Basic Calculus (BACAL)

Damath Strategy and the

Academic Performance of
Grade 12 STEM Students

න𝑒 2𝑥 𝑠𝑖𝑛𝑥𝑑𝑥
 Abstract
• Learning has always been essential to the growth of an individual. People
learn through strategic teaching and immersive experiences. Despite the
efforts exerted by numerous instructors, students still struggle in their
subjects and face predicaments that result in poor academic performance.
Games and other innovative learning activities have been an excellent way
in teaching content, creating a stimulating environment, and enhancing
students’ critical thinking abilities.
• This research study dealt mainly with the use of mathematical games,
BACAL Damath Strategy, in learning the different topics in Basic Calculus.
This study used pre-test-post-test quasi experimental research design which
utilized t-test and descriptive statistics in analyzing the data. Purposive
sampling was used to determine the respondents of this study and pre-tests
and post-tests provided by the subject teacher were utilized.
• The pre-test scores of the groups signify that the students’ computational
competence in Basic Calculus is low. The post-test scores of the groups
significantly differ resulting to higher scores for the experimental group. It
means that the computational competence of experimental group is
superior compared to the control group. This was the result of exposure of
both groups to different strategies and intervention programs. It could be
concluded that mathematical games is effective in improving the
computational competence of STEM students in Basic Calculus.
Conceptual Framework
 Statement of the Problem
This study aims to determine the relevance of mathematical games in learning the
topics in Basic Calculus. Specifically, it seeks to answer the following questions:
1. What is the level of Academic Performance of the respondents during the pre-test
and post-test using traditional teaching strategy?
2. What is the level of Academic Performance of the respondents during the pre-test
and post-test using BACAL Damath Strategy?
3. Is there a significant difference between the pre-tests of students under Traditional
Teaching Strategy and BACAL Damath Strategy?
4. Is there a significant difference between the post-tests of students under Traditional
Teaching Strategy and BACAL Damath Strategy?
5. Is there a significant difference between the pre-test and post-test under Traditional
Teaching Strategy?
6. Is there a significant difference between the pre-test and post-test under BACAL
Damath Strategy?
7. Is there a significant difference between the BACAL Damath Strategy and
Traditional Teaching Strategy?
 Statement of the Hypothesis
• 1. There is no significant difference between the pre-tests under Traditional
Teaching Strategy and BACAL Damath Strategy.
• 2.There is no significant difference between the post-tests of Traditional
Teaching Strategy BACAL Damath Strategy.
• 3. There is no significant difference between the pre-test and post-test under
Traditional Teaching Strategy.
• 4. There is no significant difference between the pre-test and post-test under
BACAL Damath Strategy.
• 5. There is no significant difference between the Traditional teaching Strategy
and BACAL Damath Strategy.
 Significance Of The Study

• This is mostly beneficial to STEM Students for this will serve as a

technique in coping up and enhancing skills in Basic Calculus.
• Educators will be guided by the study in making adjustments in a
traditional teaching strategy and transition to an effective
BACAL Damath Strategy that aligns with the demands on
learning competency and develops good quality educators.
 Scope and Delimitation
• This study focuses on comparing and determining the scores of pre-test and
post-test of the students with the use of Traditional Teaching System and
BaCal Damath Strategy.
• It is only limited to Grade 12 STEM Students of OMNHS who are currently
taking up Basic Calculus.
• This study covers the results obtained by the researchers after the students’
completion of pre-test and post-test using Traditional Teaching Strategy and
BACAL Damath Strategy.
 Research Design

• The study employed descriptive-comparative methods of research.

According to Walter (2005), descriptive research, also known as statistical
research, describes data and characteristics about the population
phenomenon being studied.
• This design will be appropriate because the intention is to describe the
relevance of a creative teaching strategy. Comparisons are made between
traditional teaching strategy and Basic Calculus DAMATH strategy to
determine if the DAMATH strategy has actual impact to the results of the
post-test.
 Research Locale

• The study were conducted in two (2) selected sections of Grade 12 STEM
Students in OMNHS. The Oriental Mindoro National High School is the
flagship campus and the largest public high school in Oriental Mindoro. It
was established in 1921 and is located in San Vicente East, Calapan City. It
offers Junior and Senior High School. The school is headed by Dr. Nimrod
Bantigue. It was formerly named Oriental Mindoro High School and Jose J.
Leido,Jr. Memorial National High School.
 Respondents
• The respondents were composed of 74 students of Grade 12 STEM, 38
students from STEM Euclid and 46 students from STEM Euler. They were
selected from the total population of 667 Grade 12 students in OMNHS.

Sampling Technique
• Purposive sampling was used to determine the respondents of this
study. The basic principle behind this sampling method is to determine a
very specific group of students for reasons of feasibility or efficiency. This
can help the researcher identify very specific eligibility criteria that are
evident across the sample.
 Research Instrument
• The main instrument of the study was in a form of pre-test and post-test
provided by the Basic Calculus subject teacher.

PRE-TEST POST-TEST

Traditional Teaching Strategy Traditional Teaching Strategy

BACAL DAMATH Strategy BACAL DAMATH Strategy

 Statistical Treatment of Data
• The data gathered were treated statistically using the comparative statistics such
frequency, percentage and arithmetic mean. The following formulas were used:
Frequencies and Percentage
𝑛
Percentage = × 100 𝑛 = number of respondents per category
𝑁
𝑁 = total number of respondents
Arithmetic Mean
∑fx
xത = 𝑥 = Arithmetic mean
N
𝑁 = Total number of respondents
∑ 𝑓𝑥 = Summation of function of x
T-test
xത 1 − xത 2 𝑋1 = Mean of first set of values
𝑟=
𝑋2 = Mean of second set of values
𝑁1 − 1 𝑆12 + 𝑁2 − 1 𝑆22 1 1 S1 = Standard deviation of first set of values
)( +
𝑁1 + 𝑁2 − 2 𝑁1 𝑁2 S2 = Standard deviation of 2nd set of values
N1 = Total number of values in first set
N2 = Total number of values in second set
 RESULTS AND DISCUSSION
Test Group Mean SD MPS Verbal Interpretation

Control 15.22 2.24 31.25 Low Mastery

Pre-test
Experimental 15.95 3.10 32.64 Low Mastery

• Shown in Table above is the mean of pre-test scores of the students in the
control group and experimental group. It shows the mean score of control and
experimental groups of 15.22 and 15.95 respectively. There is a slight difference
of 0.73 which might not possibly affect the results of the study.
• The standard deviations’ results of 2.24 and 3.10 are not that big which signify
that both classes are less variable; it means that the students were of differing
level of intelligence. The results suggest that the two groups included in the
study are almost the same.
 Test Group Mean SD MPS Verbal Interpretation

Control 26.2 4.12 64.25 Average Mastery

Post-test
Experimental 31.25 3.42 76.36 Moving Toward Mastery

• It could be inferred from Table 2 that the mean score in post-test of the control
group is 26.2 and the mean score of the experimental group is 31.25. There is a
difference of 5.05 that indicates that the computational competence of the
students under experimental group is higher than the control group after the
intervention of the mathematical games, BACAL Damath Strategy.
• In terms of the mean percentage score (MPS), control group has 64.25 percent
interpreted as average mastery while experimental group has 76.36 percent
interpreted as moving towards mastery. These indicate improvement on the
computational competence of both groups in Basic Calculus after the
application of different strategies to impart the various learning competencies
of the subject. However, it was observed that there was a higher mean gain
score in the experimental group than the control group.
 Test Group Mean df t-value P-value Decision

Control 15.22
Pre-test 82 -2.45 0.6510 Accept Ho
Exp’l 15.95

• Results show that the p-value or significant value of 0.6510 is greater than
the 0.05 level of significance with a degree of freedom of 82. Hence, the
null hypothesis is accepted.
• The results indicate that the difference between the mean pre-test scores of
the control and experimental groups is not significant.
• This result is good because this proves that the students have a quite similar
computational competence prior to the use of mathematical games which
will be very crucial in determining the outcomes based on teaching
approach. The data suggest that the groups are very ideal for the group
since they possess similarities prior to the experiment.
 Group Test Mean df t-value P-value Decision

Pre-test 15.22
Control Group 41 -10.15 0.00 Reject Ho
Post-test 26.2

• The table reveals that from the computed t-value of -10.15 and degrees of
freedom of 41, the obtained p-value or significant value is 0.00 which is less
than the 0.05 level of significance. Hence, the null hypothesis is rejected.
• The results indicate that the difference between the mean pre-test and
post-test scores of the control group is significant.
• The results also reveal that the traditional methods and approaches in
teaching Calculus enhance students learning. But the increase or gain on the
mean score is not quite large to say that the students have mastery on the
subject matters or topics included in the study.
 Group Test Mean df t-value P-value Decision

Experimental Pre-test 15.95

41 -14.17 0.00 Reject Ho
Group Post-test 31.25
• Table 5 shows that the obtained p-value or significant value of 0.00 is
obtained from the computed t-value of -14.17 and is less than the 0.05 level
of significance with a degree of freedom of 41. Hence, the null hypothesis is
rejected.
• The result indicates that the difference between the mean pre-test and
post-test scores of the experimental group is significant.
• The result also shows that mathematical games dramatically enhanced
mathematical competence of the students. And that making use of other
methods or approaches could improve the performance of the students.
And with practice through the use of mathematical games, achievement
level can be increased; the control group improve their efficiency by doing
practice.
 Test Group Mean df t-value P-value Decision

Control 26.2
Post-test 82 -5.13 0.000 Reject Ho
Experimental 31.25

• From the data, it is very clear that the difference in scores in the post-test
favor the students in the experimental group which were subjected to
intervention using mathematical games.
• The results indicate that the difference between the mean post-test
scores of the control group and experimental group is significant. It means
that the group of students who were treated with mathematical games
performed better than those students who learned through the traditional
approaches. This result simply implied that mathematical games could
increase the performance of the students. Hence, it is valid to say that
mathematical games is effective based on the data obtained.
 Conclusions
• The computational competence of the students in Basic Calculus who were
under the experimental group increased from “low mastery” to “moving
towards mastery” after the implementation and use of the mathematical
games BACAL Damath Strategy. There was also an increase in the
computational competence of the students in control group from “low
mastery” to “average mastery”.
• There is no significant difference between the mean pre-test score of
students of the control group and experimental group. It means that the
experimental and control group have almost the same computational
competence in Basic Calculus before the intervention of mathematical
games.
• There is a significant difference between the mean pre-test and post test
scores of the students in control group. This is because of the increase on
the mean score of the group after using other conventional strategies to
enhance the performance of the students.
• There is a significant improvement from pre-test to post-test scores of the
students in the experimental group. It means that there is an increase on the
computational competence of the students after the intervention. It also
indicated that the instrument used for mathematical games is effective.
• The post-test scores of the groups significantly differ resulting to higher
scores for the experimental group. It means that the computational
competence of experimental group is greater compared to the control
group. This was the result of exposure of both groups to different strategies
and intervention programs. It could be concluded that mathematical games
is effective in improving the computational competence of STEM students
in Basic Calculus.
 Recommendations
• Teachers and other instructors can modify the BACAL Damath Strategy
based on the students’ preference and level of interest. It can also be
developed to be more flexible in order to fit other subjects with a different
set of topics and learning competencies.
• The games can be incorporated on a day-to-day schedule as part of a larger
program with a greater number of students. Various activities other than
pre-tests and post-tests can be utilized to accurately determine if there is a
significant difference between conventional and innovative games.