Summ-It Up: Its Effect On The Academic Performance of The Grade Eight Students in Science Research Design: Sampling Data Collection: Data Analysis

Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Meralco Ave. cor. St. Paul Road
Pasig City
ABSTRACT
Title : SUMM-IT UP: ITS EFFECT ON THE ACADEMIC

PERFORMANCE OF THE GRADE EIGHT STUDENTS
IN SCIENCE
Research Design :
Sampling Data Collection:
Data Analysis :
The objective of this study is to determine the effectiveness of “Summ-It Up” to the
academic performance of the Grade 8 students in Science at Magdiwang National High
School, Magdiwang Romblon for the academic year 2018-2019. The study sample consisted
of 60 students which were drawn using total enumeration sampling method. The researchers
utilized two sections which were heterogeneous class, the control group studied using the
traditional way of teaching and experimental group studied with the use of the game
intervention. For the purposes of the study, the researchers prepare pre-test/post-test
questionnaires, and for the validity, the test was obtained from the Division First Unified
Quarterly Examination and the final test has been formed.
The result of the study showed that the MPS of pre-test of the control group (11.97)
and experimental group (13.03) were almost close with a verbal interpretation of “Low
Mastery”, with the level of significance of pre-test equal to 0.179 which is greater than 0.05
proving that they both have the same level of understanding of the topics before the conduct
of the study. The post-test results shows a significant change in the control group with the
MPS of 25.86 with a verbal interpretation of “Average Mastery” and the experimental group
with the MPS of 30.83 with a verbal interpretation of “Moving Towards Mastery”. Moreover,
the control group and experimental group obtained a significant difference of 0.000 when it
came to their mean pre-test and post-test score.
Statistically, there is a significant difference in the subsequent test, and the level of
significance, equals to 0.001 on favor of the experimental group with the mean score of 30.83
which is evidently higher than that of the mean score of control group which is 25.86. The
researchers referred this to the effect of the “SUMM-IT UP” to the academic performance of
students in Science.
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AsSUMM-IT
cited by Karen A. EFFECT
UP: ITS Milczynski
ONwhen
THEstudents
ACADEMIC workPERFORMANCE
cooperatively on aOF gaming activity,
THE GRADE
“games foster group cooperation
EIGHT and typically create
STUDENTS a high level of student involvement
IN SCIENCE
that makes them useful tools for effective teaching” Franklin, Peat & Lewis (2003).
Proponents: MARK ANTHONY C. FABELLON, SST I, MAGDIWANG NHS

SHYRA R. ROBISO, SST I, MAGDIWANG NHS
I. Context and Rationale
Teaching-learning process in the classroom comes in various methods and strategies,
yet there’s always a challenge in terms of dealing with the students’ attitude and interest
specifically in teaching Science subject. Hence, many hands-on experiments/activities aside
from deliberate discussions of topics alone are administered to augment the need in boosting
students’ performance by which paper-pen/performance assessment would however show
the results.
Learners nowadays, not all but mostly have short span of interest and easily forget the
topic that had been discussed through the day or even an hour after it. Their academic scores
or rating are greatly affected by their performance during the conduct of the topic, depending
on the impression and how it triggers their interest shown upon them by the method used in
teaching. The more they enjoy and caught by the process the more likely they will have
positive outlook towards it and will have high performance, whereby could help elevate and
improve not just their academic ratings but also the retention of important points in the topic
for themselves.
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Franklin, Peat & Lewis as cited by Karen A. Milczynski (2011) states that, when
students work cooperatively on a gaming activity, “games foster group cooperation and
typically create a high level of student involvement that makes them useful tools for effective
teaching”.
According to the study of Verenikina et al., ”Child’s Play” as cited by TzuFen Su et. al.,
(2014) states that, when children play a game, not only does it simply reflect the level of
cognitive development that has been attained, but it also consolidates the skills, actions, and
meanings that have been acquired. As supported by Vygotsky’s zone of proximal
development, play facilitates learning as it creates and scaffolds wherein children are involved
in tasks slightly above their abilities.
Researches support the idea that games hold the interest of students and motivate them to focus on
the activities because they enjoy competition, challenge and fun. Games have been considered as good
instructional aids for learning. Even Plato, in his book The Republic, recommended training children by utilizing
games. (Bragg, 2007).
In the study of Puspitaa et. al. (2017), the snake and ladder game played by two or more people can
train children to compete. In addition, it can train children to work together and train them to act sportively. The
game of snake-ladder is a type of competition game that is directed at the ability of cooperation and
sportsmanship so as to engineer the social and moral experience of children.
However, Simons (2002) of The Games Journal reports that one of the prevalent complaints in some
game style is that luck is a dominant element. Snake and Ladder is of this type of game. All that a player does
is to throw the dice and hope that the outcome will be favorable. This will be fun for the first few plays, but will
be unexciting after some time.

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This research study is addressing an intervention not just to help improve the students’
performance or paper-pen assessment results but also to measure and determine if the said
intervention could greatly help students to sharpen their memory, encourage optimal interest
and lessen laziness in remembering and understanding the important points from a certain
topic being discussed. It might be used before, during and after the discussion.
In the study coined by B. F. Skinner, operant conditioning involves increasing a
behavior by following it with a reward, or decreasing a behavior by following it with
punishment. It requires action on the part of the learner. The learner must operate, or perform
a certain behaviour to receive a reward. Furthermore, he maintained that rewards and
punishments control the great majority of human behaviors. (Microsoft ® Encarta ® 2008).
The proposed activity would promote actions with reward and punishment sequence
in the forms of point system and mastery of the topic. The learners would be more challenged
to finish the trail/path faster while answering the following questions in the bonus stations and
gather much point than that of the other groups to win the game. The trick here is, will the
group who finished the trail first, garners the highest point? or the team/group who does not,
gets the highest point? What’s important here is aside from the points gained, the learners
got their reward which is learning their topic more while they enjoy playing the game.
a. Conceptual Framework
After securing permission from the Schools Division Superintendent and School
Heads, the researchers will be guided by the following research framework in conducting the
study:
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F
e
e
d
b
a
c
k
The researchers utilized the Curriculum Guide for Grade 8 Science with lesson plan of
the lessons covered, prepared the pre-test/post-test questionnaire and the intervention
material. Pre-test was administered for both group of respondents. The control group had a
conventional teaching-learning process while the intervention Summ-It Up Station Relay was
administered to the experimental group. Afterwards, post-test was administered to control
group and experimental group.

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II. Proposed Innovation, Intervention, and Strategy
Motivation is crucial in encouraging students’ interest and positive attitude towards the
topic. Hence, before, during and even after the lecture, learners should be kept motivated to
stay on course of learning. They are more fun oriented as influenced by a mobile games.
However, is one of the reasons for their lecture attention problems.
Furthermore, this research provides a modified snake and ladder game depicting the
Sibuyan’s Mt. Guiting Guiting with stations and bonus stages with questions that would be
answered by the learners during the game. The said intervention can be used for a formative
assessment or group performance assessment to test their understanding and retention
about the topic.
This would be administered to a Grade 8 Students that belongs to regular low sections
since the researchers think it would fit for them and could provide plausible and reliable result.
The said intervention material will be used for the duration of six modules (Force, Motion,
Work and Energy) in the first grading period and will likely serve as a supplement in assessing
the students learning after each subtopic have been discussed. The teacher-researcher will
employ the pre-test then afterwards, discuss the topics intended for the grading period
following the competency and the time allotted for it. After the discussion, Summ-It Up, game
intervention will be employed as application/substitute for generalizing/evaluating the lesson,
whereas the post-test will be administered to determine the effectiveness of the intervention
in terms of the scores of the learners.

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If found effective and conducive to learning, the intervention could be used not just by
the science teacher but also to the other subjects taught. This could be used during the free
time or collaborative learning time of the students to lessen boredom while studying not just
to develop their cognitive abilities but also their mental preparedness as it challenges their
alertness in answering the questions and confidence to deal with other learners’ ideas.
Administration of SUMMIT-IT UP
The SUMMIT-UP will serve as “memory triggering device” which will challenge each of
the individuals in each group to think faster, remember faster and to answer before the given
set time limit. The Intervention is to be conducted to the Grade 8 learners every after the topic
is discussed or every Friday of the week.
Risk factor of the game:
1. Time may not be enough for the three groups to finish the game.
Remedy:
1. If one group reached already the summit, automatically they will be the winner. The
remaining two groups will count their points and the highest points gained will be the
second placer.
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Procedures in Conducting the Face off
The game will be composed of three groups/teams, each of which has the freedom to
answer the questions given to them on the Fairy trail bonus questions. However, the Bonus
trail questions corresponds with respective points will be answered by each individual member
of the group which will take rounds until all of them has answered. This encourage cooperation
and testing the knowledge of each learners. Hence, more bonus questions earned and
answered, more points will be gained.
When a group could not answer the Bonus questions within the required time limit, the
other groups may steal the chance to answer using the dice and has the chance to take the
dice to lead again the game.
Point System of SUMMIT-UP
Stage 1 (7 Bonus Stages) 1 point each
Stage 2 (7 Bonus Stages) 2 points each
Stage 3 (7 Bonus Stages) 3 points each
6 Fairy Bonus Questions 5 points each
Finish Line/Summit 10 points each
The first group to reach the finish line/summit will be announced as the winner and be
given additional points. Therefore, bonus points is given to the group who reached the finish
line.
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III. Action Research Questions
The quasi-experimental study was used to determine and analyze the effectiveness of
the intervention, SUMM-IT UP, through pre-test and post-test of grade 8 students in Science
at Magdiwang National High School in school year 2018-2019.
This research aims to address the effectiveness of Summ-It Up station game relay to
the academic performance of students in Science. As the 21 st Century generation learners,
the researchers observed that one of the dilemmas of the learners is retention and
understanding of the topic discussed in the day.
This intervention might not answer all the students’ learning problems yet it could be a
help to mediate, bring back and heighten the learners’ interests to focus, think, test their own
ideas, act and lead their own learnings through interactive, fun learning activity.
Specifically, this research aims to:
1. What is the mean pre-test score of the students in control group and
experimental group?
2. Is there a significant difference between the mean pre-test scores of the
students in control group and experimental group?
3. What is the mean post-test score of the students in control group and
experimental group?
4. Is there a significant difference between the mean pre-test and post-test scores
of the students in control group?

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of the students in experimental group?
6. Is there a significant difference between the mean post-test scores of the
Hypotheses
1. There is no significant difference between the mean pre-test scores of the students
in control group and experimental group.
2. There is no significant difference between the mean pre-test and post-test scores
of the students in control group.
3. There is no significant difference between the mean pre-test and post-test scores
of the students in experimental group.
4. There is no significant difference between the mean post-test scores of the students
in control group and experimental group.
IV. ACTION RESEARCH METHODS
A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND INFORMATION
This research used the total enumeration sampling method in choosing the
respondents which requires the study of all elements in the population (Fraenkel and Wallen,
1996). The total population of the students in their respective sections will be used as the
respondents except for those with irregular attendance that could threaten the validity of the
study.
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A draw lot was conducted to choose on which section will serve as the control
and experimental group. The respondents of the study was composed of two sections from
grade 8 students of Magdiwang National High School which both belongs to low section class,
specifically, 8-Pisces and 8-Aries, first quarter of the school year 2018-2019. Using them as
the respondents convinced the researchers that it would give a much valid result since they
are heterogeneous class and are the ones which mostly needs attention in terms of
academics.
The control group was exposed to conventional teaching method while the
experimental group were immersed also in conventional teaching with the intervention of
(Summ-It Up Station relay) game after the topic have been discussed. The result of the
research would determine if there would be a significant difference between the scores of the
two respondents with or without the use of the intervention material.
After the students with
Table 1. Sample Distribution

Gender Control Experimental
Male 17 20
Female 13 10
Total 30 30
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B. DATA GATHERING METHODS
This research used the pretest-posttest quasi-experimental research design to
determine the effectiveness of SUMM-IT UP game relay through the results of the pre-test
and post-test of grade 8 students in Magdiwang National High School for the school year
2018-2019. Since the study was done in a school setting, random placement was not utilized.
The control group which was exposed to conventional teaching was compared to
experimental group which also exposed to conventional teaching but with the use of the said
intervention.
Experimental O1 X1 O2
Control O1 X2 O2
Figure 2. The research design
Where:
O1 – Pre-Test (Standardized Objective Test)
O2 – Post-Test (Standardized Objective Test)
X1 – Class that utilized SUMM-IT UP
X2 – Class that did not utilized SUMM-IT UP
The researchers administered the 2015-2016 Division First Unified Quarterly
Examination since it undergone validation. It was used as the instrument in the pre-test and
post-test of both control and experimental. Only 45 items were used since there was no time
to discuss the whole competencies for the first quarter.

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The data collection was shown in Table 2.
Table 2. Data collection plan.

Experimental Control
Pre-test (2015-2016 Unified Test)
 To conduct conventional teaching
 To conduct conventional teaching
method and administer SUMM-IT
method
UP
Interview students
Post-test (2015-2016 Unified Test)
C. DATA ANALYSIS PLAN
To determine the significant difference between the pre-test of the control and
experimental group as well as the post-test of the control and experimental group, t-test for
independent samples was used. Moreover, t-test for dependent samples was used to
measure significant difference between the pre-test and post-test scores on the control and
experimental group.
V. Discussion of Results and Reflection
The following were the results of the conduct of the study.
1. What is the mean pre-test score of the students in control group and
experimental group?
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Table 3
Mean Pre-Test Score of the Control Group and Experimental Group
Performance Verbal
Test Group Mean SD Level Interpretation
Control 11.97 2.94 29.93 Low Mastery

Pre-Test
Experimental 13.03 3.02 32.58 Low Mastery
Legend
MPS Descriptive Rating
96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Mastery
Table 3 shows the mean pre-test score of the control group and experimental group.
It can be seen in the table that the mean pre-test score of the control group was 11.97 with a
standard deviation of 2.94 at a performance level of 29.93 with a verbal interpretation of “Low
Mastery”. Furthermore, experimental group attained a pre-test mean score of 13.03 with
standard deviation of 3.02 at a performance level of 32.58 with a verbal interpretation of “Low
Mastery”.
This means that both groups have a finite idea about the topics to be discussed.
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1. Is there a significant difference between the mean pre-test scores of the students
in control group and experimental group?
Table 4
Significant Difference on the Mean Pre-Test Score of the Control Group and
Experimental Group
Sig. (2- Verbal

Test Group Mean Df t Decision
tailed) Interpretation
Control 11.97
Accept Not
Pre-Test Experimental 13.03 56 1.36 0.179
Ho Significant
Table 4. shows the significant difference between the mean pre-test of the control
group and the experimental group. As seen on the table, the sig. (2-tailed) value 0.179 with
56 degrees of freedom was greater than 0.05. Thus, the null hypothesis 1 was accepted. It
means that there is no significant difference between the academic performance of the
students in the control group and experimental group. Therefore, students in both groups
have the same level of performance on the topics to be discussed before conducting the
research.
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1. What is the mean post-test score of the students in control group and
experimental group?
Table 5
Mean Post-Test Score of the Control Group and Experimental Group
Performance Verbal
Test Group Mean SD
Level Interpretation
Average
Control 25.86 5.53 64.65
Mastery
Post-Test Moving
Experimental 30.83 5.16 77.08 Towards
Mastery
Legend
MPS Descriptive Rating
96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Mastery
Table 5 presents the mean post-test score of the control group and experimental
group. The control group gained a post-test mean of 25.86 with a standard deviation of 5.53
and a performance level of 64.65 with a verbal interpretation of “Average Mastery”.
Furthermore, the experimental group attained a post-test mean score of 30.83 with a standard
deviation of 5.16 and a performance level of 77.08 with a verbal interpretation of “Moving
Towards Mastery”. As observed, there is an increase in the post-test of both control and
experimental group compared to the pre-test.

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of the students in control group?
Table 6
Significant Difference on the Mean Pre-Test and Post-Test Score of the Control Group
Sig. (2- Verbal

Group Test Mean df t Decision
Pre-Test 11.97
Reject
Control 56 -11.58 0.000 Significant
Post-Test 25.86 Ho
Table 6 shows the result of the test of significant difference between the scores of the
control group in pre-test and post-test.
There was a significant difference of 0.000 between the scores obtained by the control
group in pre-test and post-test which was less than 0.05 significance with a degree of freedom
of 56. Thus, it rejects the null hypothesis 2 that there is no significant difference between the
mean pre-test and post-test of the control group. Therefore, there is an improvement in
students’ performance in Science using the conventional teaching.

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2. Is there a significant difference between the mean pre-test and post-test
scores of the students in experimental group?
Table 7
Significant Difference on the Mean Pre-Test and Post-Test Score of the Experimental
Group
Sig. (2- Verbal

Group Test Mean df T Decision
Pre-Test 13.03 Reject
Experimental 56 -15.67 0.000 Significant
Post-Test 30.83 Ho
Table 7 shows the result of the test of significant difference on the between the
scores of the control group in pre-test and post-test.
In the same manner with the control group, there was a significant difference of 0.000
between the scores obtained of the experimental group in pre-test and post-test which was
less than 0.05 significance with a degree of freedom of 56. Thus, it rejects the null hypothesis
3 that there is no significant difference between the mean pre-test and post-test of the
experimental group. Therefore, the “SUMM-IT UP” intervention used in teaching Science
clearly manifests that there was an improvement in students’ performance.

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3. Is there a significant difference between the mean post-test scores of the
Table 8
Significant Difference on the Mean Post-Test Score of the Control Group and
Experimental Group
Sig. (2- Verbal

Test Group Mean Df T Decision
Post- Control 25.86 Reject

56 3.42 0.001 Significant
Test Experimental 30.83 Ho
Table 8 shows that the significant difference between the mean post-test score of the
control group and experimental group is 0.001 which was less than the significance value of
0.05 with 56 degrees of freedom. Therefore, it rejects the null hypothesis 4 that there is no
significant difference between the mean post-test score of the control group and experimental
group.
The mean score of experimental group 30.83 which is evidently higher than that of the
control group with the mean of 25.86 shows that “SUMM-IT UP” can help grade 8 students
increase their academic performance in Science compared to a mere conventional teaching.
As supported by the study of Dafalla (2016) “The Impact of Educational Games to
academic achievement.” The point of using educational games in the learning process is to
increase the excitement and thrill of the students when learning which will as a result
contribute to the students' desire of the learning process. This will be achieved by integrating
academic achievement with educational games that are a type of entertainment.

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Summary of Findings
Based from the results and findings, the MPS of pre-test of the control group is 11.97
while the experimental group is 13.03 with a verbal interpretation of “Low Mastery” showing
both groups have limited ideas about the topic. On the other hand, the post-test results shows
a significant change in the control group with the MPS of 25.86 with a verbal interpretation of
“Average Mastery” and the experimental group with the MPS of 30.83 with a verbal
interpretation of “Moving Towards Mastery”.
Based from the data presented in table 4, the researchers found that the level of
significance after analyzing the result of pre-test is equal to 0.179 which is greater than 0.05.
Therefore, this reflects that there is no significant difference between the academic
performances of the two groups showing the same level of performance before the conduct
of the study.
Results of the pre-test and post-test of the control and experimental group shows
significant difference as reflected in the table 6 and 7.The control group obtained a significant
difference of 0.000 which is less than 0.05.Likewise, experimental group had a significant
difference of 0.000 which is less than the significant value of 0.05.

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Furthermore, difference between the MPS of the two groups in the post-test shows
significant difference of 0.001 which is lower than significant value of 0.05. Hence, a significant
difference between the two groups is observed showing also the result of post-test mean
score of the experimental group of 30.83 which is evidently higher than that of the mean score
of control group which is 25.86. Therefore, “SUMM-IT UP” help students increase their
academic performance compared to a mere conventional teaching in Science.
Conclusions
From the results of research conducted then it can be concluded as follows:
1. The mean pre-test scores of both control and experimental group shows “low mastery”
for the first quarter lessons in Science.
2. There is no significant difference between the MPS of the pre-test results of the control
group and experimental group. Proving that both groups have equivalent
understanding on the lesson before the intervention was used.
3. The experimental group headed “moving towards mastery” while control group
showed “average mastery” as shown from the post-test scores.
4. Both the control group and experimental group showed a significant difference on their
pre-test and post-test mean scores. These means that both groups learned and
understood the instructions given to them throughout the quarter.

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5. After doing the analysis, the intervention material used in the instruction through the
data obtained and interpreted showed that the post-test of experimental group is
significantly higher than the mean score of the control group. As a conclusion, “SUMM-IT
UP” was effective and led the development of academic performance among students of
the experimental group in grade 8 Science.
Recommendation
Based on these results the researchers recommend the following:
1. As proven useful and effective, science teachers may adopt and use the “SUMM-IT
UP” intervention to help encourage students interest towards Science.
2. Science teachers should give the active learning strategies more attention by
planning and applying it on their respective fields using game interventions.
3. The school administration and teachers should recognize the
importance of the use of educational games and encouraging teachers to use this
method in teaching.
4. The intervention could be used to other subject areas so as to further determine its
effectiveness and could be improved more in enhancing students’ concepts towards
the subject.
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VI. PLANS FOR DISSEMINATION AND UTILIZATION
The results and findings if effective, the intervention can be presented to the teachers
during meetings or sessions and can be concluded to be used in the teaching learning
process not just by the Science teachers but perhaps with the other subjects the intervention
deemed relevant and useful.

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VII. REFERENCES
Blake, Barbara., Pope, Tambra. (2008). Developmental Psychology: Incorporating

Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary
Perspectives in Education
Dafalla, S. H. K. (2016). The Impact of Educational Games on the Academic Achievement of

Fifth Grade Students in Science.
(An Experimental Study on the Elementary Level, Afif Province). International Journal of
Education and Research. Vol. 4 No. 12.
Franklin, S., Peat, M., & Lewis, A. (2003). Non-traditional interventions to stimulate
discussion: The use of games and puzzles. Journal of Biological Education.
Lowe, N. K. (1988) Games and toys in the teaching of Science and Technology. Paris:
UNESCO
McCormack, P. (2013). Snakes & ladders - Learning through games. Innovative

Education.org
Milczynski, K. A. (2011). Effectiveness of gaming in the classroom. Michigan State

University https://msu.edu/~milczyn1/artifacts/LITERATUREREVIEW_KAREN_M
ILCZYNSKI.pdf
Pornel, Jonny B. (2011). Factors that Make Educational Games Engaging to Students.
Philippine Journal of Social Sciences and Humanities. University of the
Philippines Visayas. Iloilo City, Philippines.
Puspitaa, Debby May., Suryab, Edy.(2017). Development of Snake-Ladder Game as a

Medium of Mathematics Learning for the Fourth-Grade Students of Primary
School. Graduate Student of Basic Education of Medan State University, Indonesia
MIMAROPA REGION
Pasig City
Simons, A. (2002). Upgrading your game even further. The Games Journal [Online]. Retrieved from
http:///www.thegamesjournal.com/
Skinner, B. F. (2007). (Operant conditioning), Microsoft® Student 2008 [DVD]. Redmond,

WA: Microsoft Corporation.
TzuFen Su, Meng-Tzu Cheng, and Shu-Hua Lin (2014). Investigating the Effectiveness of an
Educational Card Game for Learning How Human Immunology Is Regulated.
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VIII. COST ESTIMATES
Unit
Items of Expenditures QTY Unit Total
Cost
Cost for Research Output Supplies
Bond Paper 3 Ream 180 540
Neon Paper 3 Ream 75 225
Dice 4 Pieces 30 120
Buttons 4 Pieces 30 120
Internet Load 500 500
Printing
Ink (black, cyan, magenta, yellow 4 Bottles 400 1,000
Binding of Final Report
Researchers 2 Soft Bound 50 100
School 1 Soft Bound 50 50
Division/District 1 Soft Bound 50 50
Region 2 Hard Bound 50 100
Tarpaulin 1 2x5ft 300 300
Tarpaulin stand 1 pc 250 250
Cost for Research Dissemination 300
Registration
Division Summit 2 pax 500 1, 000
Regional Summit 2 pax 4,500 9,000
Total 13, 655
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IX. ACTION RESEARCH WORK PLAN AND TIMELINESS
ACTIVITIES TIME FRAME
1. PLANNING STAGE
A. Preparation of the Action Research Paper
a. Read literatures and researches about
game interventions in instructions June 4-15, 2018
b. Writing of action research proposal June 4-15, 2018
c. Determine the respondents of the study June 5, 2018
B. Development of Pre-Test June 10-15, 2018
C. Making of the SUMMIT-UP June 11-15, 2018
D. Secure permit to conduct the action research June 11, 2018
E. Reproduce the research instrument June 16-17, 2018
2. IMPLEMENTATION STAGE
A. Administration of Pre-test June 18, 2018
B. Teaching-Learning process June 20-August 6, 2018
C. Administration of Post-test August 10, 2018
D. Tabulation of the data August 13-14, 2018
3. Analysis and Report Writing Stage

A. Analyse and interpret the data August 15-24, 2018
B. Write research report August 27-Sept. 7, 2018
4. Reporting Stage
A. Print and reproduce the report September 7-14, 2018
B. Submission of report September 17-20, 2018
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Summ-It Up: Its Effect On The Academic Performance of The Grade Eight Students in Science Research Design: Sampling Data Collection: Data Analysis

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Summ-It Up: Its Effect On The Academic Performance of The Grade Eight Students in Science Research Design: Sampling Data Collection: Data Analysis

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Republic of the Philippines

Title : SUMM-IT UP: ITS EFFECT ON THE ACADEMIC

Proponents: MARK ANTHONY C. FABELLON, SST I, MAGDIWANG NHS

I. Context and Rationale

Teaching-learning process in the classroom comes in various methods and strategies,

specifically in teaching Science subject. Hence, many hands-on experiments/activities aside

students’ performance by which paper-pen/performance assessment would however show

meanings that have been acquired. As supported by Vygotsky’s zone of proximal

in tasks slightly above their abilities.

games. (Bragg, 2007).

sportsmanship so as to engineer the social and moral experience of children.

be unexciting after some time.

In the study coined by B. F. Skinner, operant conditioning involves increasing a

behavior by following it with a reward, or decreasing a behavior by following it with

a certain behaviour to receive a reward. Furthermore, he maintained that rewards and

administered to the experimental group. Afterwards, post-test was administered to control

group and experimental group.

II. Proposed Innovation, Intervention, and Strategy

However, is one of the reasons for their lecture attention problems.

assessment or group performance assessment to test their understanding and retention

about the topic.

intervention will be employed as application/substitute for generalizing/evaluating the lesson,

in terms of the scores of the learners.

is discussed or every Friday of the week.

Risk factor of the game:

Procedures in Conducting the Face off

answered, more points will be gained.

dice to lead again the game.

Point System of SUMMIT-UP

Stage 1 (7 Bonus Stages) 1 point each

Stage 2 (7 Bonus Stages) 2 points each

Stage 3 (7 Bonus Stages) 3 points each

6 Fairy Bonus Questions 5 points each

Finish Line/Summit 10 points each

III. Action Research Questions

at Magdiwang National High School in school year 2018-2019.

the academic performance of students in Science. As the 21 st Century generation learners,

understanding of the topic discussed in the day.

Specifically, this research aims to:

2. Is there a significant difference between the mean pre-test scores of the

students in control group and experimental group?

of the students in control group?

of the students in experimental group?

6. Is there a significant difference between the mean post-test scores of the

students in control group and experimental group?

in control group and experimental group.

of the students in control group.

of the students in experimental group.

in control group and experimental group.

IV. ACTION RESEARCH METHODS

A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND INFORMATION

two respondents with or without the use of the intervention material.

After the students with

Table 1. Sample Distribution

B. DATA GATHERING METHODS

This research used the pretest-posttest quasi-experimental research design to

Figure 2. The research design

O1 – Pre-Test (Standardized Objective Test)

O2 – Post-Test (Standardized Objective Test)

X1 – Class that utilized SUMM-IT UP

X2 – Class that did not utilized SUMM-IT UP

The researchers administered the 2015-2016 Division First Unified Quarterly

to discuss the whole competencies for the first quarter.