers. This test will be used to the grade eleven students of

Meycauayan City Vocational Senior High School school year 2016-2017 for pilot testing.

This instrument will serve as the pretest and posttest of the subjects in the study.

Evaluation Instrument. To determine the reliability and acceptability of the

modules, the researcher adopted the evaluation instrument used by Garcia (2001) in his

study. The modules were evaluated using the following criteria: (1) objectives, (2)

content, (3) manner of presentation and (4) usefulness of the modules. In rating each

item in the instrument, the following scale was used:

4 - Strongly Agree (SA)

3 – Agree (A)

2 – Disagree (D)

1 - Strongly Disagree (SD)

Pre and Post Math Game Survey / Exit Slips. This will be used to give the

researcher idea about the students attitudes and preparation in mathematics in terms of
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games and activities. And will also be used to determine the impact of games to the

students’ engagement in mathematics.

Student Interview Questions. This will be used after the execution of games

and modules in a cooperative learning environment to give the researcher/math teacher

students’ attitudes and engagement in mathematics after the first semester. The

Student Interview Questions are from the study conducted by Allen, 2010. The set of

questions are partly revised to make it more suitable to the setup of the Meycauayan

City Vocational Senior High School students.

Data Collection Procedure and Ethical Considerations

The study will be consisted of two phases: Phase I, which was the development

and validation of the modules while Phase II was the actual execution of games and

modules that will determine the impact of the games and modules on the engagement

and achievement of students in mathematics in a cooperative learning environment.

In the development of the modules, the researcher examined contents/topics and

sub-topics on general mathematics found in different textbooks that are in consonance

with the Department of Education – Curriculum Guide Learning Competencies for grade

eleven general mathematics.

The design of the modules encourages students to perform exploratory activities

using cooperative learning approach.

Modules were developed based on the following assumptions, which met the

application of cooperative learning.

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1. Giving the learner/s part indetermining what shall be learned, how it

should be learned, and when it shall be learned prompts learning.

2. The amount learned should correspond with the ability, motivation and

interest of the learners.

3. The pace of learning should be suited to the ability, motivation and interest

of the learners.

4. Learning should be a combination of solitary and group task so there

should be ample opportunity for sharing of one’s unique experience with others.

The relevant topics in the prepared modules followed the different phases as

outlined by Schoen (1974).

1. Identification of the mathematical content to be modularized based on the

desired learning competencies. In this study, the module is divided into frames,

which contain the activities and information needed by the students.

2. Determination of behavioral objectives for each module.

3. Identification of learning activities to enable the respondents to realize the

objectives essentially on their own.

4. Administration of an exercise after each lesson would be given to evaluate

how much the respondents learn from the modules. In this study, the

administration of exercises is prepared for individual and group evaluation.

The constructed modules underwent a series of revisions. These include editing

of the modules by the researcher, school head, will be pilot tested for school year 2016-

2017 and evaluation by math-faculty respondents from Bulacan State University.

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The researcher asked permission from the school head of the Meycauayan City

Vocational Senior High School to conduct the study. The researcher used two intact

classes of grade students.

Data Analysis

In the evaluation of the modules the following scales were used:

Scale Verbal Interpretation

3.51 - 4.00 Strongly Agree (SA)

2.51 - 3.50 Agree (A)

1.51 - 2.50 Disagree (D)

1.00 - 1.50 Strongly Disagree (SD)

The t-test for independent means will be used in testing significance of the mean

difference between the posttests results of the experimental and control groups.

For both groups, learning will be considered to have taken place if the

achievement of the students in the posttest is greater than that of the pretest. That is, if

the difference between the pretest scores and posttest scores is found significant. The t-

test for dependent means is used to determine this.

The students’ pre and post math survey/ exit slips and interview will be described

base on the collected responses of the students. Pre and post math survey will be

compared and interpreted.

 THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
25
Schools Division of Meycauayan City
CITY OF MEYCAUAYAN VOCATIONAL SENIOR HIGH SCHOOL
Pag – asa St., Malhacan, Meycauayan City, Bulacan

ACTION RESEARCH WORK PLAN

Objectives Actions/ Expected Result Persons Time Frame

Activities Involved
Inform principal about Consultation Agreed to conduct a Principal
the proposal to meeting with the study about localized Researcher June 14, 2016
conduct a study about principal modules for
localized modules for mathematics set on
mathematics set on cooperative learning
cooperative learning environment
environment
Prepare the Find validated Found appropriate Researcher June 27, 2016
instruments for the instruments for the instruments for
study study evaluation of modules
and achievement tests
Determine student Test the The student respondents Researcher June 5, 2017
respondents for the compatibility of the for the study were
study student respondents compatible
using their previous
grades and results
of achievement test
Evaluate the effects of Interpret the results The results of the study
modules on the from the data served as guide
engagement and collected determine the
achievement of effectiveness of the Researcher August 30, 2017
students in localized modules set in
mathematics in a cooperative
cooperative learning environment

Prepared and Submitted by:

CINDY D. OLIVA
Researcher
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
26
Cost Estimates

Materials Quantity Amount

Module Preparation - Printing 500.00
Modules 60 sets (96 pages each) 2, 880.00
Math Survey Form 50 pcs 25.00
Post Game Math Survey 50 pcs 25.00
Exit Slips 50 pcs 25.00
Student Interview Question 50 pcs 25.00
Form
Evaluation Instrument 10 sets (2 pcs. each) 10.00
Pretest 100 pcs (5 pages each) 250.00
Posttest 100 pcs (5 pages each) 250.00
TOTAL 3,990.00
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
27
References

Alfaro, Sally B. (1999). Factors Affecting the Performance of Sophomore Students in

College Algebra in Selected Schools in Bulacan.Bulacan State University,

Malolos, Bulacan,

Aquino, Gaudencio V. (1988). Principles and Methods of Effective Teaching.Manila:

National Book Store, Inc.

Brandt, R. (1998). New Possibilities.Educational Leadership.45 (7) 3.

Bustos, Cecilia S. (1996). Psychological Anthropological and Sociological Foundation of

Education of Education. Quezon City: Katha Publication, Co.

Catacutan, Priscilla M. (1989). The Effects of Cooperative Learning on the Academic

Achievement and Attitude in Mathematics.Philippine Normal University.

Cavanagh, Sean (2006). Playing Games in Class Helps Students Grasp

Math.Education Week, Nov 2008, 43-46.

Cematu, L. (1982). Mathematics for the Average College-Bound Students.The

Mathematics Teachers.Vol. 75 #2.

Congressional Commission on Education. (1991). Making Education Work, An agenda

for Reform, Manila and Quezon City: Congress of the Philippines,.

Dela Peña, Carmen R. (1988). The Nature of Mathematics and Implication to

Teaching.Sangguni,10.

Dolezal, S., Welsh, M., Pressley, M., & Vincent, M. (2003). How Nine Third-Grade

Teachers Motivate Student Academic Engagement.The Elementary School

Journal.103 (3), 239- 267.

THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
28
Gabriel, Rhodora V. (2000). The Effects of Directive and Nondirective Teaching

Strategies on the Performance of Students in Mathematics.Bulacan State

University.

Gagne, Robert (1965). Conditions of Learning. New York: Rand McNally & Co.

Garcia, Ciriaco M. (2001). Effects of Modular Instruction on the Performance of College

Stuidents in Plane Trigonometry.Bulacan State University.

Gregorio, Hernan C. (1976). Principles and Methods of Teaching. Quezon City: R.P.

Garcia Publishing Co.

Mendoza, Alfredo G. (1992). Construction and Validation of Modules in Ordinary

Differential Equations.Bulacan State University.

Nault, William H. (1990). The World Book of Mathematics Power I, Volume I, Chicago,

U.S.A. World Book Inc.

Navarro, Josefina R. (1995). Professionalism.SEARCH CSA Research Journal. Vol. 6,

# 1.

Nolledo, Jose N. (1997). The Constitution of the Philippines – Annotated: Revised

Edition. Mandaluyong City: Philippine Graphic Arts, Inc.

Orlich, Donald C. et.al. (1998). Teaching Strategies: A Guide to Better Instruction. Fifth

Edition, New York Houghton Mifflin Company.

Rivera, Filomena V. et.al. (1998). Toward Effective Teaching. Philippines: National

Book Store, Inc.

Slavin, Robert E. (1990 ). Effective Classroom, Effective Schools. A Research based

for reform in Latin America Education.

THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
29
Schoen, Harold (1974). “ A Plan to Combine Individualized Instruction with Lecture

Method”, The Mathematics Teacher, Vol. 67, No. 7.

Walle, Van de (2001).Curriculum and Instruction.Teachers’ Induction Program –

Mathematics Education.

Prepared by:

CINDY D. OLIVA
Researcher
Noted by:

ELSILDA P. BUNAGAN
Principal II
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
30
Appendix A
Instruments

Pre Game Math Survey

Name____________________
Date_____________________Section __________________
Math Survey

1. How would you describe yourself as a math student?

2. What are your strengths as a mathematician?
3. How do you feel about math?
1 2 3 4
Anxious or Math is boring I often like math Excited, give
scared for me me a problem and
let me solve it!
4. What types of learning activities do you prefer? Circle all that apply.
* group work * independent work * projects
*playing games
* taking notes *teaching another student *drawing
*solving puzzles *using hands-on materials *listening to the
teacher talk
* I don‟t know
5. Rank your favorite math concepts to explore. (1 being your favorite, 9 being your
least)
___fractions ___decimals/money ___Geometry ___measurement ___word problems
___algebra
___addition/subtraction ___multiplication ___division ___ OTHER ____________
6. How successful do you feel when learning math?
1 2 3 4
I never get it I often struggle, With practice, Math is easy
but ask for tutoring I usually understand for me
7. Why do you think we learn math?
8. What advice would you give another student who is struggling in math?
9. Please write anything else you would like me to know about you. I am so excited to
get to know you this year!

Post Game Math Survey

1. How would you describe yourself as a math student?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
31
2. What are your strengths as a mathematician?
______________________________________________________________________
______________________________________________________________________
______________________
3. What types of learning activities do you learn best with? Circle all that apply.
* group work * independent work * projects
*playing games
* taking notes *teaching another student
*using manipulatives *listening to teacher talk

4. What do you like about Mrs.Oliva’s math class this semester so far? BE SPECIFIC!
_____________________________________________
______________________________________________________________________
______________________________________________________________________
______________________
5. What is something you might change about our math class? Be honest and
specific._______________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______
6. The year is almost halfway through. How have your feelings about Math changed
from the beginning of the year? Why do you think this is so?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______
7. How do you now feel about math?
1 2 3 4
Anxious or Math is boring I often like math Excited, give
scared for me me a problem and
let me solve it!
8. How successful do you feel when learning math?
1 2 3 4
I never get it I often struggle, With practice, Math is
easy
but ask for tutoring I usually understand for me
9. What advice would you give other students in this room to help them be successful in
math class? ______________________________________________________
______________________________________________________________________
______________________________________
10. How do you feel about the math games we play in class? Which ones are your
favorites? Why? ______________________________________
__________________________________________
11. What do you think makes a math game fun?
______________________________________________________________________
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
32
______________________________________________________________________
______________________
13. Please write anything else you would like me to know. Remember, I love to get your
feedback!
______________________________________________________________________
______________________________________

Post Math Game Questions/ Exit Slips

1. Rank the following math games from 1-5 (1 being your favorite, and 5 being your
least favorite)
2. What makes a math game fun?
3. How effective was today‟s game _________ in learning __________?

1 2 3 4
Not effective, Somewhat effective Effective, I So effective,
I don‟t understand I sort of understand understand I could teach another
student
4. Use as much detail as you can to describe the math that you were doing in this
game?

5. Create a math problem, solve it, and write an explanation of your solution as if you
were writing to another student that has not yet learned this concept.
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
33

Student Interview Questions

Student Interview Questions

1. Describe a positive experience you have had in math class?

2. Share a time when you have felt frustrated in math class before?
3. Describe your favorite teacher. How did she/he help you learn?
4. What are the characteristics of your least favorite teacher?
5. How did you feel about math before you came to MCVHS?
6. How do feel about math class this semester / year?
7. What do you enjoy most about math class this semester/ year so far?
8. What has been your favorite activity we have done in class and why?
9. What has been your least favorite activity?
10. How do you feel about the math games we have played in class so far? Which one
is your favorite and why?
11. How do you learn best?
12. How can I help you be successful in math class this semester / year?
13. Why do you think it is important for people to understand math?
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
34

EVALUATION INSTRUMENT

Name: ______________________________ Date:_________________________

Directions:

The statements below are set of criteria for the evaluation of the materials

(modules). Rate each statement by checking the appropriate column to the right using

the following scale:

4 - strongly agree with the statement (SA)

3 – agree with the statement (A)

2 – disagree with the statement (D)

1 – strongly disagree with the statement (SD)

A D SD
Criterion SA
A. Objectives
1.The objectives for each lesson are well designed.
2. The modules are appropriately developed to attain
the objectives.
3. The significance of the modules is well described.

B. Content
1. Basic concepts are well defined.

2. Topics appropriately represent what a grade

eleven student should learn about general
mathematics.
3. Samples of exercises are adequate.
4. There are enough questions/problems at the end
of each lesson.
5. Topics are within the level of student's
understanding.
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
35

Criterion SA A D SD
C. Manner of Presentation
1.There is consistency in the order of presenting the
topics.
2. The order of presentation makes a systematic
sequence.
3.Sentences used in the development of the topics
are clear and simple.
4.Explanation and discussion of the topics are easy
to understand.
5. Solutions to illustrate examples are systematic.
6. Illustrative examples clarify the definitions.
7. The prepared activities are useful and maximize
the students’ potentials.

D. Usefulness

1. The modules will be useful to all grade eleven

students especially in dealing with general
mathematics.
2.The modules will increase and catch student's
interest in the study of the topics.
3.Through the modules, students will have a better
appreciation and understanding about the topic.
4.Modules serve as a reviewer/text in the studying
the topics.
5.Modules will assist students to have purposeful and
productive learning experiences in their studies.

________________________________

Signature
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
36
Achievement Test in Mathematics (1)

Name: _______________________________ Score: ______________________

Grade & Section: ________________________Date: _______________________

Choose the letter of the correct answer:

1. What is the next term in the geometric sequence 4, -12, 36?
a. -42 b. -54 c. -72 d. -108
2. Find the common difference in the arithmetic sequence 3, , , , …
a. b. c. d. 4
3. Which set of numbers is an example of a harmonic sequence?
a. , - , , - b. , -1, 2, -4 c. , - , , - d. 2, , - ,
4. What is the sum of all the odd integers between 8 and 26?
a. 153 b. 151 c. 149 d. 148
5. If three arithmetic means are inserted between 11 and 39, find the second arithmetic
mean.
a. 18 b. 25 c. 32 d. 46
6. If three geometric means are inserted between 1 and 256, find the third geometric
mean.
a. 64 b. 32 c. 16 d. 4
7. What is the next term in the harmonic sequence , , , , …?
a. 27 b. 25 c. d.
8. Which term of the arithmetic sequence 4, 1, -2, -5, … is -29?
a. 9th term b. 10th term c. 11th term d. 12th term
9. What is the 6th term of the geometric sequence , , 2, 10, …?
a. 25 b. 250 c. 1250 d. 2500
10. The first term of an arithmetic sequence is 2 while the 18th term is 87. Find the
common difference of the sequence. A. 7 b. 6
c. 5 d. 3
11. Find the remainder when (x9 + 2x8 + 3x7 + … + 9x) is divided by (x-1)
a. 45 b. 90 c. 180 d. 360
100
12. What is the remainder when (5x + 5) is divided by (x-1)?
a. 5 b. 10 c. -5 d. -10
13. The remainder after dividing (-10x3 + 5x2 + K) by (x + 1) is 4. Which of the following
is the value of K?
a. 9 b. 19 c. -19 d. -11
14. Which of the following polynomials is exactly divisible by (3x+1)?
a. 6x2 + 17x + 5 c. 3x3 + 4x2– 8x – 3
b. 9x2 + 6x + 1 d. all of the above

15. Which of the following is the factored form of x3 + 3x2 – 10x – 24?
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
37
a. (x + 4)(x – 3)(x + 2) c. (x – 4)(x – 3)(x + 2)
b. (x – 4)(x – 3)(x – 2) d. (x + 4)(x + 3)(x – 2)

16. What should n be if f(x) = xn defines a polynomial function?

a. An integer b. a nonnegative integer c. any number d. any
number except 0
17. Which of the following is an example of a polynomial function?
a. f(x) = + 3x – 1 c. f(x) = √ x – 2x6
b. f(x)= 2x3/2– x2 d. f(x) = x3 + √ –5
18. What is the leading coefficient of the polynomial function f(x) = 2x + x3 + 4?
a. 1 b. 2 c. 3 d. 4
19. How should the polynomial function f(x) = 2x + x3 + 3x5 + 4 be written in standard
form?
a. f(x) = x3 + 2x + 3x5 + 4 c. f(x) = 4 + 2x + x3 + 3x5
5 3
b. f(x) = 4 + 3x + 2x + x d. f(x) = 3x5 + x3 + 2x + 4
20. If you will draw the graph of y = x (x + 2)2, how will you sketch it with respect to the x-
axis?
a. Sketch it crossing both (-2,0) and (0,0)
b. Sketch it crossing (-2,0) and tangent at (0,0)
c. Sketch it tangent at (-2,0) and crossing (0,0)
d. Sketch it tangent at both (-2,0) and crossing (0,0)
21. What is an angle whose vertex is on a circle and whose sides contain chords of the
circle?
a. Central angle b. inscribed angle c. circumscribed angle d.
intercepted angle
22. An arc of a circle measure 30˚. If the radius of the circle is 5 cm, what is the length of
the arc?
a. 2.62 cm b. 2.3 cm c. 1.86 cm d. 1.5 cm
23. The opposite angles of a quadrilateral inscribed in a circle are __________
a. Right b. obtuse c. complementary d.
supplementary
24. What is the sum of the measure of the central angles of a circle with no common
interior points?
a. 120 b. 240 c. 360 d. 480
25. If an inscribed angle of a circle intercepts a semicircle, then the angle is __________
a. Acute b. right c. obtuse d.
straight
26. At a given point on the circle, how many line/s can be drawn that is tangent to the
circle?
a. One b. two c. three d. four
27. In ๏O given below, what is PR if NO = 15 units and ES = 6 units? R
E

P S ·O
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
38
a. 28 units c. 12 units
b. 24 units d. 9 units

28. A dart board has a diameter of 40 cm and is divided into 20 congruent sectors. What
is the area of one of the sectors?
a. 20 cm2 b. 40 cm2 c. 80 cm2 d. 800 cm2

29. In the circle below, what is the measure of the SAY if is a semicircle and
D S
m SAD = 70?
a. 20
b. 70
A
c. 110
d. 150
Y
30. In ๏M on the right, what is BRO if BMO = 60?
a. 120 B
b. 60 R M
c. 30
d. 15 O

31. Which of the following represents the distance d between the two points (x 1, y1) and
(x2, y2)?
a. d = √( ) ( ) c. d = √( ) ( )
b. d = √( ) ( ) d. d = √( ) ( )
32. Points L is the midpoint of KM. Which of the following is true about the distances
among K, L, and M? a. KL = KM b. LM = KM c. KL = LM
d. 2 │KM│= KL + LM
33. A map is drawn on a grid where 1 unit is equivalent to 1 km. On the same map, the
coordinates of the point corresponding to San Vicente is (4, 9). Suppose San
Vicente is 13 km away from San Luis. Which of the following could be the
coordinates of the point corresponding to San Luis?
a. (-13, 0) b. (16, 4) c. (4, 16) d. (0, 13)
34. What is the distance between the points M(-3,1) and N(7,-3)?
a. 6 b. 2√ c. 14 d. 4 √
35. What are the coordinates of the midpoint of a segment whose endpoints are (-1, -3)
and (11, 7)?
a. (2, 5) b. (6, 5) c. (-5, -2) d. (5, 2)
36. Which of the following equations describe a circle on the coordinate plane with a
radius of 4 units?
a. (x – 4)2 + (y – 4)2 = 22 c. (x + 2)2– (y + 2)2 = 42
b. (x – 4)2 + (y – 4)2 = 22 d. (x – 4)2– (y – 4)2 = 162
37. A new transmission tower will be put up midway between two existing towers. On a
map drawn on a coordinate plane, the coordinates of the first existing tower are (-5, -
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
39
3) and the coordinates of the second existing tower are (9, 13). What are the
coordinates of the point where the next tower will be placed?
a. (2, 5) b. (7, 8) c. (4, 10) d. (14, 16)

38. What proof uses figures on a coordinate plane to prove geometric properties?
a. Indirect proof b. direct proof c. coordinate proof d.
two-column proof
39. The coordinates of the vertices of a square are H(3, 8), I(15, 8), J(15, -4), and K(3, -
4). What is the length of a diagonal of the square?
a. 4 b. 8 c. 12 d. 12√
40. The coordinates of the vertices of a triangle are T(-1, -3), O(7, 5), and P(7, -2). What
is the length of the segment joining the midpoint of OT and P?
a. 5 b. 4 c. 3 d. √
41. Choosing a subset of a set is an example of ___________
a. Combination b. differentiation c. integration d.
permutation
42. Which of the following situations or activities involve permutation?
a. Matching shirts and pants
b. Forming different triangles out of 5 points on a plane, no three of which are
collinear
c. Assigning telephone numbers to subscribers
d. Forming a committee from the members of a club
43. The product of a positive integer n and all the positive integers less than it is
___________
a. Powers of n b. multiples of n c. n – factors d. n factorial
44. Two different arrangements of objects where some of them are identical are called
___________
a. Distinguishable permutations c. Circular permutations
b. Unique combinations d. Circular combinations
45. In how many ways can 8 people be seated around a circular table if two of them
insist on sitting beside each other. A. 360 b. 720 c.
1440 d. 5040
46. Brian likes to wear colored shirts. He has 10 shirts in the closet. Three of these are
blue, four are in different shades of red, and the rest are of mixed or different colors.
What is the probability that he will wear a blue or red shirt?
a. + b. + c. + d. –
47. Jody has four cans of juice – one can of orange, one of pineapple, one of calamansi,
and one of guyabano. She chooses calamansi, what is the probability she also
chooses pineapple?
a. b. c. d.
48. A baby has 5 blocks in a box. One block is red, one is yellow, one is green, one is
blue, and one is black. The baby pulls out a block, looks at it, and puts it back in the
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
40
box. If he does this 4 times before he gets bored and crawls away, what is the
probability that the 4 blocks selected are all of the same color?
a. b. c. d.
49. A box contains 4 red balls and 6 blue balls. A second box contains 16 red balls and
an unknown number of blue balls. A single ball is drawn from each box. The
probability that both balls are of the same color is 0.44. How many blue balls are
there in the second box?
a. 4 b. 20 c. 24 d. 44
50. A nationwide survey revealed that 42% of the population likes eating pizza. If two
people are randomly selected from the population, what is the probability that the
first person likes eating pizza while the second one does not?
a. 0.42 + (1 – 0.42) b. 2 (1 – 0.42) c. 1 – 0.42 d. 0.42(1 –
0.42)
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
41
Achievement Test in Mathematics (2)

1. Which of the relations below is a function?

A. {(2,3), (3,4), (5,1), (6,2), (2,4)}
B. {(2,3), (3,4), (5,1), (6,2), (3,3)}
C. {(2,3), (3,4), (5,1), (6,2), (7,3)}
D. {(2,3), (3,4), (5,1), (6,2), (3,3)}

2. If ( ) , find ( )
A. 0
B. 1
C. ½
D. ¼

3. Using f(x) = x + 5 and g(x) = 2x – 3, find (f+g) (x).

A. x + 8
B. 3x + 8
C. 3x + 2
D. 3x – 2

4. The amount of rice cake mix to be used varies directly with the number of people
who partakes of this food. Suppose that it takes 7 cups of mix to serve 10 people.
How many cups of cake mix must be prepared for 50 people?
A. 20
B. 25
C. 30
D. 35

5. Which is an example of rational function?

A. f(x) =
B. f(x) = 1
C. =2
D. 5 =

6. ≥ 4, is an example of rational __________.

A. Equation
B. Equality
C. Function
D. Inequality
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
42
7. Solve for x. = 2.
A. 0
B. 1
C. -1
D. -2

8. Solve for x, given = 4.

A. 0
B. -2
C. 4
D. -4

9. Which is a solution for  0?

A. 0
B. 1
C. 2
D. 3

10. What is the graph of rational function?

A. straight line
B. broken line
C. broken curve
D. smooth curve

For nos. 11-14, use f(x) = , determine the following:

11. What is the domain?
A. All real numbers except 2.
B. All real numbers except 3.
C. All real numbers except -2.
D. All real numbers except -3.

12. What is the x-intercept?

A. 0
B. 2
C. -2
D. -1

13. What is the y-intercept?

A. 3/2
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
43
B. -3/2
C. -2/3
D. 2/3

14. What is the horizontal asymptote?

A. y = 0
B. y = 1
C. x = 0
D. x = 1

15. You have 6 liters of pineapple juice blend that has 50% pure pineapple juice.
How many liters of pure pineapple juice needs to be added to make a juice that is
75% pineapple juice?
A. 4
B. 8
C. 10
D. 6

16. Which of the following is one-to-one function?

A. People to their birthdays
B. People to their thumb print
C. People to their place of residence
D. People to their work place

17. What is the inverse of y = x + 1?

A. ( )=x
B. ( ) =x–1
C. ( ) =
D. ( )=1

18. Which of the following represents a function?

A. C.

B. D.
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
44
19. Using (x) = -2x + 3, the ordered pair (0, 3) is determined, what will be the
value of y if x = 3 using the original function?
A. 0
B. -2
C. 3
D. -3

For nos. 20 - 21 use the function f(x) = .

20. What is the domain of its inverse?
A. x  3
B. x  -3
C. x  2
D. x  -2

21. What is the range of its inverse?

A. y2
B. y  -2
C. y3
D. y  -3

22. Which of the following manifest an exponential change?

I. bacterial growth
II. an investment earning simple interest
III. the number of equal pieces formed when a piece of paper is folded
repeatedly to half its previous size.
A. I only
B. II only
C. I and II
D. I and III

23. Which is an example of exponential equation?

A. y=
B. y=
C. y = 2x
D. y=

24. What must be the value of x to satisfy the equation 4 x = 16?

A. 4
B. 2
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
45
C. 6
D. 1

25. Find f(2) given f(x) = .

A. 2
B. 8
C. 12
D. 16

26. What is the range of the f(x) = ?

A. y y 0
B. y y 4
C. x x 0
D. x x 4

For nos. 27-30, use the given f(x) = 2(3) – 1.

27. What is the y – intercept?
A. 2
B. 1
C. 3
D. 0
28. What is the horizontal asymptote?
A. y = -1
B. y = 1
C. y = 2
D. y = 3

29. What is the range of the function?

A. y y -1
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
46
B. y y 2
C. y y 2
D. y y -1

30. If x = 2, what is the value of y?

A. 18
B. 20
C. 19
D. 17
31. Given the function, f(x) = 4x + 2, find the value of f(1).
A. 2 C. 6
B. 4 D. 8

32. If h(x) = 3x and g(x) = 3x + 2, find (g-h)(x)?

A. 6x C. 8
B. 9x -2 D. 2

33. How much will a person pay for 10 yards of table cloth, if a yard will cost 55 pesos?
A. 500 pesos
B. 525 pesos
C. 1100 pesos
D. 550 pesos
For nos. 34-35, use the given 27.
34. Which value of x is true to the given inequality?
A. 2 C. 4
B. 3 D. 0

35. What is the domain of the given inequality?

A. x  2 C. x  2
B. x  3 D. x  3
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
47

For nos. 36-37, use = 2.

36. Solve for x.

A. 6
B. 8
C. 10
D. 0

37. The given is an example of rational _________.

A. Equation
B. Equality
C. Function
D. Inequality

For nos. 38-41, use the given f(x) =

38. What is the x-intercept?
A. 0 C. -4
B. 1 D. 7

39. What is the y-intercept?

A. 4 C. 1
B. -4 D. -1

40. What is the horizontal asymptote?

A. y = 4 C. y = 1
B. y = -1 D. y = -4

41. What is the domain of the function?

A. x x -1
B. x x -4
C. x x 4
D.x x 1
42. Solve the rational equation = .
A. 8
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
48
B. 9
C. 10
D. 11

43. What is the horizontal asymptote of f(x) =2 + ?

A. y = 3
B. y = 0
C. y = 5
D. y = 2

44. What is the inverse of (4,4),(0,-1),(2,3)?

A. (4,4),(0,-1),(2,3)
B. (4,4),(-1,0),(3,2
C. (4,4),(-1,-0),(2,3)
D. (-4,4),(0,-1),(2,3)

45. The graph of one-to-one function can be obtained by reflecting the graph
about_____.
A. y = 0
B. x = 0
C. y = -x
D. y = x

For nos. 46-48, use f-1(x) = .

46. What is the domain?
A. All real numbers except -1.
B. All real numbers except 1.
C. All real numbers except 0.
D. All real number except ½

47. What is the range?

A. All real numbers except -1.
B. All real numbers except 1.
C. All real numbers except 0.
D. All real number except ½

48. What is the value of y if x = 3?

A. 6
B. 4
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
49
C. 2/3
D. 3/2

49. Find the inverse of ( ) .

A. f-1(x) =

B. f-1 (x) =

C. f-1 (x) =

D. f-1 (x) =

50. Which pair of functions are inverses of each other?

A. y = 3x + 2 and y = 2x + 3
B. y = x + 4 and y = x – 4
c. y = 5x and y = - 5x
d. y = 5x – 3 and y = 3x + 5
cqdo16-17
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
50
Letter of Consent

SCHOOLS DIVISION OF MEYCAUAYAN CITY

MEYCAUAYAN CITY VOCATIONAL SENIOR HIGH SCHOOL
Pag-asa St. Malhacan, City of Meycauayan, Bulacan

June 29, 2016

DR. NORMA P. ESTEBAN, CESO VI

OIC - Schools Division Superintendent
Schools Division of Meycauayan City

Madam:

I have the honor to submit a research proposal entitled “The Impact of Games and
Modules on the Engagement and Achievement of Students in Mathematics in a
Cooperative Learning Environment” to the Schools Division Office for evaluation and
for possible funding under the Basic Education Research Fund (BERF) Grant Facility.

In the pursuit of quality education and its accessibility to all, the Philippine Secondary
Schools aim to develop analytical and creative thinking in systematic counting,
estimating, approximating, calculating, sound reasoning, spatial perception and
visualizing, and to manifest ability in communicating abstract ideas using concrete
models and applying the usefulness of mathematics as a language. In support of the
aforementioned objectives, this research is conceived. This research aimsto examine
the efficacy of using games and the modular approach on mathematics in a cooperative
learning environment.

I look forward to your comments and suggestions and I appreciate your time and
consideration of my research proposal.

Respectfully yours,

CINDY D. OLIVA
Master Teacher I
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
51

RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF

IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION

RESEARCH TITLE
The Impact of Games and Modules on the Engagement and Achievement
of Students in Mathematics in a Cooperative Learning Environment

SHORT DESCRIPTION OF THE RESEARCH

This study will be conducted to determine the efficacy of using games and the
modular approach on mathematics in a cooperative learning environment.
RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY
only one) (check only one main research theme)

National Teaching and Learning

Regional Child Protection
Schools Division Human Resources Development
District Governance
School
(check up to one cross-cutting theme, if
(check only one) applicable)

Applied Research DRRM

Action Research Gender and Development
Inclusive Education
Others (please specify):
_______________
FUND SOURCE (e.g. BERF, SEF, AMOUNT
others)
BERF P 3,990.00

TOTAL AMOUNT P 3,990.00

*Indicate also if proponent will use personal funds

THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
52
B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
OLIVA CINDY DUMALAY
BIRTHDATE SEX: POSITION/
(MM/DD/YYYY) FEMALE DESIGNATION:
12/01/2017 MASTER TEACHER I
REGION/ DIVISION/ SCHOOL (whichever is applicable)
REGION III/ MEYCAUAYAN CITY / CITY OF MEYCAUAYAN VOCATIONAL
SENIOR HIGH SCHOOL
EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH
ATTAINMENT PROJECT
(Degree Title)
Enumerate from
Bachelor’s degree to
doctorate degree
BACHELOR IN
SECONDARY
EDUCATION MAJOR
MATHEMATICS

MASTER OF ARTS IN EFFECTS OF MODULAR APPROACH SET ON A

EDUCATION MAJOR COOPERATIVE LEARNING ENVIRONMENT TO
MATHEMATICS THE MATHEMATICS ACHIEVEMENT OF HIGH
SCHOOL STUDENTS

SIGNATURE OF
PROPONENT:
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
53
PROPONENT 2 (if applicable only)

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE SEX: POSITION/

(MM/DD/YYYY) DESIGNATION:

REGION/ DIVISION/ SCHOOL (whichever is applicable)

EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH
ATTAINMENT PROJECT
(Degree Title)
Enumerate from
Bachelor’s degree to
doctorate degree

SIGNATURE OF
PROPONENT:

PROPONENT 3 (if applicable only)

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE SEX: POSITION/

(MM/DD/YYYY) DESIGNATION:

REGION/ DIVISION/ SCHOOL (whichever is applicable)

EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH
ATTAINMENT PROJECT
(Degree Title)
Enumerate from
Bachelor’s degree to
doctorate degree

SIGNATURE OF
PROPONENT:
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
54

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office
functions.

ELSILDA P. BUNAGAN
______________________________________
Name and Signature of Immediate Supervisor

Position/ Designation: Principal II

Date: ________________________________

______________________________________
Name and Signature of Immediate Supervisor

Position/ Designation: ___________________

Date: ________________________________

______________________________________
Name and Signature of Immediate Supervisor

Position/ Designation: ___________________

Date: ________________________________
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
55

(Enclosure No. 3 to Division Memorandum No. ____, s. 2017)

DECLARATION OF ANTI-PLAGIARISM AND ABSENCE OF CONFLICT OF

INTEREST

DECLARATION OF ANTI-PLAGIARISM

1. I, Cindy D. Oliva, understand that plagiarism is the act of taking and using
another’s ideas and wor4ks and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. I shall
use appropriate citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism)

PROPONENT 1:
_____________________________________
PRINTED NAME: __CINDY D. OLIVA______
SIGNATURE: __________________________
DATE: _______________________________

PROPONENT 2:
_____________________________________
PRINTED NAME: _______________________
SIGNATURE: __________________________
DATE: _______________________________

PROPONENT 3:
_____________________________________
PRINTED NAME: ______________________
SIGNATURE: __________________________
DATE: _______________________________
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
56

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, Cindy D. Oliva, understand that conflict of interest refers to situations in which

financial or other personal considerations may compromise my judgement in
evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise
from the application and submission of my research proposal. I understand that
my research proposal may be returned to me if found out that there is conflict of
interest during the initial screening as per (insert RMG provision)

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which I have intentionally
concealed.

PROPONENT 1:
_____________________________________
PRINTED NAME: __CINDY D. OLIVA______
SIGNATURE: __________________________
DATE: _______________________________

PROPONENT 2:
_____________________________________
PRINTED NAME: _______________________
SIGNATURE: __________________________
DATE: _______________________________

PROPONENT 3:
_____________________________________
PRINTED NAME: _______________________
SIGNATURE: __________________________
DATE: _______________________________
http://www.academicjournals.org/article/article1392973607_Adamu.pdf
THE IMPACT OF GAMES AND MODULES ON THE ENGAGEMENT
57
http://apjeas.apjmr.com/wp-content/uploads/2015/07/APJEAS-2015-2.3-09-

Academic-Motivation-among-College-Students-with-Math-Anxiety.pdf

http://www.academia.edu/1595557/Math_Anxiety_in_College_Students_across_M

ajors

http://www.academia.edu/9652767/math_anxiety_and_academic_performance

http://www.academia.edu/9652767/math_anxiety_and_academic_performance