“ADDRESSING SIGNIFICANT MATHEMATICAL

LEARNING LOSS IN MNHS DURING COVID-19”

I. Context and Rationale

Due to the Covid-19 epidemic, many students have experienced difficulties in their academic
endeavors. As a result, children struggle to learn when face-to-face instruction starts, particularly in
mathematics. The loss of students' mathematical learning is something that teachers are also having a
hard time overcoming. Most students consistently perform poorly in their mathematics classes.
Teachers discovered this information from the students' pre-test, quizzes, and activities. According to
the overall results, students who learn modular are once again unable to solve mathematical
problems, which is why math performance is always bad in the Philippines. We aim to address this
through various studies that can improve students’ performance of mathematical tasks.
Recently, there is research conducted about the effect of online mathematics learning on
junior high school resilience during the covid-19 pandemic. The result shows that student resilience in
mathematics is high during online learning. Students give positive responses to online learning. That’s
because of the different strategies the teachers give them to easily understand mathematical
concepts.
To deal with these issues, students could play various online interactive math games on the
weekends. Teachers will assign students to respond to mathematical situations. Teachers will check to
see if pupils respond to the assignment and through the approval of the student’s parent. Learning
will be enjoyable for students because, as we all know, Covid 19 has brought about a lot of changes in
their lives, and students today are addicted to different online games.

II. Action Research Questions

This study aims to improve students’ mathematics performance by using interactive math
games and applications.
The study also aims to answer the following questions.
1. Is there a significant difference in the performance of the learners after the implementation of
interactive math games and applications?
2. What are the insights and perceptions of the learners after the implementation of interactive
math games and applications?
3. What are the outputs of the learners?
III. Hypotheses
The study would like to test the following hypotheses.
1. There is a significant difference between the pretest and posttest scores of the respondents
who utilized interactive math games and applications.
2. There is a significant difference between the students’ gain scores before and after the
implementation of interactive math games and applications.

IV. Proposed Innovation, Intervention and Strategy

Constructivist Theory for Interactive Math Games
Most games and simulation-based learning research is theoretically focused on constructivism
and humanism (Wu, Hsiao, Wu, Lin, & Huang, 2012). Problem-based learning, contextual learning
theory, and experiential learning concepts are mostly covered in this study. According to Myers and
Reigeluth's (2017) assessment of the key arguments for adopting games for learning, they can also
boost learner engagement and effort, offer a safe environment for learning, and are customizable to
learner characteristics (Vogel et al., 2006).

Metacognitive Enhancement on Interactive math games

Supporting students in game-based learning environments is an important instructional
method to enhance information retention and problem-solving skills. According to the meta-analyses
reported by Wouters and Van Oostendorp, additional instructional support significantly enhances
learning in game-based learning situations (2013). This effect mostly relates to how learners choose
new material to learn. A number of cognitive strategies, but particularly metacognitive ones, appear
to be necessary for successful learning in game-based learning environments. Another study
presented by Riemer and Schrader (2016) found that learning with and from the game is enhanced
when participants display a high level of self-monitoring while engaging in a serious game.
Another sign of the effectiveness of game-based learning is the capacity to push students.
Researchers Hamari, Shernoff, Rowe, Coller, et al. (2016) found that the more challenging they
perceive a game to be, the more learning outcomes learners engage in and attain. Experts propose
increasing game complexity in accordance with learners' evolving skills and talents as a result. These
findings support the hypothesis that motivation or elaboration do not always follow from "simply
playing" educational games. Game-based learning benefits students more when there is greater
support from the teacher. Erhel and Jamet (2013) provided evidence to support this claim, showing
that providing a focus that is more educational than entertaining as framed by the instructor leads to
deeper learning. Giving students who opt to concentrate on the pleasurable elements of a digital
game-based learning environment ongoing feedback also promotes deeper elaboration processes.
Enhances Higher Order Thinking Skills
According to research, interactive math games can help children learn basic math skills
(Perrotta et al., 2013), while older children can be engaged by playing digital games (Whitton, 2010).
However, higher-level thinking is not frequently encouraged in the classroom (Schaaf & Mohan, 2014).
It demonstrates how interactive games may be used to personalize and individualize learning for kids
and enable them to learn at their own speed. Like this, a 2017 literature review analysis of educational
games by de Freitas demonstrates that individualized learning occurs in games. This is beneficial,
especially for teachers who have several students in a single class. They may use some of their time to
focus on the students who require extra help in arithmetic lessons. This "progressing at one's own
pace" seems to be a crucial component in ensuring that youngsters not only felt challenged and
enjoyed the games, but also that they had enough time and experience with them to become
proficient in their rules and begin to apply techniques methodically.

V. Action Research Methods

A. Participants and/or other sources of Data and Information
Respondents
The Mababanaba National High School pupils in grade 8 who were formally enrolled for
the academic year 2022–2023 will serve as the study's respondents. Sixty-three (63)
respondents will participate in the said study.
Research Setting
The Mababanaba National High School will conduct the study. The school is located at
Mababanaba, San Jose, Tarlac, close to the San Jose Public Market and United Methodist
Church.
Research Instruments
The curriculum guide from the Department of Education (DepEd) will be applied in this
investigation. The learning techniques used in the study's activities were built upon the k–
12 curriculum recommendations provided by the Department of Education (DepEd).

Pretest and Posttest. The performance of the students is evaluated using a multiple-
choice exam questionnaire. With the help of the specialists, the researchers in this study
created and validated a questionnaire.

Research Design
A quasi-experimental pretest-posttest non-equivalence group design was employed in
this study to examine the impact of interactive math games on teaching mathematics to
students in grade 8.
B. DATA GATHERING METHODS
IMPLEMENTATION PHASE EXPERIMENTAL PHASE OUTPUT PHASE

Pre – Implementation

 Selection of Topic
 Identifying Implementati
Learning on in
Competencies
Interactive
 Setting Objectives
 Creating Lesson Teaching math games
Plans and Learning and
Student Activities Engagement applications
Validation of Interactive
Traditional
Math games and
Method Conceptual
application
Understanding
 Validation VS on
 Analyzing and Mathematics
Editing Interactive
Post-Implementation Math games
And Insights from
 Utilization of
Applications students
Interactive Math
games and
application

The researcher in this study will employ interactive math games and applications as
teaching aids for the subject of mathematics. The three parts of this study are as follows:
Phase I is the Implementation phase, during which the researchers will implement and validate
interactive math games and applications to the internet and conduct analysis and revision;
Phase II is the Experimental phase, during which the two groups will be exposed to various
teaching-learning environments. Phase III is the output phase when the researcher will use
interactive math games and applications, the conceptual understanding, and the insights from
the students.
 C. DATA ANALYSIS
After the lecture is taught, the researcher will review the data. The following statistical
techniques will be used for this study's analysis.
1. The distribution of respondents across each of the factors considered for each
respondent's profile will be calculated using the percentage.
2. The respondents' age, gender, and degree of participation will be based on the frequency
and overall response rate.
3. Mean will be used to ascertain respondents' perceptions of self-esteem and performance
apprehension before and after performances. It will also be used to assess how well the
responders do mathematically.

VI. ACTION RESEARCH WORKPLAN

Person Expected Output/

Phase Time Frame Activity
Involved Outcome

Pre-  Drafting the  Researcher  Accomplished and

Implement-ation proposal  DepEd approved research
 Submission of officials proposal
research  Test results
proposal
 Pretest
Implement-ation Week 1  Introduction of  Researcher  Completed, compiled
Interactive Math  Learners outputs from Interactive
games and math games and
applications application in learning
 Using mathematics
Interactive math
 games and
applications in
learning
mathematics
Week 2  Using  Researcher  Completed, compiled
Interactive math  Learners outputs from using
games and Interactive math games
applications in and applications
learning
mathematics
Post- Week 3 – 4  Posttest  Researcher  Test results
Implement-ation  Transfer test  Learners
Week 5 – 40  Preparation,  Researcher  Completed research
interpretation,  DepEd  Submitted completed
and analysis of officials research
data
 Certificate of Approval
 Writing the and Acceptance
Results and
Discussion
section
 Submission of
copy for
approval
 Approval and
acceptance of
completed
research

VII. Cost Estimates

Activities Particulars Amount

A. Conceptualization of Research Proposal
1. Supplies and Materials Bond paper, ink, folder Php 2,000.00
 2. Online Library Searches 15 – 20 times online library searches Php 500.00
B. Implementation of the Approved Research Proposal
1. Supplies and Materials Bond paper, ink, folder, whiteboard Php 3,000.00
marker, binding materials, colored
chips, tissue paper
2. Online Library Searches 15 – 20 times online library searches Php 500.00
3. Local Transportation Consultation with the division Php 500.00
research supervisor, securing supplies
and materials, distribution of materials
to learners, submission of proposal
and final copy of the research paper
4. Reproduction of the Final Bond paper, ink, folder Php 1,000.00
Copy of the Research Paper
5. Results Dissemination Reproduction of related materials for Php 2,000.00
INSET/ SLAC/ Conference
Total Php 10,000.00
VIII. References
Kenna, L.A. (2020). Interactive Mathematics Games: Mathematical Generalisation and Higher Order
Thinking. The University of Manchester.
https://pure.manchester.ac.uk/ws/portalfiles/portal/173348026/FULL_TEXT.PDF

Graceota, A. et al (2021). Mathematics Game as Interactive Learning Media In COVID-19

Pandemic Era. Journal of Physics: Conference Series,  Volume 1808,  1808-012041
Hussein, M. H., Ow, S. H., Elaish, M. M., Jensen, E. O., (2022). Digital game-based learning in K-
12 mathematics education: a systematic literature review. Education and Information
Technologies, Volume 27, pp 2859–2891
Zumbach, J., Rammerstorfer, L., Deibl, L., (2019) Cognitive and metacognitive support in
learning with a serious game about demographic change. Computers in Human Behavior,
Volume 103, Pages 120-129
Sawchuk, S., Sparks, S. D., Kids Are Behind in Math Because of COVID-19. Here’s What
Research Says Could Help. https://www.edweek.org/teaching-learning/kids-are-behind-
in-math-because-of-covid-19-heres-what-research-says-could-help/2020/12
Abdul J. A. Felicia P. (2015). Gameplay engagement and learning in game-based learning: A
systematic review. Review of Educational Research. 740 - 779
Ku, O., Chen S.Y., Wu D.H., Lao, A.C.C., Chan, T.W. (2014). The effects of game-based learning
on mathematical confidence and performance. High ability vs. low ability Educ.
Technol. Soc. 17. pp 65–78
Ivanov, I., Cobo, J. C., Kosonogova, M. (2020) Implementation of developmental education in
the digital learning environment Procedia Comput. Sci. 172 pp 517–522