larangan ng digmaan sa matematika

8/3/2019 Larangan Ng Digmaan Sa Matematika

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LARANGAN NG DIGMAAN SA MATEMATIKAMathematics Game Showcase

An entry to the First Regional Secondary Mathematics Patiribayan Festival 2011D. Q. Liwag National High School, Vinzons,Camarines Norte

November 11-12, 2011

Presented by:

Zabala, Ericka Samantha M.Elaga, Marc Neil S.

Rowena F. ZamudioCoach

Basud National High School


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ACKNOWLEDGEMENT

It is the desire of the proponents to extend their warmest gratitude to the inspiring

mentors who have impressive contribution in prolific making of this project, in one way shown

munificent assistance and support.

Foremost to Mrs. Rowena F. Zamudio, their coach, for their indispensable support in

giving suggestion on the content on this manuscript, for her advises and additional ideas

extended in the realization of the game showcase.

To Mr. Roger Carrido, the principal II of Basud National High School, for his

encouragement.Moral support, and for giving the proponents chance to join this competition.

To Mr. Christopher Talla, for allowing the proponents using the computer laboratory

during vacant time.

To their parents and friends, who were always there to support and cheer during their

hectic moments while doing this difficult product.

Above all, to the Almighty God for giving them strength, knowledge, courage and

determination in doing this research work.

The Proponents


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ABSTRACT

Mathematics IV particularly quadratic functions find doom and difficult to understand bysome students. Some are passive because they do not have an interest on the topic. Also, theyfeel boredom on the subject because of its complexity. To capture and arouse their interest

thus, a mathematical game showcase named Larangan ng Digmaan sa Matematika is made bythe project proponents. The game generally aims to enhance the skill of the students in solvingproblems involving Quadratic Functions. It also develops logical, critical and analytical thinkingskills and formulating strategies and tactics to be able to win. The focus of this game is to testthe memory and skills in making techniques, and familiarization within the important formulas ofmathematics and managing time in solving question. To test the effectiveness and acceptabilityof the game, survey questionnaire and test question were used. The results were subjected tostatistical analysis to determine its degree of acceptability and effectiveness. The developmentin their achievements and increase the attention level were noted based from the result of thedegree of acceptability and effectiveness of Larangan ng Digmaan sa Matematika. Proponentsconcluded that the students find mathematics in exciting and interesting way of learning whenusing the game showcase Larangan ng Digmaan sa Matematika.

The game was given to the selected fourth year Students who had taken Mathematicsas one of their major subject in Basud National High School to know whether Larangan ngDigmaan sa Matematika really helps and improves the learning of the students about the ideaon quadratic function. The statistic technique used in gathering data was Sample Size whichmeans only few students were given a chance to use it. Based from the survey 44 out of 435students preferred to use it since it is interesting and easy to play. Finally the students areencouraged to explore more projects related to the game since it was only a result of thecreative imagination of their fellow students they said that Larangan ng Digmaan sa Matematikais an effective game in studying lessons in quadratic functions. Most of them gave positivecomments about the game.

Setting the level significance at 5% with degrees of freedom of 43 the computed value is32.8 which is greater than the critical value which is 2.45, it is therefore conclude that reject the

null hypothesis and accept the alternative hypothesis which states that Larangan ng Digmaansa Matematika is an effective and acceptive tool in learning, motivating and enhancingmathematical skills.


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TABLE OF CONTENTS

PAGE

Title i

Acknowledgement

Abstract

Table Of Contents

Chapter I

INTRODUCTION

y The Situationer

y Objectives of the Study

y Research Questions

y Hypotheses

y Significance of the Study

y Scope and Delimitations

y Definition of Terms

Chapter II

THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE AND

CONCEPTUAL FRAMEWORKS

y Theoretical Assumptions

y Conceptual Framework


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y Review of Related Literature

y Review of Related Studies

Chapter III

METHODOLOGY

y Materials

y Tools and Equipment

y Preparation of the Game

y How to Play

y How to Win

y Determining the Sample Size

y Sampling Design and Techniques

y Research Instruments

y Validity of the Instruments

y Data Gathering Method

y Statistical Treatment

Chapter IV

RESULTS AND DISCUSSIONS

Chapter V

SUMMARY AND CONCLUSIONS

Chapter VI

RECOMENDATIONS


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APPENDICES

A. Pictorials

B. Cost Analysis

C. Duration and Schedule of Activities

D. Pre-Test Questionnaire

E. Post Test Questionnaire

F. Answer Key

G. Pre-Test/Post Test Interest Questionnaire

H. Permission to Conduct the Research

I. Regional Achievement Test Mastery Level of Learning Competencies in

Mathematics IV SY 2011-2012

BIBLIOGRAPHY


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CHAPTER I

INTRODUCTION

THE SITUATIONER

Imagine our life without Mathematics, can we live without it? Mathematics is the

study of quantity, space, structure and change. It is a fundamental subject which has

many applications in the real world. It means knowledge, study and learning.

Mathematicians formulate patterns and formulas to resolve the truth or falsity of

conjectures by mathematical proofs. Its been also a good friend and help for the

advancement of technology. Indeed, it has a big use and occupied a big space in our

daily life.

Mathematics is needed especially in solving and analyzing a problem. It is

needed by learners to be able to solve mathematical problems with such confidence and

with no single worry. But many students find that mathematics is very difficult and

worrisome. Because many formulas must be analyzed carefully and many calculations

must be solved perfectly which requires more extorting of minds and more must sittings.

Also more students consume a lot of time in solving a particular problem. Students must

take a part actively. Interest must be build-up. A mathematical showcase can be a great

solution in helping and aiding the students with this type of difficulty.

Students need a motivating factor so that they will love this subject and

appreciate it. Some teachers say that to teach mathematics is difficult for them because

some students are inactive and treat this subject as their enemy and they come to class

because they want to pass the subject. And so math games are important in learning the

subject because this will create fun and when students are having fun they will open

more to learning and keep doing whatever theyre doing.


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Playing math games can build comprehension of concepts, enhance memory

and speed up students mental ability.

From these reasons, the proponents decided to designed Larangan ng

Digmaan sa Matematika a mathematical game showcase to help and promote students

better understanding and analyzing important skills in mathematics such as analyzing,

visualizing, solving and socialization skills. It is a question and answer approach, thereby

showing the students to do reflective and quick thinking but with accurate answer and

has confidence as they answer the questions and the given problems.

OBJECTIVES OF THE STUDY

The proponents have come up with the following objectives:

1. To enhance the ability and competency in answering mathematical questions on

quadratic functions of the students;

2. To enhance and develop the analytical, logical and critical thinking of the

students;

3. To change insights about mathematics from doom and dull subjects into a

subjects of enlightenment and enjoyment of the students: and

4. To give a great way of spending their leisure time in a useful and educational

manner to the students.


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RESEARCH QUESTION

The study aims to determine the degree of effectiveness and acceptability of the

game in developing knowledge in quadratic functions of fourth year students of Basud

National High School during the school year 2011-2012.Specifically, it sought to answer

this question:

Is there any significant difference in the skill and ability of the students before and

after playing this game showcase?

HYPOTHESES

Null Hypothesis:

Larangan ng Digmaan sa Matematika is not an effective and accepted tool in

learning, motivating and enhancing mathematical skills.

Alternative Hypothesis:

Larangan ng Digmaan sa Matematika is an effective and accepted tool inlearning, motivating and enhancing mathematical skills.


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SIGNIFICANCE OF THE STUDY

This study is deemed important and to offer significant contributions to school

administrators, teachers, students, researcher, and future researchers in education.

As for the students, They may be able to learn the concepts and application of

mathematics, thus they will develop within themselves cling towards the subjects and at

the same time they will experience fun. They will fill in their quest for enjoyable and

educational activity. It is one of the best and exciting ways of enhancing the level of

knowledge in the field of mathematics.

As for the teachers, They can deliver their lessons easily and effectively. They

will catch the attention of their student and they will be able to understand the lessons.

As for the school administrators, The outcome of this study can be the bases

of their administrative decisions, it can be a basis in creating intervention plans and

measures for the improvement of achievements of the learners.

As for the proponents, This study will help them in their endeavour to pursue

dreams and aspirations. This will make their more eager to improve their knowledge and

learnings and develop interest in the mathematical concept.

This study will serve as an introduction to future researchers and encourage

them to conduct related studies based from the findings and recommendations that will

be drawn by the researchers.


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D. Military Forces (Militia) - the pieces or the character in the game that has

different level.

1. General -

2. Colonels -

3. Tanks -

4. Air Forces -

5. Soldiers -

E. Military Territory- area of a fighter.

F. Battle Field- interesting and exciting area where the mathematical questions

is hidden.

G. Hidden Mathematical Questions- questions needed to solve by the player

with in one minute in order to increase the level of the militia.


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CHAPTER II

THEORETICAL ASSUMPTIONS, REVIEW OF RELATED LITERATURE,

RELATED STUDIES AND CONCEPTUAL FRAMEWORK

THEORETICAL ASSUMPTION

This study is based from thetheory of experiential learning by David Kolb

according to himExperiential learning requires no teacher and relates solely to the

meaning making process of the individual's direct experience. However, though the

gaining of knowledge is an inherent process that occurs naturally, for a genuine learning

experience to occur, there must exist certain elements.

Also he elaborated that, knowledge is continuously gained through both personal

and environmental experiences. He states that in order to gain genuine knowledge from

an experience, certain abilities are required:the learner must be willing to be actively

involved in the experience;the learner must be able to reflect on the experience;the

learner must possess and use analytical skills to conceptualize the experience; andthe

learner must possess decision making and problem solving skills in order to use the new

ideas gained from the experience.


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REVIEW OF RELATED LITERATURE

According to Ruth Parker Math games can be wonderful source for developing

mathematical source for developing mathematical reasoning while practicing and

constantly playing it. Repeatedly playing mathematical games support student learning

and deepens understanding. She said Parents often ask me to recommend some good

games that encourage math play at home.

Also,

RELATED STUDIES

In the study on the effectiveness of Mathematics Game Showcase entitled Contra

CartasNumero which conducted at Basud national High School Basud, Camarines Norte by

Jan Mark De Vera, Kimberly Mojico et al, Fourth year students of Basud National High School,

SY 2010-2011, the analysis of the data gathered showed that the said game showcase was

proven to be effective in acquiring the necessary skills needed by the students and stands on

the idea that students can learn by themselves if given the proper motivation. Furthermore, the

said game proved that mathematics is actually challenging and enjoyable by the addition of thrill

and excitement features.


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CONCEPTUAL FRAMEWORK

Below is the illustration of the dynamics of the study.

To increase the thinking

skills and Interest ofthe

students

LaranganngDigmaansaMatematika

(A mathematical game

showcase)

Transform the bad insights

about mathematics into a

subject ofenrichment and

en o ment

Inde endent variable Dependent variable


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The diagram shows the conceptual framework in which the study is base. It is a cause

and effect relationship between the Independent variable, which is the mathematical game

showcase, and the dependent variable, which are to increase the thinking skills and interest of

the students and transform the bad insights about mathematics into a subject of enrichment and

enjoyment.

CHAPTER III

METHODOLOGY

A. MATERIALS AND EQUIPMENT

Materials needed in making the board:

CARPENTRY

Quantity Unit Description

1 Piece 1 plywood

Kilo One half inch nail

14 Piece 3/2 inch Hinges

6 Piece Locks


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PAINTINGS

TO

OL

S

AN

D

EQ

UIP

ME

NT:

Screwdriver Chisel Pencil

1 Piece Holder

2 Piece Sand paper

Quantity Unit Description

2 Piece Green filth paper

1 Piece Blue filth paper

1 Piece Paintbrush

1 Piece (60cc) Blue paint

1 Piece (60cc) Black paint

1 Piece (60cc) Red paint

1 Piece (60cc) Whitepaint

2 Piece (60cc) Brown paint

20 Piece Military soldiers

4 Piece Tanks

4 Piece Air force

Piece Cardboard

1 Piece Roll masking tape


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Cutter Glue Steel saw

Ruler Hammer Pliers

Scissors Saw Glue stick

B. PROCEDURE :

1.How to make the board:

1

1

3

3

2

11

1 cm

25


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A. RULES :

1. The player will decide which of the militia will move whether horizontally,

vertically or diagonal. Only one step forward is allowed to take by the militia.

2. Once the militia reaches the battlefield, there is no way for turning back.

3. The militia can only move backward when they are in their own territory however

it is for emergency purpose only and they can only do it thrice.

4. Once the militia stops into the hidden mathematical question, the player needs to

solve the problem within 1 minute. And if the player didnt answer the problem

immediately, the level will remain as is.

25

21

1

21


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5. As soon as the militia accidentally halts at a bomb, automatically it will be out of

the game.

6.If the remaining piece is the one who will

B. How to Play

1. Each player will throw the dice. The dice is numbered 1-3. The player who gets

the highest point will take the first move.

2. First player will throw the dice to determine how many steps of the militia to be

moved. The player will decide which of the militia will move whether horizontally,

vertically or diagonal. Only one step forward is allowed to take by the militia.

3. The second player will do the same procedure. Once the militia reaches the

battlefield, there is no way for turning back.

4. The militia can only move backward when they are in their own territory however

it is for emergency purpose only and they can only do it thrice.

5. Within the battlefield there are some hidden question composed of one

mathematical equation and bombs. Once the militia stop into the hidden

mathematical questions, its level can increase or decrease depending on the

given mathematical question.

6. As soon as the militia accidentally halts at a bomb, automatically it will be out of

the game. If the militia is captured, it means that the level of the captured militia

is lower than the invader.

7. The first player who can reach the camp of their opponent will be declared as the

winner.

C. How to score

Solve the given equation, and then if the answer is correct, perform the given

operation.


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D. How towin:

1. If one of the militia reached the main camp/territory of their opponent.

2. If the general is killed.

3. If the opponent trapped another player, they will get an additional 15 points in

their level. Moreover, the player who gets the higher total of level be declared

as the winner.

E. Figures


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CHAPTER IV

RESULTS AND DISCUSSIONS

The game was given to the selected fourth year Student who had taken

Mathematics as one of their major subjects in Basud National High School to

know whether LaranganngDigmaansaMatematikareally help and improve the

learning of the students about the idea on quadratic function. The statistical

technique used in gathering data was Sample Size which means only few

students were given a chance to use it. Based from the survey 44 out of 435

students preferred to use it since it is interesting and easy to play. Finally the

students are encouraged to explore more projects related to the game since it

was only a result of the creative imagination of their fellow students they said that

LaranganngDigmaansaMatematikais an effective game in studying lessons in

quadratic functions. Most of them gave positive comments about the game.


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CHAPTER V

SUMMAMARY AND CONCLUSIONS

Based on the analysis of the data gathered, the proponents concluded

that the game showcaseLaranganngDigmaansaMatematikais one of the great

ways to break the usual chalk and board learning processes. The game

enhances the higher thinking skills of the students, heightens the interest of the

students in mathematics especially Advance Algebra.It build-ups good strategies

under the state of pressure, and ease out the bad insights that mathematics is

difficult but rather an enriching and enjoyable one.


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RECOMMENDATIONS

With the foregoing premises, this game be played and used as one of the

reinforcement of the skills the students had learned in their classroom that the

proponents strongly recommend and endorse to every member of the academe.

Beside from being a good mental teaser, it enhances students analytical, logical,

and critical thinking skills. Its the easier and meaningful way helps to teach the

subject Mathematics and at the same time appreciate the subject.

It further recommended that the battlefield can be improved and the

question can change depends on the topics and subjects.

Since this game was found to be interesting the proponents have

conclude that aside from gaining knowledge the students is also found that

enjoyable while playing this game. It enhances their memory on how to formulate

better strategies and techniques to win the game. They also developed their

camaraderie and sportsmanship.

The proponents recommend that aside from mathematics it can also be

used in all subjects and other concepts depending in what idea is wanted. This

also can help the teachers in their lesson easier than and as well as motivating

their students to be more interested in the subject.


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APPENDIX B

COST ANALYSIS

SCHOOL SUPPLIES

QUANTITY UNIT DESCRIPTION AMOUNT

3 pieces filth paper Php54.00

1 piece masking tape used

1 piece double-sided tape used

2 pieces glue stick Php12.00

CARPENTRY WORKS


Piece plywood recycled

18 Pieces hinge Php129.00

Kilo nail Php10.00


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PAINTINGS


60 CC green lotus paint Php18.00

60 CC black lotus paint Php18.00

60 CC brown lotus paint Php18.00

5 Pieces paint brush recycled

TOYS


26 Pieces soldiers recycled

4 Pieces tanks recycled

4 Pieces aircraft recycled

83 Pieces artificial grass recycled

GRAND TOTAL Php259.00


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BIBLIOGRAPHY

http://www.chess-poster.com/english/chessmayne/historyofchess.htm

http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess-

570956.html#ixzz1cwPCGUpr

http://www.library.thinkquest.org/26408/feature/chesshistory.html

http://www.articlebase.com/board-game-article/the-origin-and-history-of-chess-

570956html#ixz71cwPO6OQr


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APPENDICES

A. Sample Questionnaire

SAMPLE QUESTIONS

NAME:___________________________________ Date:__________________

YEAR & SECTION: _________________________ School:________________

Directions:

How would you rate the game according to the following criteria?

a. Effectiveness

Excellent Very Good Fair Poor

b. Durability


c. Creativity


d. Physical Appearance


Name:___________________________________ Date:___________________________

Year & Section:___________________________ School:_________________________


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Attitude Towards Mathematics Inventory

Directions: Below are statement made by students regarding Mathematics. Read each item

carefully and indicate how truly it applies to you by writing the numbers 1, 2, 3, 4, and 5 on the

space provided before each item. The meanings of the numbers are as follows:

1 Not all true

2 Slightly true of me

3 Not sure

4 Generally true of me

5 Very true of me

____1) I enjoy my Mathematics class

____2)I feel challenged when I work with Mathematics problems.

____3) I am unable to think clearly when working with Mathematics.

____4) I enjoy going beyond the assigned work in Mathematics and I try solving more than what

is expected to me.

____5) Assignments in Mathematics motivate me to study.

____6) Solving verbal problems in Mathematics are a difficult exercise.

____7) I devote most of my time studying Mathematics.


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____8) I study Mathematics only to pass.

____9) I easily give up when I cannot solve a Mathematics problem.

____10) I always need someone to help me with Mathematics because it confuses me.

____11) I consider Mathematics to be the most difficult subject.

____12) I read several materials in Mathematics aside from the text prescribed by my teacher.

____13) I practice solving word problems in Mathematics outside the classroom.

____14) I solve only those Mathematics problems, which are necessary.

____15) I find Mathematics relevant in this decade of modern technologies.

PREPARATION OF THE GAME SHOWCASE

HOW TO MAKE THE BATTLE FIELD


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1. Measure and cut two 25 x 11

, two 25 x 8, two 23 x 8, one 21 x 21and one

25 x 23 plywood using ruler and saw. And make them smooth by using

sandpaper in the edges.

1

1

11

3

3

2

25

8

1


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21


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2. Measure


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Determine the sample size

Only Fourth Year Students of Basud National High School are included in the population size:

Formula: where:

n=

n= the sample

N= the size of population

e= the margin of error

CHAPTER IV

RESULTS AND DISCUSSION

FINDINGS

1. The results of the pre- test and post test were recorded as followed

Students No. Post Test Pre- Test Difference Diff-Mean Sq. of Diff-Mean

1 10 3 7 3.39

2 9 5 4 0.393 10 7 3 -0.16

4 10 6 4 0.395 8 4 4 0.39

6 8 3 5 1.39

7 9 7 2 -1.618 10 2 8 4.39

9 9 6 3 -0.16

10 10 7 3 -0.16

11 7 6 1 -2.16

12 8 6 2 -1.6113 10 5 5 1.39

14 9 7 2 -1.61

15 10 4 6 2.3916 10 7 3 -0.1617 9 6 3 -0.16

18 8 7 1 -2.16

19 9 5 4 0.39

20 10 3 7 3.39

21 7 5 2 -1.6122 9 8 1 -2.16

23 10 3 7 3.39


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24 10 4 6 2.39

25 8 5 3 -0.16

26 9 8 1 -2.1627 10 7 3 -0.16

28 7 6 1 -2.16

29 10 6 4 0.39

30 9 2 7 3.39

31 8 7 1 -2.1632 10 2 8 4.39

33 10 6 4 0.39

34 9 3 6 2.39

35 8 2 6 2.39

36 8 5 3 -0.1637 10 7 3 -0.16

38 7 5 2 -1.61

39 8 6 2 -1.61

40 10 8 2 -1.61

41 9 7 2 -1.6142 10 6 4 0.39

43 8 7 1 -2.16

44 10 7 3 -0.16

SUM 159MEAN 3.61

STANDARD DEVEATION

T-TEST

larangan ng digmaan sa matematika

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