EDUCATIONAL COMPUTER GAMES TO ACADEMIC PERFORMANCE IN

MATHEMATICS AMONG INTERMEDIATE PUPILS

An Undergraduate Thesis

Presented to the Thesis Committee

North Central Mindanao College

Maranding, Lala, Lanao del Norte

In Partial Fulfillment of the Requirements

For the Degree of

Bachelor of Elementary Education

(General Education)

CHARLENE OBIDO SANDOT

JERRY JANE QUIJADO PAUNILLAN

October 2018
 Chapter 1

THE PROBLEM AND ITS SCOPE

Mathematics education has many values in common and largely faced

the same problems and challenges. It is generally agreed that Mathematics

must be taught during basic education; however, an alarming observation of

Filipino students reveals that they excel in knowledge acquisition but fare

considerably low in lessons requiring higher order thinking skills. The low

understanding level accompanied by discouraging achievements of the

students in Mathematics has become a cause of great concern of our country

and has bothered badly the educationists. On the other hand, new

generations of computer literate pupils who demand quick and more frequent

interactions and inductive reasoning, pupils using different information at the

same time, generations who quickly acquire the rules of a computer game,

solve problems using computers and who reluctantly, either at school or

home, spend a lot of time doing exercises in workbooks.

In this case, educators should meet the demand of the new

generations with the use of ICT tools. 21’st century education requires

educational administrators, teachers and students to use technology for the

advancement of learning and teaching. Clearly a new generation of

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technological tools has been designed to transform the traditional methods of

education and help students improve their learning. Most modern classrooms

have computers giving an opportunity for teachers and professors who take

advantage of ICT to enhance teaching and learning.

On the other hand, Steinkuehler (2010) opined that learning, as a

process of acquiring knowledge, skills and routines, is more effective if new

knowledge is gained by multiple perceptive experiences during teaching

facilitated by multimedia teaching. He emphasized that, when playing

computer games, pupils develop different skills, which otherwise would not

be so apparent in traditional teaching. Robertson and Howells (2007)

observed better knowledge interrelationship and implementation in new

situations due to playing computer games. Also, while playing games and

having fun, pupils come across new words, which later on they use with ease

in everyday situations. Computer games intended for increasing quality of

education should become an integral part of contemporary teaching

strategies.

Therefore, it is important to integrate computer games into learning.

Computer games directly support learning by giving pupils an opportunity to

develop knowledge and cognitive skills in an emotional way, to make

decisions in critical situations by solving problems, to learn by researching

 3

and to experience situational learning. By playing computer games pupils

discover and develop their abilities and skills, gain experience, learn and

create. Games develop imagination and creativity (Meisenberger, 2005).

However, Hoadley (2007) propound that computer games have their

meaningful context; learning becomes a situation contributing to the

formation of a competent and confident individual. Games are the best

motivation for learning and activities. For each subject there are computer

games which can be integrated into the teaching process. Pupils traditionally

find some subject harder and some easier. In relation, Mathematics is one of

the core subjects in primary schools because of the knowledge necessary for

participation in work, economy, contemporary technologies and society, but it

is also emphasized that “Mathematics is the most difficult subject for a great

number of pupils. This is the reason for researching the role of mathematical

computer games in education.

In connection, this study will assess the educational computer games

to academic performance in Mathematics among intermediate pupils. The

study objectives includes: to evaluate the level of interaction among the

intermediate pupils with the use of educational computer games, to assess

the Mathematics performance of the pupils, to describe the positive and

negative effects of educational computer games to academic performance in

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Mathematics among intermediate pupils, to implicate the use of educational

computer games into learning Mathematics, and to reflect on the significance

of educational computer games into learning Mathematics.

Further, this study will be conducted at North Central Mindanao

College, Maranding, Lala, Lanao del Norte for the school year 2018-2019.

Educators continually research for better integration into teaching-learning

process to meet the demand of the new generations. This study will help the

researchers to develop intervention program with the use of educational

computer games in learning. Further, this study will be used by the

researchers in their future field.

Theoretical Framework

In this study, the researchers will anchor these theories that will

support the idea of on educational computer games to academic

performance in Mathematics among intermediate pupils. These theories are:

The Theory of Social Learning by Vygotsky (1978), The Theory of

Experiential Learning by Kolb (1984) and The Theory of Situated Cognition

by Brown (1989).

Accordingly, the Theory of Social Learning by Vygotsky (1978) stated

the most significant moment in the course of intellectual development

 5

occurred when speech and practical activity converged. Vygotsky examined

the person in relation to the current socialist culture during the time of

creation. Vygotsky‟s views were held in stark contrast to those of Piaget.

Vygotsky believed play contained a fundamental social aspect needed for

cognition.

Noteworthy, Vygotsky (1978), in his research, also indicated that game

play has an enormous potential to influence children. Therefore, a practical

child-like activity, such as game play, allows an individual to build meaning

for the activity as they rely upon an interpersonal level of understanding.

Speech used during interpersonal communication activities helps to connect

the meaning constructed during the activity with the interpersonal world of the

learner.

Linking to the current study, the aforesaid theory will support the idea

of interaction level of the respondents with the use of educational computer

games. Vygotsky emphasize that through games, the learners will be able to

interact with others and be assisted with a more knowledgeable individual, in

this case, the teacher. Hence, this study will also describe the level of

interaction of the intermediate pupils with the use of educational computer

games.
 6

Another theory, the Theory of Experiential Learning by Kolb (1984) was

closely related to the experiential nature of instructional games. In this

philosophy, educators purposefully engage with learners in a direct

experience and focused reflection in order to increase knowledge, develop

skills and clarify values. Experience is occurred as a result of interaction

between human beings and the environment in forms of thinking, seeing,

feeling, handling, and doing. This experience may take place equally in real

or artificial environment.

Meanwhile, in today’s computer games you are part of a living,

breathing, simulated universe with very concrete self-sustaining experiences–

getting still closer to reality. Computer games, which may be designed in the

context of everyday life, can connect the players to everyday life experience.

Such concrete experience is the heart of experiential learning approach in

which knowledge is constructed, not transmitted, as a result of experiencing

and interacting with environment. In this approach, learning starts from

concrete experience and continues to abstract thinking. Concrete experience

is an experience that is very familiar for the players and does not need

explanation.

In relation, the aforementioned theory will be used to explain how

students learn in instructional games. In an experiential learning cycle (Kolb,

 7

1984), players can start from a familiar or concrete experience, construct

knowledge, reflect on the learning experience, develop abstract concept,

actively experiment the abstract concept, and move to the next experience.

For instance, learners will be able to learn through completing a simple task

or game mission, debriefing by game and/or class quizzes, developing

abstract Algebra concepts, and engaging with the class activities and moving

to the next mathematics topic.

Equally important, the Theory of Situated Cognition by Brown (1989) is

based on the premise that knowledge is formed and supported by the

cultural, social, and physical experiences and situations of an individual. It

holds that learning environments should be as authentic as possible with

appropriate levels of support. In this case, situated environments include real-

world situations to facilitate learning.

Indeed, learning is organic, meaningful, and effective when materials

are rooted in personal connections and reflect real-life experiences. Learners

persist academically when course lessons and materials are made relevant

to the lived experience. The educational computer gaming experience

provides learning within a specific problem-solving context which allows

learners to use their experiences and errors as a gage for learning. In many
 8

cases, the games are related to real life experiences or careers skills found in

the work environment.

Thus, in this study, the educational computer games that will be used

in Mathematics education for intermediate pupils should be authentic and

related to real situations. Teachers should be critical and evaluative in

choosing educational computer games. Further, learners will be able to learn

through educational computer games in Mathematics when the situated

environment is related to real experiences of the learners.

In general, this study will investigate the educational computer games

to academic performance in Mathematics among intermediate pupils. The

Social Learning Theory by Vygotsky (1978), Experiential Learning Theory by

Kolb (1984) and the Situated Cognition Theory by Brown (1989) will help

support the ideas of using educational computer games in Mathematics

instructions and on how it will affect to learning performance of the pupils.

Ideally, the social learning theory will help explain the learners

cognition to social situations in educational computer games with their

interactions in the classroom discussions. Whereas, the experiential learning

theory and the situated cognition theory will help explain the situated

environment in educational computer games and on how the learners

 9

performances be affected with their real-like experiences through computer

games.

Conceptual Framework

Computer games have become one of the most important

entertainment tools for children, teenagers and even adults all around the

globe. Allowing access to the virtual world with unlimited possibilities,

computer games compulsively attract many people. In fact, they have

become an integral part of human society.

Figure A shows the schematic diagram of the study. As shown in the

figure, the study will examine the use of educational computer games in

terms of level of interaction of the respondents. This may relate to the

academis performance in Mathematics with the socio-economic profile in

terms of sex, number of hours on educational activities, exposure to

educational computer games, age, and family monthly income.. These will be

connected to the output of the study which is an action plan.

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Use of Educational Academic

Computer Games: Performance
Action Plan
1. Level of
Interaction

Socio-economic Profile in terms of:

1. Sex
2. Number of hours on
educational activities
3. Exposure to educational
computer games
4. Age
5. Family Monthly Income

Figure A: The Schematic Diagram

 11

Statement of the Problem

This study will focus on educational computer games to academic

performance in Mathematics among intermediate pupils particularly in North

Central Mindanao College, Maranding, Lala, Lanao del Norte for the school

year 2018-2019. Specifically, this study aims to answer the following

problems.

1. What is the socio-economic profile of the respondents in terms of:

1.1 sex;

1.2 number of hours on educational activities;

1.3 exposure to educational computer games;

1.4 age; and

1.5 Family Monthly Income?

2. What is the level of interaction among the intermediate pupils with the

use of educational computer games?

3. What is the academic performance in Mathematics among

intermediate pupils?

4. Is there as significant relationship between the level of interaction

among the intermediate pupils with the use of educational computer

games and their socio-economic profile?

 12

5. Is there as significant relationship between the academic performance

in Mathematics among intermediate pupils and their socio-economic

profile?

6. What action plan can be designed based on the findings?

Hypotheses

Ho1: There is no significant relationship between the level of interaction

among the intermediate pupils with the use of educational computer games

and their socio-economic profile.

Ho2: There is no significant relationship between the academic

performance in Mathematics among intermediate pupils and their socio-

economic profile.

Scope and Limitations

The study will focus of educational computer games to academic

performance in Mathematics among intermediate pupils. It will also focus on

the correlation between the level of interaction among the intermediate pupils

with the use of educational computer games and academic performance in

Mathematics with their socio-economic profile in terms of sex, number of

hours on educational activities, exposure to educational computer games,

 13

age, and family monthly income. An action plan will be then designed based

on the findings.

Further, the study will be conducted at North Central Mindanao

College, Maranding, Lala, Lanao del Norte for the school year 2018-2019.

The study will also use mixed method of qualitative and quantitative approach

in a descriptive-correlation research design. Researcher-made

questionnaires will be used to gather data. There will be 30 intermediate

pupils particularly those enrolled in Grade 4 through 6 levels that will be

selected as samples of the study through random sampling techniques. The

survey is approximated to last for a quarter or a one grading period. Lastly,

data-garnered will be analyzed and interpreted with the use of statistical

treatments.

Significance

This study will be beneficial to the following group or individual:

School Administrators. This study will help them develop more

training programs for the teachers with the use of technologies in the

teaching-learning process particularly in Mathematics.

 14

Community. This study will give them ideas on the use of computer

games in the classroom instructions. Hence, they will also reflect on the

influences of technologies on the current generations.

Teachers. This study will give them more ideas on the use of

educational computer games in teaching Mathematics. Hence, they will be

able to create plans or integrate computer games in teaching-learning

process.

Parents. This study will give those hints on positive and negative

effects of educational computer games to the learning of their child. Thus,

they will be able to evaluate the use of computer games on the performance

of their learners.

Pupils. This study will also assess their Mathematics performances.

Hence, they will be able to reflect on their performance and encourage doing

more and learning more.

Future Researchers. This study will be a basis for future researches

pertaining to the use of educational computer games to academic

performances in Mathematics among intermediate pupils.

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Definition of Terms

The following terms are defined conceptually and operationally:

Academic Performance. These terms refer to how well an individual

perform in school course. In this study, these terms refer to the Grade Point

Average (GPA) in Mathematics for a one grading period with the use of

educational computer games.

Educational Computer Games. These terms refer to games explicitly

designed with educational purposes, or which have incidental or secondary

educational value. In this study, these terms refer to educational games

generated by software with the use of computers in Mathematics class.

Level of Interaction. These terms refer to the kind of action that occur

as two or more individuals have an effect upon one another. In this study,

these terms refers to the degree by which the pupils interact in Mathematics

class with the use of educational computer games.

Socio-economic Profile. These terms refer to a tool that provides a

'birds-eye view' of a group of communities. In this study, these terms refer to

the background information of the respondents that will be measured in terms

of sex, number of hours on educational activities, exposure to educational

computer games, age, and family monthly income.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter reviews the related literature that would shed light on the

focus of the study and finds research gaps where this current study tackled.

Related Literatures

Educational Computer Games

Educational games are games explicitly designed with educational

purposes, or which have incidental or secondary educational value. All types

of games may be used in an educational environment. Educational games

are games that are designed to help people to learn about certain subjects,

expand concepts, reinforce development, understand a historical event or

culture, or assist them in learning a skill as they play. Game types include

board, card, and video games (Barab, 2009). Moreover, an educational game

is a game designed to teach humans about a specific subject and to teach

them a skill. As educators, governments, and parents realize the

psychological need and benefits of gaming have on learning, this educational

tool has become mainstream. Games are interactive play that teach us goals,

rules, adaptation, problem solving, interaction, all represented as a story.

 17

They satisfy our fundamental need to learn by providing enjoyment,

passionate involvement, structure, motivation, ego gratification, adrenaline,

creativity, social interaction and emotion in the game itself while the learning

takes place (Barab, 2009).

Instructional Games to Learning Cultures

Today, technology has also made it possible to play games on simple

platforms such as mobile devices that offer access to many who may not

have personal computers. Furthermore, instructional games create a new

learning culture that better corresponds with students' habits and interests,

and more importantly, instructional games are thought to be effective tools for

teaching difficult and complex procedures because they (a) use action

instead of explanation, (b) create personal motivation and satisfaction, (c)

accommodate multiple learning styles and skills, (d) reinforce mastery skills,

and (e) provide interactive and decision making context (Kebritchi, 2010).

Noteworthy, Teachers Evaluating Educational Multimedia and (c) the

Department for Education and Skills (Kirriemuir, 2005) discussed how games

can be integrated into school settings. Another report from Federation of

American Scientists (2006) suggested that integration of the games into

schools could help reform the educational system. “People acquire new

knowledge and complex skills from game play, suggesting gaming could help
 18

address one of the nation's most pressing needs e strengthening our system

of education and preparing workers for 21st century jobs”.

Game-Based Learning

On one hand, game-based learning (GBL) is a type of game play that

has defined learning outcomes. Generally, game-based learning is designed

to balance subject matter with gameplay and the ability of the player to retain,

and apply said subject matter to the real world. Children tend to spend hours

playing hide and seek, learning the steps of digital games, such as chess,

and engaging in creative games. Therefore, it can be said that play and

learning are synonymous, leading to cognitive and emotional development

inside a social and cultural context. For instance, the game of hide and seek.

Good hiders need visual and spatial perspective to define the best hiding

places, while seekers must be skilled at searching for cues from the

surroundings and choosing the most probable location for the hider among

various possible places (Barab, 2009). Additionally, Green (2012) stated that

the success of game-based learning strategies owes to active participation

and interaction being at the center of the experience, and signals that current

educational methods are not engaging students enough. Experience with and

affinity for games as learning tools is an increasingly universal characteristic

among those entering higher education and the workforce. Game-based

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learning is an expansive category, ranging from simple paper-and-pencil

games like word searches all the way up to complex, massively multiplayer

online (MMO) and role-playing games. The use of collaborative game-based

role-play for learning provides an opportunity for learners to apply acquired

knowledge and to experiment and get feedback in the form of consequences

or rewards, thus getting the experiences in the "safe virtual world".

Educational Games is Enjoyable

Indeed, the built-in learning process of games is what makes a game

enjoyable. The progress a player makes in a game is through learning. It is

the process of the human mind grasping and coming to understand a new

system. The progress of understanding a new concept through gaming

makes an individual feel a sense of reward whether the game is considered

entertainment (Call of Duty) or serious (FAA-approved flight simulator). Well-

designed games that motivate players are what make them ideal learning

environments. Real-world challenges are easier faced within a game

containing effective, interactive experiences that actively engage people in

the learning process. In a successful game-based learning environment,

choosing actions, experiencing consequences, and working toward goals

allows players to make mistakes through experimentation in a risk-free

environment. Games have rules and structure and goals that inspire
 20

motivation. Games are interactive and provide outcomes and feedback. Most

games also have problem solving situations that spark creativity (Bainbridge,

2007).

Educational Games Application

In the past, technology used in school operates usually to solve

problems in a fun way, particularly in Mathematics. They usually make up

case studies designed to introduce students to certain technologies in an

effort to prepare them for a future major assignment that requires the

aforementioned technology. They have also been developed to work in the

virtual world (Falloon, 2010). More recently educational egames have been

developed for Higher Education students, combining real-world case studies

in a virtual environment for students to have a consistent, 24/7 educational

'virtual' experience (Pringle, 2014). In some public schools implementing

Common Core Standards, game-based learning programs are utilized by

educators to supplement their teaching programs. According to a recent case

study by an ed tech-based nonprofit organization, teachers find some digital

learning games help address issues with alignment in Common Core. Before

deciding how to use game-based learning, the trainer must first determine

what they would like the trainees to learn. A trainer that fails to focus training

around a central idea runs the risk of using a game that fails to connect with
 21

the learners. To prevent this, tailor the material to the demographic (age

group, familiarity, educational pre-text) so that the material is neither too

difficult for, nor too familiar to the learner. Gathering ideas from children early

in the design process has yielded useful insights into what children want in

technology in general or in a specific type of application. Children's early

involvement in requirements gathering has revealed clues about gender

differences in preferences related to technology, children's navigation skills,

ways of presenting textual information, application-specific content-related

preferences, the variety of elements to be included in user interfaces and

their structures, and children's desire to personalize their applications

(Falloon, 2010).

Computer Games into Learning

Along with the popularity among students, computer games have

received a lot of attention from educators as a potential way to provide

learners with effective and fun learning environments (Oblinger, 2006). Gee

(2005) agreed that a game would turn out to be good for learning when the

game is built to incorporate learning principles. Ke (2008) supported that the

potential of games for affective domains of learning and fostering a positive

attitude towards learning.

 22

Positive/Negative Impact of Computer Games

Significantly, Wei, Sopory & Hendrex (2009) evaluated the effect of

competitive and noncompetitive educational Mathematics computer games of

four to seven year old boys’ and girls’ recall of game playing experience. The

results showed that learning of boys and girls was increased after competitive

and non-competitive games. According to Ghatrifi et al., (2006) beside all

concerns and different views regarding the effect of computer games on

psychological state of people, there are some concerns regarding the effect

of computer games on academic performance of students. Indeed, one of the

first concerns about computer games based on the extension of their use

among the youth is that such games by creating an attractive space

compared to textbook assignments can lead to interference in scientific and

academic performances. The negative effects of computer games on

academic performance are supported in some studies. Relatively, Leigh

(2005) showed that computer games could improve cognitive skills and

problem solving. They stated that if children love computer games, teachers

should make computer math games that students can do computations with

computer. These games include some strategies to increase knowledge of

students. Computer games should present immediate feedback and test

skills are developed. These games are used as an alternative for practice.
 23

Mathematics Teaching to Academic Performance

Based on the different nature of specific academic fields, some

researchers have evaluated the effect of computer games on performance of

users in special fields. One of the fields is Mathematics. Mathematics is one

of the effective textbooks in academic and job future of people and it is one of

the textbooks as with great applications in routine life. Nonetheless, Cabatay

(2011) stated that Mathematics is learned because of many reasons. Firstly,

the mastery of basic mathematical skills is needed in order to cope with the

demand of life. Such demands include being numerically literate, gaining

tools for future employment, developing the prerequisites for further

education, and appreciating the relationship between Mathematics and

technology. Secondly, Mathematics is the language of the sciences, and

many disciplines depend on this subject as a symbolic means of

communication. Thirdly, Mathematics education can play an important part in

developing students’ general decision making and problem solving skills. On

other hand, Academic performance refers to how students deal with their

studies and how they cope with or accomplish different tasks given to them

by their teachers. It is the ability to study and remember facts and the

capability to communicate acquired knowledge verbally or down on paper,

which are commonly measured by means of grades. Academic performance,

 24

which is measured by the examination results, is one of the major goals of

the school. Schools are established with the aim of imparting knowledge and

skills to those who go through them and behind all this is the idea of

enhancing good academic performance (Cabatay, 2011). The students’

performance (academic achievement) plays an important role in producing

the best quality graduates who will become great leader and manpower for

the country; thus, responsible for the country’s economic and social

development (Ali et.al, 2009). Educational services are often not tangible and

are difficult to measure because they result in the form of transformation of

knowledge, life skills and behavior modifications of learners (Tsinidou, 2010).

The school personnel, members of the families and communities provide help

and support to students for the quality of their academic performance. This

social assistance has a crucial role for the accomplishment of performance

goals of students at school.

Insights Learned from the Related Literatures

In essence, information technologies are an integral part of a

contemporary society which bases its progress on knowledge being one goal

of education. Beside acquiring knowledge, skills and routines, the goal of

education is to create a complete individual who can rationally and timely

 25

make decisions, purposefully react in new situations and be trained for life-

long learning.

In order to accomplish all this, it is necessary to make educational

process more creative, contemporary and adjusted to new generations of

computer literate pupils who demand quicker and more frequent interactions,

a lot of information at the same time, generations who quickly acquire rules of

computer games. Computer games meeting pedagogical criteria should

become an integral part of learning. Teaching with mathematical computer

games, which fulfill pedagogical criteria, influences pupils’ motivation,

learning, retention and forgetting.

Related Studies

Effects of Computer Games on Math Achievement

For instance, Kim (2010) explored the examined the effects of playing

computer games on math achievement of 4th graders, with special focus on

gender and language minority groups. The results showed that English-

speaking students who played computer math games in school every day

displayed significantly lower math achievement than those who never played.

Contrastingly, positive effects of daily computer use were noted among male

students whose first language was other than English. Male language
 26

minority students who daily played computer games in math demonstrated

higher math performance scores compared with their male English-speaking

counterparts who never played.

Academic Achievement and Computer Games

In the meta-analysis, Vogel (2006) examined 32 empirical studies and

concluded that the inclusion of games for students’ learning resulted in

significantly higher cognitive gains compared with traditional teaching

methods without games. Similarly, Annetta and her colleagues (2009) tested

the effects of educational computer games by incorporating them into a 5th-

grade science class and found significantly positive results in the students’

performance. Similar positive effects were observed in math performance by

Ke and Grabowski (2007). They tested the effects of cooperative computer

game-playing on the math achievement of 125 5th-graders compared with

competitive game-playing and non-game-playing groups. The authors

observed significantly higher improvement in math performance in both

computer game-playing groups compared with the non-game-playing group.

Comparatively, Shin (2006) investigated the effects of handheld gaming on

student learning in Mathematics. During the four-month instructional period,

50 2nd grade students from three classes used a handheld Skills Arena

software program or paper-based flash cards under various conditions

 27

depending on their teacher’s preference. Overall, results proved that the

handheld game activity in the classroom was beneficial to students in

learning Mathematics, especially for low-ability students, regardless of

gender and ethnic background. In a non–experimental, correlational analysis,

the results reveal that handheld game scores and attitude toward

Mathematics correlated significantly to students’ scores on a mathematic test.

In the results of a quasi-experimental control-group design with Repeated

Measures, handheld gaming students outperformed students who did not use

a handheld game on a mathematic test. Additionally, handheld low-level

students outperformed those who did not use a handheld game on the same

test (Shin, 2006).

Learning Games and Math Proficiency

On the other hand, Chang (2015) examined the effects of a learning

game, [The Math App] on the Mathematics proficiency of middle school

students. Results indicate that students in the game intervention group

showed higher Mathematics proficiency than those in the paper-and-pencil

group. Particularly, the significantly higher performances of intervention

groups were noted among 7th graders and inclusion groups. The empirically

derived results of the reported study could contribute to the field of

educational video game research, which has not reached a consensus on the
 28

effects of games on students’ Mathematics performance in classroom

settings. By the same token, Katmada (2014) focused on the design,

implementation and evaluation of an online game for elementary and middle

school Mathematics. Its aim is twofold: (a) the development of the prototype

of a flexible and adaptable computer game, and (b) the evaluation of this

prototype, as to its usability and technical aspects. The particular computer

game was created in an attempt to facilitate the teaching of Mathematics, a

subject that is often regarded as complicated by students of all ages. Apart

from the game, an administration website was also constructed, so that the

educator can configure the game, without that requiring any programming

skills. More specifically, the educator can use the administration website in

order to alter several of the game’s parameters, such as the content and total

number of its questions. Consequently, the results indicated that the

students’ opinion about the game was positive, and suggest that with some

extensions the game could be used as an effective learning tool. Finally,

some corresponding conclusions and future improvements to the game are

being discussed on the basis of the findings (Katmada, 2014).

Game-based Learning and Students’ Performance

Whereas, Musselman (2014) explored the connections of paratexts

and multiple literacies in gamebased learning to traditional literacies and

 29

examined the effectiveness of game-based learning on middle school

students' academic performance in STEM subjects. Research showed game-

based learning is a viable instructional method that offers close connections

to traditional literacies in the classroom and an opportunity for improving

student academic achievement when implemented purposefully in STEM

content areas. Recommendations for teachers' effective implementation and

the future directions for the research are discussed. Conversely Giannakos'

(2013) two-part study of 13 year-old students took place over a four-week

period. The first part of the study examined 41 students' performance in

traditional learning compared to game-based learning. The second part of the

study examined how 46 students' attitudes impact performance. In each

study students were assigned to groups based on a pre-test to form similar

achieving groups. Groups were assigned to the experimental group using

game-based instruction or control group using traditional instruction.

Correspondingly, researchers found a strong correlation between student

attitudes, enjoyment, and game-based instruction. Game-based learning can

also enhance math and science instruction in multiple modes to meet the

needs of varying abilities and learning styles of middle school students.

 30

Game-Based Learning VS Traditional Paper-Based Instruction

Seemingly, Chang and his colleagues (2012) conducted a study of fifth

grade students in Taipei over a two-week period that compared the effects of

game-based learning and traditional paper-based instruction on students'

problem-solving abilities. The quasi-experimental study assigned students to

the experiment group that used the game-based problem posing system or to

the control group based on their classroom assignment. Subsequently,

results showed significantly higher post-test scores of participants in the

game-based learning group compared to the traditional paper-based

instruction. Results also showed game-based learning promoted increased

learning for students with lower scores on the pre-test. Researchers

concluded, "problem-posing activities enhanced by technological tools can be

beneficial to the learning process" (Chang, 2012). Not to mention, McLaren

(2017) reported in his paper provided evidence that a Mathematics

educational game can provide superior learning opportunities, as well as be

more engaging. In a study involving 153 students from two middle schools,

70 students learned about decimals from playing an educational game—

Decimal Point—whereas 83 students learned the same content by a more

conventional, computer-based approach. The game led to significantly better

gain scores in solving decimal problems, on both an immediate (d = .43) and

 31

delayed (d = .37) posttest and was rated as significantly more enjoyable (d =

.95). Low prior knowledge students especially benefitted from the game.

Educational Games to Learning

Other meta-analyses of educational games have reported positive

results for educational games more generally, but not for Mathematics

educational games more specifically. For instance, Clark and his co-

proponents (2016), in a review of 69 sound, empirical studies (filtered from

over 1000 studies reported in published papers), found that computer-based

educational games were associated with a 0.33 standard deviation

improvement over non-game comparison conditions. Clark and his co-

proponents (2016) emphasize that educational games are designed in many

different ways, vary on a variety of dimensions, so they argue more for the

importance of how the variations in game designs lead to different learning

outcomes (called value-added studies of games by Mayer, 2014) and less on

media comparisons within content domains (e.g., Mathematics). Thus, they

do not separately evaluate the evidence of digital games in the domain of

Mathematics. However, they reach the same general conclusion of Mayer,

saying: “methodological rigor needs to be increased in research on games for

learning”. In other words, the research field of educational games is still

nascent, with limited empirical evidence about the effectiveness of games,

 32

especially in the domain of Mathematics. In fact, educational technology

researchers have only recently begun to investigate ways to inject the

learning of traditional subjects into computer games (Risconscente, 2013).

Modern Mathematics Computer Games to Class Motivation and

Performance

In another study, Kebritchi (2010) examined the effects of a computer

game on students' Mathematics achievement and motivation, and the role of

prior Mathematics knowledge, computer skill, and English language skill on

their achievement and motivation as they played the game. The results

indicated significant improvement of the achievement of the experimental

versus control group. No significant improvement was found in the motivation

of the groups. Students who played the games in their classrooms and

school labs reported greater motivation compared to the ones who played the

games only in the school labs. Prior knowledge, computer and English

language skill did not play significant roles in achievement and motivation of

the experimental group. Accordingly, Abrams (2008) mentions that computer

games are strong motivation tools for math lessons. When the development

of math is examined in terms of game technology, there are some related

areas between computer games and math; for example, genetic algorithms,

intelligence games and artificial intelligence paradigms. It is thought that if

 33

educational computer games are placed to curriculums appropriately, it would

help reaching the aims of the teaching. Similarly, Ke (2008) finds that games

are more motivating than pencil and paper activities in learning math; on the

other hand however, no difference is noted in learning outcomes. In a study,

it is found that computer game utilizations in math teaching foster the

success level of and creative ability of students in education and help to peer

teaching and interaction that in turn creates a positive effect (Ozusaglam,

2007).

Instructional Games to Learning

As suggested by Van Eck (2006), instructional games would likely

experience widespread development and use if persuasive examples of

empirical studies could show the improvement of students' achievement by

using instructional games. This study was conducted in response to such

needs to provide solid results by implementing experimental method.

However, Hays (2005) found no evidence to indicate instructional games

were a preferred method of instruction in all situations. He also concluded

that empirical research on effectiveness of instructional games was

fragmented and filled with ill-defined terms and methodological flaws. On one

hand, Afari (2012) evaluated of the effectiveness of games when used in

college-level Mathematics classes in the United Arab Emirates (UAE). A

 34

mixed-method approach involved surveys, interviews, observations of

classes and narrative stories. The results of the study provided information

about the effectiveness of Jeopardy- type games in terms of the classroom

learning environment and students’ outcomes (attitudes and achievement).

Because teachers are often reluctant to use computer-based games in their

Mathematics classrooms, my study is significant as the results have the

potential to encourage Mathematics teachers to incorporate the use of

computer-based games in their classrooms as a viable alternative

pedagogical approach. In particular, this study provides valuable information

that could help teachers in the UAE to improve their pedagogical practices.

The results of this study have the potential to encourage educators,

researchers and curriculum developers in the UAE to incorporate the use of

computer-based games in the curriculum as a practical way to improve

classroom environments and students’ attitudes and achievement.

Insights Learned from the Related Studies

As per viewed, there were various studies which discussed the

influence of educational games into Mathematics achievement. Some studies

have concluded that educational games have negative and positive effects

on the performance of the learners. On the other hand, performance of the

students in Mathematics with the use of educational games depends on how

 35

teachers implemented and used educational games into teaching-learning

process.

However, educational computer games to academic performance in

Mathematic were continually studies to assess the influence of technologies

into learning. This study will also explore the use of educational computer

games to academic performance in Mathematics among intermediate pupils.

This study will also describe the correlation between the level of interaction

among the intermediate pupils with the use of educational computer games

and academic performance in Mathematics with their socio-economic profile

in terms of of sex, number of hours on educational activities, exposure to

educational computer games, age, and family monthly income.

.
 Chapter 3

RESEARCH METHODS

This chapter presents the research design, research environment,

research subjects/respondents, instrumentation, data procedures and

statistical treatment that will be used in this study.

Research Design

This study will implement descriptive-correlation research design.

Further, mixed method of qualitative and quantitative approach will also be

employed. The researchers will describe the educational computer games to

academic performance in Mathematics among intermediate pupils and the

correlation between the level of interaction among the intermediate pupils

with the use of educational computer games and academic performance in

Mathematics with their socio-economic profile in terms of sex, number of

hours on educational activities, exposure to educational computer games,

age, and family monthly income.

 37

Research Environment

This study will be conducted at North Central Mindanao College,

Maranding, Lala, Lanao del Norte particularly in Elementary Department. The

elementary school of the school opens from kindergarten level to grade 6

levels of pupils. The site also offers library and High-Tech instructional

supplemental tools such as LED Televisions, projectors and others. Much,

the school is child-friendly and diverse.

The school population in elementary department is composed of more

than 150 pupils and teachers which consist of diverse cultures. Muslims and

Christians were living together in the school environment and treated equal

by the school administration. The school adheres to a peaceful, cooperative

and collaborative environment in enhancing learners’ knowledge and

behaviors. Figure B shows the locale of the study.

 38

PHILIPPINES MAP

Mindanao Map

Figure B. The Locale

 39

Respondents and Sampling Procedures

Respondents of the study will be the intermediate pupils enrolled for

the school year 2018-2019. There will be 30 intermediate pupils particularly

those enrolled in Grade 4 through 6 levels that will be selected as samples of

the study through random sampling techniques. Respondents will have an

equal chance of being selected. The researchers will ask an official list of

pupils and assign a number to each pupil. The numbers will be randomly

selected to complete the targeted samples of the study.

Research Instruments

Researcher-made questionnaires will be used to gather data. It will be

divided into three (3) parts. Part I will determine the socio-economic profile of

the respondents in terms of sex, number of hours on educational activities,

exposure to educational computer games, age, and family monthly income.

Part II will gather data on the level of interaction among the intermediate

pupils with the use of educational computer games while Part III will refer to

the academic performance in Mathematics among intermediate pupils in

terms of the Grade Point Average (GPA) in Math.

 40

Data Gathering Procedures

In order to gather data, the following procedures will be ethically done.

First, the researchers will ask permission from the Vice President of

Academic Affairs. Second, the researchers will ask approval from the school

head of the elementary department. Third, the researchers will ask

assistance from the teachers-in-charge of the different grade levels. Fourth,

the researchers will draft and validate the questionnaires. Fifth, the

researchers will distribute the questionnaires to selected respondents. Sixth,

the researchers will retrieve the questionnaires. Then, the researchers will

analyze and interpret the results. Finally, the researchers will finalize the

output of the study with the conclusions and recommendations.

 41

1. Will ask permission from

Start the Vice President of
Academic Affairs.

3. Will ask assistance from 2. Will ask approval from the

the teachers-in-charge of the school head of the
different grade levels. elementary department.

5. Will distribute the

4. Will draft and validate the
questionnaires to selected
questionnaires.
respondents.

7. analyze and interpret the 6. Will retrieve the

results. questionnaires.

8. Will finalize the output of

the study with the
End
conclusions and
recommendations.

Figure C. Diagram for the Data Gathering Procedures

 42

Statistical Treatment

The following statistical tools will be used to analyze and interpret the

results of the study.

Frequency and Percentage. This will be used to determine the

number of responses and its ration in each item indicators. This will help

solve the problem 1 of the study.

Weighted Mean. This will be used to solve the degree of responses in

each item indicators. This will help solve the problem 2 through 4 of the

study.

Z-test. This will be used to calculate the correlation between the

variables of the study. This will help solve the problem 5 and 6 of the study.