WESLEYAN UNIVERSITY-PHILIPPINES

Mabini Ext., Cabanatuan City

College of Education

GEOBRASIC: A NEW TOOL IN LEARNING BASIC MATHEMATICS

An action research
presented to
The Faculty of College of Education

In partial fulfilment
of the requirements for the degree
Bachelor of Secondary Education

SHAIRA C. DELA CRUZ

ROSELLE JOI L. MIJARES
VIA V. TOLEDO

2018
 INTRODUCTION

Mathematics is a subject that is present in all level of schooling (elementary, secondary,

tertiary). Nobody can avoid mathematics. Whether they like or not, math is already part of their

lives. But why do many people still hate mathematics subject? Many children find it hard to

learn the lessons in math. They are having anxiety in answering on the board, or any activities

regarding the subject.

According to Ocadiz 2017, students experienced computational weaknesses in the course

of their math assignments and exams. Also, according to Gurganus 2010, cognitive factors are

one of the problems of the students. Most of the students with mild to moderate disabilities have

cognitive factors that hold back learning. This means that the students don’t really find math as

an interesting subject.

According to the surveys, the mathematics is also one of the most boring subjects. The

students find it hard to understand the lesson so they tend not to listen. (Ocadiz, 2017)

Many teachers use mathematical games and activities in putting an effort to engage the

students in learning. Games have been employed for drill and practice, warm-up activities and

rewards. The effectiveness of games as a motivational tool in mathematics requires further

examination if games are to be employed for the teaching of mathematical concepts.

Use of games in teaching mathematics is considered a best practice (Moore, 2012) that is

recognized by students as making mathematics more meaningful (Miller, 2009). Games

encourage logico-mathematical thinking (Kamii & Rummelsburg, 2008), facilitate the

development of mathematical knowledge while having a positive influence on the affective

component of learning situations (Booker, 2000), and have a positive effect on students’ interest

and motivation (Bragg, 2007).

Teachers introduce games to students for a range of reasons, including that for an

improved attitude towards mathematics (Nisbet & Williams, 2009), enjoyment (Booker, 1996),

motivation and engagement (Bragg, 2003; Provenzo, 1991), disguising of drill and practice

(Lim-Teo, 1991), the development of social skills (Ernest, 1986; Oritz, 2003) and as a warm-up

activity or reward (Bragg, 2006). Furthermore, games involve higher-level thinking.

On the other side, students (especially those who are in elementary and secondary level)

are very interested in games. Most of them are very active when there is a game activity in

school. That is why, the researchers decided to make a research on how to make mathematics

lesson more interesting and fun. How a newly developed game can help the students to change

their perspective in math?

Based from the above-mentioned statements, it is therefore important to know the

importance of the board games in the learning process of the students. Specifically, the study

sought answers to the following problems: (1) how did the board game developed? (2) How the

students assessed the geobrasic board game? (3) What are the feedbacks of the students towards

the board game?

 METHODS

The study involved the twenty-nine Grade 7 students, who had shown advanced

performance that was addressed as the STE section at Llanera National High School, as

respondents in the implementation of GeoBraSic board game that was conducted in the said

school. This study used the action method of research, and questionnaire checklist as the

instrument in gathering numerical format of data from the respondents. This study also utilized

interview which was done with the respondents to describe their individual experiences. The

numerical results of the study were analysed using the following statistical tools:

1. Descriptive statistics such as frequency counts, and percentages were used to describe the

effectiveness of the board game. Weighted mean and ranking system were also involved

in interpreting data.

2. The average performance of the board game was given interpretation using the scales:

3.50 Above-Highly Effective; 2.50-3.49-Effective; 1.50-2.49-Barely Effective; and below

1.49-Not Effective.

SPSS was used in the investigation of data for descriptive statistics and finding the

standard deviation or how dispersed the gathered scores.

 RESULTS, ANALYSIS AND DISCUSSION

This part presents, analyses, and interprets data gathered from the selected grade 7

students of Llanera National High School.

1. Development of the Board Game

The researchers came up with this kind of board game after so many trials in improving

the game, repairing some part that needs improvement, and adding the suggestions of the

adviser.

The “geobrasic board” is made up of illustration board, colored paper, duct tape and a

printed board design, including the rules and regulations of the game together with the colour

challenges. For the questions that were personally made by the developers, they assigned each

one of them to make questions about basic mathematics, geometry and algebra. These

questionnaires were made up of cut papers that has printed questions on it, and the choices, also

the reward and consequences. It also has a dice for the fair judgement on who will move first.
 For the rules of the game, first before starting the game, student will toss the die. The one

who got the highest number will be the one to have the first move; and so on. If ever draw will

occur, they need to repeat the tossing. Second, there must be a person to be assigned as the game

master and the “master is not allowed to play”. Third, players move will start depend on the

number of move they get from the card. Forth, every player must have their own scoring sheet (a

piece of paper will do). Fifth, if ever the player did not able to answer the question, player will

have to face the consequence written on the card. Sixth, they must follow the challenges in every

colour that they may encounter. Seventh, the player must answer according to the given time

written in the card. Eighth, if ever the player stopped at the blue box, the dare to be made must

be possible and safe to do. Lastly, the master of the game will decide the “dare” of the player.

And for the challenges that can be seen in the game board, here are the following colours

that corresponds a challenge, first is the colour “black” that says “please go back to 1”, if the

player of the game stopped in the colour black, he or she should go back to the box number one

(1). Second colour is “blue” that says “dare me”, it means that the game master will say a dare to

the player who stopped at the blue box. Third is the colour “yellow” that says “jump above

level”, meaning the player who stopped at the yellow box should jump at the box above the

yellow box. Fourth is the colour “orange” that says “plus one” that means the player should

move to another box beside the orange box. Fifth is the colour “green” says “power to display”,

meaning that the player who stopped at the green box have the power to choose who among the

other player he or she wants to displace. And lastly is the colour “red”, it says “wait for your

turn” meaning that the player who stopped at the red box, he or she will not make a move in one

rotation, after that, it is the only time that they can continue to play.

At first, the developers made a simple board game that was inspired and almost similar to
the game “snake and ladder”. Then their adviser suggested in dividing the board into four that

has 25 boxes each to make it unique to any other board game. Then after making another board

game, the developers decided to run the game with special participation of other researchers.

Their feedback are all positive, but their adviser advised them to conduct a survey to the lower

level (secondary) to prove if their board game is fun, interesting and educational.

The developers went to a national high school somewhere in Llanera (Llanera National

High School), where they conducted the survey. They let the students play as they acted as the

game master.

Based on their experienced and also based from the assessment of the students in Llanera

National High School, they said that the board game was fun, exciting and very educational.

2. Assessment of the Board Game

2.1 Profile of Respondents

2. 1.1. Sex
 Table 2.1.1 shows that from 29 respondents, the majority of the students who take part in

the implementation of GeoBraSic board game were female which consist of 22 (76%)

respondents. Whilst, the least of the respondents were male, which is composed of 7 (24%)

respondents.

Table 2.1.1:
Distribution of Respondents According to Sex

Course F % R
Male 7 24 2
Female 22 76 1
Total 29 100.00

2.2 Assessment of GeoBraSic board game in accordance with its physical appearance

and content.

2.2.1 Assessment of GeoBraSic board game in accordance with its physical

appearance such as attractiveness, uniqueness, durability, cleanliness, and

creativity.

The table 2.2.1 shows the performance of the GeoBraSic board game in accordance to its

physical appearance. It can be seen that in the category of attractiveness the mean score was 3.62

which were verbally interpreted as highly effective. Whilst, in uniqueness, durability and

cleanliness the mean scores were 3.59 which were verbally interpreted as highly effective, also
we can see that in category of creativity the mean score was 3.83 which was verbally interpreted

also as highly effective.

The findings showed that the board game according to its physical appearance is highly

effective. It can also be observed that the creativity considered best in the category of physical

appearance, while the uniqueness, durability and cleanliness were considered least in the

category.

Table 2.2.1:
Assessment of GeoBrasic board game in accordance with its physical appearance such as
attractiveness, uniqueness, durability, cleanliness, and creativity.

Category Mean N Std. Deviation Verbal

Interpretation
Attractiveness 3.62 29 .67685 Highly
Effective
Uniqueness 3.59 29 .68229 Highly
Effective
Durability 3.59 29 .56803 Highly
Effective
Cleanliness 3.59 29 .73277 Highly
Effective
Creativity 3.83 29 .60172 Highly
Effective
Total 3.64 29 Highly
Effective

2.2.2 Assessment of GeoBraSic board game in accordance with its content such as
effectiveness, enjoyable, exciting, difficult, and easy.

The table 2.2.2 shows the performance of the GeoBraSic board game in accordance to its

content. It can be seen that in the category of effectiveness the mean score was 3.76 which were

verbally interpreted as highly effective. Whilst, the enjoyable and exciting the mean scores were
3.90 which were verbally interpreted as highly effective, also we can see that in category of

difficult the mean score was 3.83 which was verbally interpreted also as highly effective. And

lastly, in the category of easy the mean score was 3.42 which was verbally interpreted as

effective.

The findings showed that the board game according to its content is highly effective. It

can also be observed that the enjoyable and exciting were considered best in the category of

content, while the easy were considered least in the category.

Table 2.2.2:
Assessment of GeoBrasic board game in accordance with its content such as effectiveness,
enjoyable, exciting, difficult, and easy.

Category Mean N Std. Deviation Verbal

Interpretation
Effectiveness 3.76 29 .43549 Highly
Effective
Enjoyable 3.90 29 .30993 Highly
Effective
Exciting 3.90 29 .55709 Highly
Effective
Difficult 3.72 29 .60172 Highly
Effective
Easy 3.42 29 .68229 Effective
Total 3.74 29 Highly
Effective

2.3 The effect of GeoBrasic board game after implementing it to the students using the
following questions.

2.3.1 Do you want to play GeoBraSic during your free time?

The table 2.4.1 shows the effect of GeoBrasic board game after implementing it to the

students in the question “Do you want to play GeoBrasic during your free time?” . It can be seen

that 29 (100%) of the respondents answered yes in the category. While 0 (0%) of the respondents

answered no in the category.

 The findings showed that all of respondent wants to play the GeoBraSic board game

during their free time.

Table 2.3.1
Do you want to play GeoBraSic during your free time?

Category F % R
Yes 29 100 2
No 0 0 1
Total 29 100.00

2.3.2 Do GeoBraSic is helpful to enhance your learning in Mathematics?

The table 2.5 shows the effect of GeoBrasic board game after implementing it to the

students in the question “Do the GeoBrasic is helpful to enhance your learning in Mathematics?”

It can be seen that 29 (100%) of the respondents answered yes in the category. While 0 (0%) of

the respondents answered no in the category.

The findings showed that all of respondent agreed that GeoBraSic is helpful to enhance

their learning in Mathematics.

Table 2.3.2
Do GeoBraSic helpful to enhance your learning in Mathematics?

Category F % R
Yes 29 100 2
No 0 0 1
Total 29 100.00

2.3.3 Do you consider GeoBraSic as an effective manipulative for your learning?

The table 2.6 shows the effect of GeoBrasic board game after implementing it to the

students in the question “Do you consider GeoBrasic as an effective manipulative for your
 learning?” It can be seen that 27 (93%) of the respondents answered yes in the category. While 2

(7%) of the respondents answered no in the category.

The findings showed that majority of the respondents considered GeoBraSic board game

as an effective manipulative for their learning.

Table 2.3.3

Do you consider GeoBraSic as an effective manipulative for your learning?

Category F % R
Yes 27 93 2
No 2 7 1
Total 29 100.00

3. Respondents’ Feedback on the GeoBraSic Board Game

These are the following questions asked to the respondents together with their response about

the GeoBraSic board game:

3.1 What can you say about the “ GeoBraSic” board game?

Student 1 : “Ahmmm maganda po, nakakarelax , enjoy at masaya yung laro” (Ahmm, it is nice,

it relaxes me, enjoyable and the game was fun)

Student 2: “Ma’am maganda, nakakaentertain po kasi, maganda po siyang laruin masaya po “

(Ma’am it’s nice, very entertaining, it is really nice to play, it’s fun)

Student 3 : “ Masaya po, tsaka nakakarelax po ng utak” ( It’s fun, it relaxes the mind)

Student 4: “ Ang masasabi ko po hmmm, masarap po itong laruin at saka makaka kuha ka pa po

ng dagdag kaalaman dun sa may board game” ( I can say that, it is nice to play with, then

you are able to get additional knowledge using the board game)

Student 5: “Maganda po, tsaka madami po kaming natutunan” (It is nice, and we learned a lot)

Student 6: “Masaya po, tsaka marami po akong natutunan dahil sa mga tanong, sana maulit po”

(It is fun, we learned a lot because of the questions, I hope we can play it again )

Student 7: “Masaya po ate, and nakaka excite po” (It is fun, and exciting)

3.2 What did you feel while you were playing the board game?

Student 1 : “ Masayang masaya po” ( I’m so happy)

Student 2: “ Opo masaya”(Yes, happy)

Student 3 : “Masaya po”( I’m happy)

Student 4: “Sobrang saya po” (I’m so happy)

Student 5: “Masaya po “ ( I’m happy)

Student 6: “Masaya po ako” (I’m happy)

Student 7: “Masaya po ate” (I’m happy)

3.3 If you were given a chance to play that board game again, will you still play?

Student 1: “ Yes naman ate” (Yes, of course.)

Student 2: “Opo.”(Yes.)
Student 3: “ Oo naman po” (Yes, of course.)

Student 4: “ Opo, maglalaro po ulit kami” (Yes, we will play it again.)

Student 5: “ Opo,naman po” (Yes, of course.)

Student 6: “Opo, sana po maulit uli” (Yes, hopefully we will play it again.)

Student 7: “Opo naman po ate, gusto nga po naming maglaro ulit eh” (Yes, in fact we want to

play it again)

Based on the responses on what the respondents can say about “Geobrasic” mathematics

board game, it shows that Geobrasic helped them to relax for a while. Respondents also said that

they enjoyed a lot while they were playing the “Geobrasic” board game. They also said that the

board game is really nice because they can learn and recall their past lessons in mathematics

because of the questions (game cards) presented in the board game. The students said that

playing the “GeoBraSic” board game makes them feel excited.

Based on the answers about what they felt while playing board game, it shows that the

board game is fun. According to Quora 2018, board games are so much fun because of the

immediacy of reactions and the overall randomness of the game. With board games, you have so

little control over what is going to happen from moment to moment and this usually brings out a

true and genuine reaction from everyone playing.

It also shows that if they were given a chance to play the board game again, they are very

much willing to play it all over again. The students even asked the researchers if they will

conduct another survey again in their school because according to them they will study in their

mathematics subject more so that they are able to answer all the questions (game cards) next

time. According to Hillegas 2016, board games are an excellent remedy for a world where we’re

constantly distracted by the screens around us. They allow the group of friends to get together,
put something on a table, something real made of wood and cardboard and plastic, and enjoy a

fun bonding experience. Board games are wonderfully versatile- you can take them anywhere

and play, rain or shine, and they’re a wonderful replacement for plenty of activities you might

otherwise find yourself doing indoors.

CONCLUSIONS AND RECOMMENDATIONS

The results that arise from this study indicate that there is certainly room in mathematics

education for games, and developmental play that serve as effective tool for the Grade 7 students

at the secondary level. Students in this study show that they find mathematics joyful with the

help of the Geobrasic board game, that’s why they find Mathematics more fun in this way.

Students in this study show that the Geobrasic board game made them easier to understand

mathematical problems and answer those problems correctly with a feeling of joy not being

threatened.

The researchers encourage mathematics teachers to use the Geobrasic board game as a

warm-up activity or a motivational activity in the class. Students who participated in the research

shows enthusiasm, excitement and fun during the process of playing the game. Students looked

forward in playing the board games sometime again in the future. This level of student

engagement is hard to achieve in our schools nowadays, especially during the mathematics class.

The researchers suggest that additional studies be conducted in using the Geobrasic board

game to further improve it. They also suggest further implementation of the game. This game

gave a large impact to the students who got a chance to be part of the implementation method

because a game has rules, protocols, props, or paths along a board, the structure of the game may

carry some mathematical procedures that are difficult for a student to keep in working memory
but since it is a game the mathematics for them become easier. Therefore, the student may

perform at higher levels with the support of the game, allowing the student to practice and gain

more mathematical proficiency. The metacognitive aspects of choosing problems for games and

the motivational impact of choosing a game theme that includes interesting characters or ideas

related to favorite leisure activities will have a positive effect on learning.