Development of Game-Based Activities in Grade 9 Mathematics
Ronalyn M. Cruzada1, Agnes D. Arellano, Ed.D.2
Batangas State University
Batangas City, Philippines
DOI: https://doi.org/10.54476/iimrj311
ABSTRACT
This study developed game-based activities (GBA) in Grade 9 Mathematics. Respondents were 133 Grade 9 Mathematics Teachers from the Division of Batangas Province. The authors applied a descriptive-correlational research design where the questionnaire was used as main instrument to gather the data. Correspondingly, frequency distribution, percentage, weighted mean, composite mean, and chi-square were utilized to treat gathered data. Findings revealed that majority of Mathematics teachers were early adult female with 5 years and below teaching experience, have attended seminars/training on the pedagogical approach, and holders of bachelor’s degree. GBA were utilized by the teachers in motivation, engagement, performance, and application. It was revealed that there is a significant association between extent of utilizing GBA for motivation and the highest educational attainment (HEA) and seminars/training, between extent of utilizing GBA for engagement and sex, HEA, and teaching experience (TE) and between extent of utilizing GBA for performance and age, HEA, and TE. On the other hand, there is no a significant association between extent of utilizing GBA for motivation and age, sex and TE, between extent of utilizing GBA for engagement and age and seminars/training, and between extent of utilizing GBA for performance and sex and seminars/training. Lastly, there is no significant association between the extent of utilizing GBA for application and age, sex, HEA, TE, and seminars/training.
Keywords: application, engagement, game-based activities, performance, motivation