¹Shirlyn M. Del Rosario,²Anna Liza P. Del Rosario

¹Talisay Elementary School, Talisay, Tiaong, Quezon

²Laguna State Polytechnic University-San Pablo Campus, San Pablo City, Laguna

DOI : https://doi.org/10.58806/ijsshmr.2023.v2i6n16

Google Scholar Download Pdf
ABSTRACT

This study attempted to find out the significant difference between the basic mathematical skills of grade 5 learners before and after the implementation of innovative board game and the social learning after the implementation of innovative board game in grade 5 learners. As the findings of the study, the pre-test and post-test result of grade 5 learners before and after the implementation of innovative board game. The perception of grade 5 learners on social learning after the implementation of innovative board games. The significant difference between the basic mathematical skills before and after the implementation of innovative board games. Based on the above findings, the hypothesis stating that there is no significant difference between the basic mathematical skills before and after the implementation of innovative board game is therefore not accepted. Also, the hypothesis stating there is no significant difference on the social learning of grade 5 learners after the implementation of innovative board games is therefore not accepted. Gleaned on findings and conclusions drawn from the study, it may also be recommended to provide programs and other more interventions which will enhance students’ performance in mathematics and to improve quality of teaching and learning process among teachers and students.

KEYWORDS:

Innovative Board Game Social Learning Basic Mathematical Skills

REFERENCES

1) Andika, et. Al. (2019). “Playing board games with mathematical self -concept to support early numeracy skill of 5-6 years old children”

2) Apriliyanto, B., & Saputro, D. R. S. (2018, March). “Student’s social interaction in mathematics Learning”. In Journal of Physics: Conference Series (Vol. 983, No. 1, p. 012130). IOP Publishing.

3) Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561.

4) Charlier, N., & De Fraine, B. (2012). Game-based learning in teacher education: A strategy to integrate digital games into secondary schools. International Journal of Game-Based Learning (IJGBL), 2(2), 1-12.

5) Chen, C. W. (2018). An Innovative Board Game Design Based on Cross-Cultural Communication. Design and Culture, 10(2), 209-217.

6) Chen, N. S., & Hwang, G. J. (2014). Transforming the classrooms: innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125-128.

7) Costales, A. R., Fermalan, A. A., Maraño, A. P., Dorado, J., & Contreras, M. R. (2019). CUBE (Creating well-equipped students in Understanding Basic mathematical operation to achieve Excellent Mathematical Skills)-Project MDAS. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2B).

8) Deliyianni, E., Gagatsis, A., Elia, I., & Panaoura, A. (2016). Representational flexibility and problem-solving ability in fraction and decimal number addition: A structural model. International Journal of Science and Mathematics Education, 14, 397-417.

9) Elofsson, J., Gustafson, S., Samuelsson, J., & Träff, U. (2016). Playing number board games supports 5-year-old children’s early mathematical development. The Journal of Mathematical Behavior, 43, 134-14.

10) Golla, E. F., & Reyes, A. G. (2020). PISA Mathematics Literacy Framework vis-à-vis the Philippine Kto12 Mathematics Curriculum. Challenges of PISA: The PNU report, 57.

11) Kang, Y. P., Liang, J. C., & Chai, Y. C. (2014). An Innovative Design of Board Game Device. International Journal of Kansei Information, 5(4), 125-130.

12) Karbownik, M. S., Wiktorowska-Owczarek, A., Kowalczyk, E., Kwarta, P., Mokros, Ł., & Pietras, T. (2016). Board game versus lecture-based seminar in the teaching of pharmacology of antimicrobial drugs—a randomized controlled trial. FEMS microbiology letters, 363(7).

13) Larsson, K. (2016). Students' understandings of multiplication (Doctoral dissertation,Department of Mathematics and Science Education, Stockholm University).

14) Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult?. Developmental Review, 38, 201-221.

15) Martins, J., & Mota, L. (2022).” INNOVATIVE BOARD GAME DESIGN IN AN ACADEMIC ENVIRONMENT DURING THE COVID-19 PANDEMIC”. In DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th-9th September 2022.

16) Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.

17) Noda, S., Shirotsuki, K., & Nakao, M. (2019). The effectiveness of intervention with board games: a systematic review. BioPsychoSocial medicine, 13(1), 1-21.

18) Rumjaun, A., & Narod, F. (2020). Social Learning Theory—Albert Bandura. Science education in theory and practice: An introductory guide to learning theory, 85-99.

19) Rosenthal, T. L., & Zimmerman, B. J. (2014). Social learning and cognition. Academic Press.

20) Sardone, N. B., & Devlin-Scherer, R. (2016). Let the (board) games begin: Creative ways to enhance teaching and learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(6), 215-222.

21) Sonnenschein, S., Metzger, S. R., Dowling, R., Gay, B., & Simons, C. L. (2016). “Extending an effective classroom-based math board game intervention to preschoolers’ homes “. Journal of Applied Research on Children: Informing Policy for Children at Risk, 7(2), 1.

22) Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology, 485-503.

23) Velasco, M., & Cabadding, M. (2019). Utilization of Project KAMATHISS in Improving the Basic Four Fundamental Skills of Grade Four Pupils in Sta. Cruz (Bucal) Elementary School, SY 2017-2018. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2K).

24) Voigt, J. (2013). i In Theories of mathematical learning (pp. 33-62). Routledge.

25) Wriston, J. M. (2015). “The Importance of a Strong Mathematical Foundation.”

26) White, K., & McCoy, L.P. (2019).” Effects of Game-Based learning on Attitude and Achievement in Elementary Mathematics”. Networks: An Online Journal for Teacher Research, 21 (1), 5.

VOlUME 02 ISSUE 06 JUNE 2023