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Transcript of THESIS
In school, generally speaking, most students find Mathematics as one of the most difficult subjects. Normal settings show that usually, young people display fear and negative views about this particular subject. If academic dilemmas arise, there are still solutions which can be discovered. One of these is the utilization of board games. The particular use of board games as instructional materials for mathematics-related subjects inspired the researchers to construct the Slide for Math. The researchers completed this study with the notion to construct a board game that shall cater the needs of mathematically-challenged students for motivation and recreation.
If academic dilemmas arise, there are still solutions which can be discovered. One of these is the utilization of board games. Certainly, board games are popular these days for these don’t require the players to be overly intellectual to succeed. Just by engaging with board games, significant social skills, such as communicating, sharing, waiting, taking turns, and enjoying interactive learning with others can be imparted. Furthermore, board games can foster the capability to focus and to lengthen the extent of attention through the completion of an exhilarating and productive game. The particular use of board games as instructional materials for mathematics-related subjects inspired the researchers to construct the Slide for Math. The researchers completed this study with the notion to construct a board game that shall cater the needs of mathematically-challenged students for motivation and recreation. If math is what makes pupils scared, then building a special board game concerning this subject matter will be a sufficient step in handling this situation. By doing this, individuals will not only enjoy while playing but also learn eruditions that will enhance their ability in Math. Also, the game itself can provide wisdom that most students never get through the dogmatic discussions within the four corners of the room.
This study aimed to evaluate the board game as a learning tool in Mathematics. The study sought to find the answers to the following questions:
1. Can the board game help a student`s performance in Mathematics?
2. Can the students encounter a satisfaction level while playing the board game based on the following components:
a. Mechanics of the Game?
b. Educational Value?
c. Entertainment Value?
d. Over-all presentation of the board game? STATEMENT OF THE PROBLEM The following statements were the possible null answers to the previous questions:
1.The board game cannot help a student`s performance in Mathematics.
2.The students cannot encounter a satisfaction level while playing the board game based on the following components:
a. Mechanics of the Game
b. Educational Value
c. Entertainment Value
d. Over-all presentation of the board game HYPOTHESES SIGNIFICANCE OF THE STUDY Mathematics is one of the many subjects which are considered difficult to learn – surveys conclude that 70% of the schoolchildren around the world “hates math”. However, mathematical skills are considered significant in the world of professionalism and thus cannot be altogether disregarded within classes. This study which aimed to construct a board game should help learners to overcome their difficulties with mathematics-based subjects and should be significant to the following: For the students. Many students become bored during classes because the material used was not presented in such a way that they are engaged and motivated. The major reason why students lack focus during class is that they are not actually involved in the lesson. In connection to that, this study should enable them to have a more engaging form of learning through the materialization of a board game. This study is significant in producing an educational tool which can improve the state of learning and at the same time can infuse the motivation most students lack. For the teachers. This study is significant in providing an educational material as aides to teachers. They may use this study to improve the mathematical skills of a student and to further enhance class participation and sportsmanship. Also, the materialization of this study can assist in the development of both student-student and student-teacher approach during their discussions and activities. This study is significant to teachers who aim to make mathematics easier to teach and easier to understand. For the future researchers. This study is significant as basis to related studies to be conducted by future researchers. This shall assist them in improving the quality of mathematical education and finding alternative activities to motivate the students. SCOPE
LIMITATION Only second-fourth year level students were used as the sample for the study. The topics covered were Geometry, Trigonometry, Statistics, Advanced Algebra, and Calculus only. The study was conducted during August-September 2012. All of the tests were conducted at Honorato C. Perez Sr. Memorial Science High School.
This chapter covers the explanation of the methods of research and the data gathering techniques adopted. The details of the development of board game are also included. METHODOLOGY
The Making of the Board Game
After the lay-out of the board game has been done, the researchers asked assistance from a printing press for the production of the board game. Procedures and Mechanics of the Study
The Mechanics of the Board Game
1. The game requires 4-6 players. A player can choose his or her playing piece from the given figures. An arbiter is also needed. The arbiter`s job is to be the one who will manage the points to be given and assist the players.
2. In order to know the order of the player`s term, they will use the provided dice. The one who gains the most value of number will be the first to play.
3. The dice will also serve as the indicator of the number of steps a player will take.
4. Every step on the board game corresponds a question. If answered, the player will move in accordance to the number that appeared when the player used the dice and will have the corresponding points. If not, the player will lose a chance of moving.
Note: There are twists as the players play the game PHASE II If the word MATH appears at the bottom of the questionnaire, the player will have a chance to pick a higher amount of money at the BONUS box. 5. 6. 7. When a player reached the peak of the ladder (3rd step), the player can avail a bonus and if answered, the player will "SLIDE FOR MATH". The benefit of availing/answering the bonus question is the opportunity of making his or her journey faster by using the slide connected with the ladder. However, the questions should be answered for 15 seconds. 8. 9. The game will only be played for 30 minutes.
10. The one who will get the most points will be the winner. SCHEMATIC DESIGN Figure 1. Schematic Design: This is the design of the board game done by the researchers. Table 1. Research Design: The research design is where the researchers input the data gained on the study. Research Design (PHASE I) RESEARCH PARADIGM INPUT Conceptualizing of the
mechanics of the game PROCESS The production of the board game:
•Lay-outing of the design of the board game
•Printing of the board game itself
•Manufacturing of the game accessories OUTPUT Slide for Math:
A 3D Mathematical
Board Game RESEARCH PARADIGM PHASE II INPUT Slide for Math: A 3D Mathematical Board Game PROCESS Gathering of the players to be used in playing the board game
Discussion of the rules and mechanics of the game to the players OUTPUT The players may start the game. RESULTS AND DISCUSSION
This chapter presents all the data gained on the study and their statistical analyses. Table 2. Results and Discussions After the players played the game, the researchers gave them survey questionnaires to be answered for the evaluation of the board game. Using the scale of 1-10, the board game was assessed based on its mechanics, educational value, entertainment value, and over-all presentation. The data gained were averaged. The players of the board game found it challenging because there is only limited time to answer the questions. They also stated that the board game helped them to remember the previous topics they had tackled in their lessons. They also found it enjoyable and fun, factors that made possible for the players to be engaged with the game.
A few polishing for the board game, specifically at the accessories used, was requested by the players. Educational Value: The statistical analyses of the ratings the researchers gained after testing it with the selected 20 students from different year levels. Table 3. T-test Is the over-all presentation satisfactory, if the satisfactory mark is beyond 6? Ho : mu0=6 ; Ha: mu > 6
After verifying the given data and their results, the researchers rejected Ho because the p-Value gained is less than the alpha which has a value 0.05. With that, the researchers have the sufficient proof that the over-all presentation of the board game is satisfactory since it exceeds the satisfactory mark of 6. Table 4. T-test Is the educational value satisfactory, if satisfactory mark is beyond 7? Over-all Presentation: Ho : mu0=7 ; Ha: mu > 7
The researchers rejected Ho after comparing the p-Value to the alpha that has a value of 0.05 because the p-Value is less than alpha. With that, the researchers have the enough evidence that the educational value of the board game is satisfactory since it exceeds the satisfactory mark of 7. Table 5. T-Test Entertainment Value: Is the entertainment value more than 8? Ho: mu0=8 ; Ha: mu > 8
After the computation of the p-Value, the researchers rejected Ho because it is less than alpha (0.05). With that, the researchers proved that the entertainment value of the board game is satisfactory since it exceeds the satisfactory mark of 8. Table 6. T-test Mechanics of the Board Game: Is the mechanics of the board game satisfactory if the satisfactory mark is beyond 5? Ho: mu0=5 ; Ha: mu > 5
Since alpha=0.05 and p-Value is less than alpha, the researchers rejected Ho. Because Ha is accepted, the researchers proved that the mechanics of the board game is satisfactory. Pearson Correlation Coefficients, N = 20
Prob > |r| under H0: Rho=0 Is there a correlation between educational and entertainment value? The correlation value of the entertainment value and educational value is 0.40. It has weak positive correlation. This chapter covers the summary of the study, the conclusion made, and the recommendations advised by the researchers. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The study was conducted to develop an effective learning tool that will help a student’s performance in Mathematics. The general problem that covers the study is the application of board game as a learning tool. Summary of Findings The following questions were answered as the researchers conducted the study. The study sought to find the answers to the following questions: 1. Can the board game help a student`s performance in Mathematics? 2. Can the students encounter a satisfaction level while playing the board game based on the following components:
a. Mechanics of the Game?
b. Educational Value?
c. Entertainment Value?
d. Over-all presentation of the board game? Based on the ratings and statistical analyses, the researchers concluded that learning mathematics can be fun if the approach is light and engaging enough. Most of the players found the board game enjoyable but still intellectual. The following conclusions were drawn: Conclusions 1. The board game can help a student`s performance in Mathematics. 2. The students can encounter a satisfaction level while playing the board game based on the following components:
a. Mechanics of the Game
b. Educational Value
c. Entertainment Value
d. Over-all presentation of the board game For the future researchers who might be interested in improving this study, the researchers recommend the following:
1.Perform the study early to have an extra time for revisions.
2.Have a timeline of all the tasks to be done for the organization of work.
3.Consultation for an expert on the field must be contacted early for further knowledge.
4.The durability of the board game must be observed for its lasting usage. Recommendations APPENDICES APPENDIX A Survey Questionnaires APPENDIX B With the help of this computer shop, the printing of the board game`s questionnaires and cover is made possible. The making of the board game’s components and accessories This is the
finished product. Bunag, E.S. (2009). High School Trigonometry. Makati City, Philippines: Diwa Learning Systems Inc.
Campeña, F.J.H. (2009). High School Statistics. Makati City, Philippines: Diwa Learning Systems Inc.
Nivera, G.C et al.(2007).Geometry: Patterns and Practicalities. Makati City, Philippines: Don Bosco Press
De Lara, I.A. (2012). Differential and Integral Calculus Worktext.