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Chapter I

INTRODUCTION

Background of the Study

In today's rapidly evolving educational landscape, the need for students to develop

strong problem-solving and critical-thinking skills is more vital than ever before. Critical

thinking skills in mathematics are essential for every student. It has been a key factor in

distinguishing students simply doing the math from those who genuinely understand what

they are doing (Aini, et al., 2019). The problems that emerge in our daily lives are critical-

thinking skills and various skills enable individuals to overcome these kinds of issues.

However, traditional teaching methods often fail to engage students and provide them

with the necessary tools to fully engage and develop these vital skills. This means that

there is a pressing need to explore alternative approaches to foster these skills effectively.

The current educational system often prioritizes memorization and standardized

testing, leaving minimal opportunities for creativity and hands-on learning. To meet the

needs of the next generation, teachers and other educational stakeholders must be

adequately prepared (Musthafa, M. N. M., 2023). In the past, math education has focused

on teaching students the steps needed to find answers to mathematical problems, and it

is only after they have mastered the ability to manipulate numbers that they have been

introduced to real-life applications for these skills. Since the turn of the century, the shift

has been made to integrating conceptual and procedural knowledge. This shift towards
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integrating conceptual and procedural knowledge in math education represents a vital

transformation in pedagogical approaches (Crooks, N. M. & Alibali, M. W., 2014).

General Santos City National High School was a Public High School located in the

City of General Santos. The institution provided a variety of curricula that had extra

subjects that they had to comply with and achieve. This research addressed the gap in

the current body of knowledge by specifically focusing on the role and effects of board

games as an educational tool for improving the critical-thinking skills of STE students in

Mathematics High School Education. Furthermore, the study also sought to empower

board games as a supplement to the current educational dilemma in the country since

the Philippines ranked 5th lowest among the 81 participating countries in the 2022

Programme for International Student Assessment or PISA. Thus, to link critical thinking

skills to the content, the instructional focus should have been on the process of learning.

Moreover, the study aimed to delve into the strategies, methods of implementation, and

educational advantages associated with integrating board games into S.T.E curricula,

ultimately shedding light on their transformative potential within the educational sphere.

Statement of the Problem

The study aimed to unravel the power of board games on the critical-thinking skills

of STE Junior High School students of General Santos City National High School during

S.Y. 2023-2024. Specifically, it answered the following sub-problems:

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1. What is the level of critical-thinking skills of the students before and after the

study?

2. Is there a significant difference in the pretest mean scores of the students who

are exposed to board games and who are exposed to the conventional method?

3. Is there a significant difference in the posttest mean scores of the students who

are exposed to board games and who are exposed to the conventional method?

4. Is there a significant difference between the pretest mean scores and posttest

mean scores of students who are exposed to board games?

5. Is there a significant difference between the pretest mean scores and posttest

mean scores of students who are exposed to the conventional method?

6. Is there a significant difference in the mean gain scores of the students who are

exposed to board games and students who are exposed to the conventional method?

7. What are the teachers’ and students’ perspectives about the utilization of board

games in Mathematics teaching and learning?

Significance of the Study

The research sought to explore how board games influence critical-thinking skills

development among Grade 9 STE students of General Santos City National High School.

The study's discoveries hold significance for:

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School Administrators. Witnessing potential improvements in student

performance and engagement could have benefited school administrators. Integrating

board games into the curriculum may have aligned with educational goals and outcomes,

which administrators could have found advantageous.

Teachers. Integrating board games into teaching strategies could benefit

teachers, as it could foster lively and engaging learning spaces. Additionally, it might have

facilitated the customization of instruction to accommodate a wide range of learning

preferences.

Game Developers and Publishers. The expansion of educational board games

could have positively impacted the board game industry by creating a higher demand for

top-notch educational games and advancements that could have benefited both

educational and leisure board game markets.

Students. Improved problem-solving and critical thinking skills were crucial for

academic success, standardized testing, and future career prospects, so playing board

games could be very beneficial. Not only did they make learning more enjoyable, but they

could also increase engagement and motivation.

Future Researchers. This research stood as a pivotal point for forthcoming

scholars, revealing the substantial influence of board games on the development of

critical thinking skills among high school students. It prompted an imperative need for
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continued investigation and inventive advancements within educational methodologies.

Scope and Delimitation

This research study aimed to unravel how board games could aid in developing

the critical-thinking skills of STE Junior High School Students attending in General Santos

City National High School in General Santos City.

The study's time frame was restricted to the academic year 2023-2024, and any

long-term effects of board game interventions beyond this period were outside the scope

of the study. Additionally, the study exclusively involved the STE Junior High School

Students at the specified institution, which may have limited the applicability of the results

to students in different academic disciplines or institutions. Resource constraints,

including budget limitations and the availability of educational resources, may have also

impacted the scope of interventions and assessments.

Lastly, external factors, such as changes in curriculum or school policies,

influenced the study's outcomes. Despite these limitations, this research aimed to provide

valuable insights into the potential benefits of using board games as educational tools to

enhance problem-solving and critical-thinking skills among high school students. Data

was collected by conducting pre and post assessments on the experimental and control

groups, with participation from students and teachers.

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Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

In this chapter, the legal basis, review of related literature, and related studies

selected by the researchers that were particularly beneficial throughout the research were

presented.

Legal Basis

DepEd Order No. 32, s. 2015, issued by the Department of Education, aimed to

establish tailored and culturally relevant learning materials for schools. The order outlined

criteria for Philippine elementary and secondary schools to guide the development and

use of instructional materials, with a focus on appropriate learning competencies within

the teaching and learning process. Recognizing that student engagement was vital for

effective learning, educators emphasized the benefits of utilizing board games. These

games not only provided an enjoyable and interactive learning experience but also

supported students in enhancing academic skills while fostering essential social and

teamwork abilities. The Mathematical Board Game, adapted in this study, was designed

to aid Grade 9 learners in understanding mathematical concepts and primarily aimed to

develop their fundamental mathematical skills.

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Related Literatures

This part of the study discussed various literature related to the research. The

following were collected literary works that supported the researchers' further knowledge

of the study.

Board Games

Game-based learning is a proven approach that utilizes the power of games to

achieve specific learning objectives (Saltise, 2023). It involves designing learning

activities that introduce concepts incrementally and guide users toward a final objective.

Traditional gaming features like competition, points, incentives, and feedback loops are

incorporated to make the learning experience engaging (Dinscore, A., & Pho, A., 2013).

Teachers skillfully craft modules or lessons that foster interaction and competition,

thereby engaging learners in a fun and effective learning experience. The range of game-

based instruction is vast, from traditional paper and pencil games like word searches to

immersive role-playing games to cutting-edge online video and computer simulations

(Saltise, 2023).

Modern game-based learning requires students to strive for a particular objective by

making choices and facing the consequences of their actions. By making well-informed

decisions, students can progress positively within the game. Focusing on advancing

within the game encourages students to be actively engaged in their learning rather than

being mere spectators (Grand Canyon University, 2021).

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Moreover, the benefits of game-based learning include increased learning

motivation, active participation, and reduced student stress. Game-based learning is a

fun and effective way to encourage critical thinking, group work, and engagement with

class material (Prep, R., 2022). This approach to education taps into motivational

psychology, enabling students to interact with study materials dynamically and playfully

(Dinscore, A., & Pho, A., 2013). Hence, incorporating game-based learning in classrooms

can lead to improved academic performance and a more enjoyable learning experience

for students.

Teachers who use game-based teaching suggest that some games are easier for

young children than others. For instance, games where children roll a dot die and cover

spaces on a grid board, are easier than those where they must move a marker along a

long and curved path. This indicates that there could be a sequence to introducing math

games that match children’s current understanding and development (Moomaw, 2015).

Game-based learning has gained popularity in higher education and library

settings to motivate and engage students (Dinscore, A., & Pho, A., 2013). It is a proven

approach that provides a fun and effective way to encourage critical thinking, group work,

and engagement with class material (Prep, R., 2022). Implementing game-based learning

in the classroom can be a great way to foster a love of learning and make education more

enjoyable for students.

Board games have been popular among children for years and are often played

by moving markers along a path. Some examples of well-known board games include

Monopoly, Snake and Ladders, and Ludo. These games are designed to simulate real-
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life situations and have been used to teach children basic facts and information (Maulana,

R. A., 2019).

A board game usually involves two or more players participating on a board

featuring designated spaces and markings, with various pieces such as tokens, stones,

dice, or cards strategically employed throughout the play (Christensen, T., 2023). The

game format requires players to place, move, or remove pieces on a board marked with

a pattern. This type of game is generically referred to as a 'board game' (Nakao et al.,

2019).

Playing board games offers more than just entertainment, as many individuals find

it helps them connect with their past. Additionally, there are numerous benefits to board

game playing, such as improved brain function, goal-setting and patience skills, and

fostering creativity and self-confidence (Pat, S., 2019).

Board games reinforce classroom lessons while promoting problem-solving,

teamwork, decision-making, and strategic thinking (Despeisse, 2018). A recent study

found that educational board games are a great way to help children learn while having

fun. However, young learners of today's generation have a small span of attention, and

students must learn how to think critically before they can apply the skill to content

scenarios necessary for problem-solving. In addition, Russo et al. (2021) pointed out that

despite the broad usage of gamified approach instructions today, prior research studies

have yet to focus on how and why these games are employed from a teacher's

perspective. Board games can effectively promote active learning, increase students'

motivation for learning, and even lead to positive behavior changes. However, the
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development of children's mathematical and problem-solving abilities through board

games depends specifically on the type of game—that is, a researcher-developed board

game primarily designed for this development (O'niell & Holmes, 2022).

Board games have a rich history that can be traced back to simple games played

with rocks and holes in the ground. One of the oldest board games, mancala, originated

in Africa and Asia around 5000 B.C. Despite its age, the game remains popular and

recognizable today. Over time, board games have evolved into more complex gameplay,

such as Five Tribes by Italian game designer Bruno Cathala, where players interact with

djinn, trade resources, and consult with elders as they maneuver tribes throughout the

Arabian desert (Brown, T., 2021).

Board games are much more than a game of strategy where pieces are moved on

a board. Instead, they offer a unique way of experiencing things that enhances gameplay

and makes specific content, problems, or materials more understandable, personal, and

relatable to players (Ljujić, B., et al., 2019).

Using board games for learning can be an effective way to engage learners in

social and meaningful activities. Free play, guided play, and active play can all contribute

to children's learning while enhancing their mental and physical abilities (Holmes, P., et

al., 2022). Teachers or parents can use guided play to encourage children to think more

deeply about their actions and absorb information at their own pace by asking open-

ended questions during board game play.

Furthermore, using games as a means of teaching and learning can improve

students' skills and abilities, specifically in modeling and numerical knowledge, and
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enhance mathematical creativity and competencies for adults (Fathurrohman, M., et al.,

2022). Board games can also help develop mathematical thinking and interpersonal

understanding among children.

Apart from academic achievement, there are several advantages to incorporating

board games in the classroom. For example, playing games stimulates students' interest

and curiosity, leading to an increased time on task and improved overall performance.

Additionally, board games allow children to learn from their peers by analyzing their

strategies and tactics during gameplay, which the teacher can facilitate by asking critical

questions (McAnelly, N., 2023).

Research has shown that playing board games can enhance skills and attributes

necessary for studying mathematics, such as problem-solving, strategic thinking, and

mathematical discussion (Golding, L., et al., 2018). It can foster the development and

improvement of these skills, which are crucial for accessing higher employment levels.

While there is ample evidence to support the benefits of playing games for early learning,

there is a need to address this at higher levels of education. Incorporating board games

as an educational tool can create an enjoyable environment that provides an ideal

opportunity to develop mathematical thinking.

Critical-Thinking Skills

Critical thinking entails self-reflection, foundational skills, and a willingness to

question, all of which contribute to an enhanced understanding that leads to well-informed

conclusions and sound decision-making within a given context. It is a reflective thought

process that relies on evidence and careful consideration.

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In the 21st century, the ability to think critically is essential due to the constantly

changing nature of information. Critical thinking involves reasoning and making

reasonable judgments. It is a crucial skill that students must possess. One way to assess

students' critical thinking skills is by evaluating their thought processes and providing

feedback. Additionally, critical thinking is a collaborative effort that requires cooperation

among all teachers involved in the learning process. With an appropriate learning

environment, critical thinking skills can be progressively developed as students advance

(Syafril, S., et al., 2020).

Thinking critically is incredibly important as it allows us to approach problems

rationally and generate effective solutions. Critical thinking involves various skills,

including observation, analysis, reasoning, judgment, and decision-making. In fact, after

interpersonal skills, critical thinking is considered the second most crucial life skill. This is

why students must develop critical thinking skills during their education, particularly in

mathematics. Teachers play a vital role in this process by helping students hone their

critical thinking abilities. Ultimately, developing critical thinking skills is regarded as the

most crucial outcome of formal education, as it is essential for success in a rapidly

evolving world where new knowledge is constantly being generated (Anjariyah, D., et al.,

2018).

Mathematics is frequently touted as equipping students with many valuable

thinking abilities, including logical, analytical, critical, and abstract reasoning, as well as

the impartial evaluation of evidence. This perspective positions mathematics as a source

of transferable skills universally applicable across educational institutions, governments,

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and corporations worldwide. Such an outlook is highly relevant to the role of mathematics

in curricula (Cresswell, C. & Speelman, C. P., 2020).

Indonesian students often need help with non-routine problem-solving due to a

lack of emphasis on critical thinking skills development in their mathematics education.

However, mathematics is uniquely suited to fostering rational, logical, and critical thinking

in students due to its well-defined structure and interconnected concepts. Developing

critical thinking skills in mathematics is closely linked with the ability to solve mathematical

problems, remarkably open-ended and contextual problems that require students to think

deeply and creatively. Such challenges encourage students to engage in mathematical

thinking and hone their problem-solving abilities (Firdaus, F., et al., 2015).

Developing critical thinking skills in mathematics requires the ability to think and

apply mathematical concepts to solve problems using logical reasoning and practical

problem-solving strategies. Educators have found that fostering critical thinking skills can

be achieved through instructional methods such as encouraging students to solve open-

ended problems, asking thought-provoking questions, and providing diverse learning

opportunities that engage students in the problem-solving process (Monrat, N., et al., nd).

Educators who impart critical thinking skills enable students to comprehend and

take control of their own learning experience. Students who put these critical thinking

abilities into practice approach their studies more thoughtfully and efficiently. They pose

more complex questions and actively participate in the learning process. The

development of critical thinking skills frequently extends far into their later years. The

acquisition of these skills contributes to both academic and career success. Through the
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application of these skills, students often broaden their horizons, improving their ability to

navigate important decisions in both their education and life journey (Murawski, L. M.,

2014).

Promoting critical thinking skills within education has become increasingly

essential. However, it can be a challenging endeavor for primary and secondary school

teachers. Enhancing students' ability to think critically relies on the establishment of an

engaging learning environment that actively involves them. Achieving this objective

entails an improvement in the quality of education, utilizing effective teaching tools like

board games, and providing appropriate classroom guidance (Setyowati, R. N., et al.,

2018).

In today's educational system, teachers must align with students' interests and

incorporate contemporary techniques to boost motivation beyond traditional classroom

teaching (Drigas & Pappas, 2015). By doing so, teachers can create a more engaging

and dynamic learning environment that promotes creativity and critical thinking. It also

helps to foster positive relationships between students and their educators, leading to

improved academic performance and overall success. Mathematics teachers may

venture into potential teaching pedagogies that capture students' interest in being

engaged in learning Mathematics. To keep students highly engaged, it is recommended

that mathematics educators use contextualized instruction in teaching mathematics as

the strategy provides engaging and purposeful experiences throughout the learning

process. It is also suggested that parents guide and help the students engage in

Mathematics learning and monitor their learning to promote higher engagement

(Cambaya & Tan, 2022).

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Higher-order thinking skills like critical thinking and problem-solving demand

systematic instruction and persistent practice. However, existing barriers can impede

these skills development, such as lack of training, limited resources, biased

preconceptions, and time constraints that conspire to negate learning environments that

promote these skills (Snyder & Snyder, 2008). Hence, by actively engaging and guiding

students in project-based, collaborative activities and gamified instruction, like utilizing

board games in instruction, educators can encourage students to develop critical thinking

and problem-solving skills.

The primary focus of education revolves around nurturing the growth of students.

Teaching essential skills like Critical Thinking is vital to enable learners to think clearly

and make well-informed decisions. Unlike the conventional role of educators in the past,

instructing critical thinking necessitates a multifaceted and intricate set of technical and

classroom management skills. However, game-based learning has the potential to inspire

and motivate students, fostering innovation and active engagement in the learning

process while fostering the development of critical thinking skills. Consequently, teachers

must acquire advanced technical skills to effectively prepare, construct, design, and

integrate novel teaching methods and strategies (Geng, H., 2021).

Teachers play a crucial role in fostering the development of students' critical

thinking abilities, which are essential for their overall growth. These skills are particularly

significant as they apply to various contexts, like problem-solving in mathematics.

Teachers have multiple avenues to nurture their students' critical thinking, and one

effective approach is establishing a supportive learning environment where students are

encouraged to inquire and ask questions. Another approach for students to enhance their
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critical thinking abilities involves active engagement in lessons and fostering

collaboration. Establishing an environment that promotes cooperative learning and

mutual knowledge sharing empowers students to cultivate these skills. Furthermore, an

additional strategy for students to bolster critical thinking is to embrace risk-taking, employ

the trial-and-error method, and proactively seek potential solutions (Muic, K., & Donohue,

V., 2019).

In its purest form, critical thinking is a mental process that involves adeptness in

logical and practical problem-solving. Actively engaging with different learning styles

significantly contributes to the cultivation of critical thinking skills, especially in higher

education settings. Utilizing problem-based learning can enhance students' critical

thinking abilities and enhance their overall learning experience. However, learning styles

vary from person to person and are influenced by how individuals respond to their

surroundings. This approach to learning is essential for students as it shapes their

concentration during the learning process. Consequently, a student's adoption of a

specific learning style profoundly influences their development of critical thinking skills

(Mahmood, M. S. & Othman, M. K., 2020).

Thinking ability has become an essential requirement, especially in the field of

education. Critical thinking is a cognitive process that entails purposeful, rational, and

goal-driven thinking, making it fall into a higher category of cognitive activity that demands

a specific set of mental abilities. In other words, learners are expected to concentrate.

Consequently, the learning style that has the greatest impact on the development of

critical thinking is one that affords students opportunities to concentrate on all their

decision-making processes (Hanisyah, W., et al., 2023).

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Critical thinking is widely recognized as a crucial skill for students and those

completing higher education. Cultivating the critical thinking (CT) abilities of students

holds a prominent place as a vital educational goal because these skills underpin effective

communication, logical reasoning, and adept problem-solving capabilities. In this regard,

specific learning styles, like self-explanation, play a significant role in facilitating learning

and the transfer of key components of critical thinking skills. This encompasses areas

such as developing persuasive arguments and making intricate judgments, adding to the

richness of students' intellectual and practical skill sets (Van Peppen, L. M., et al., 2018).

Leveraging mathematics interventions through game-based approaches could

prove highly effective in enhancing students' involvement and educational achievements,

particularly in challenging subjects like fractions. Collaborative teaching methods have a

favorable influence on learning, encouraging interaction, fostering teamwork, improving

communication, and nurturing critical thinking and problem-solving capabilities.

Collaborative learning exercises, such as the incorporation of board games into teaching,

offer versatile options that can be applied in both classroom and practical environments.

An instance of collaborative learning involves in-class activities, such as case-based and

game-based learning within small group settings, promoting cooperative learning

experiences (Semple, L. & Currie, G., 2022).

Active learning methods stimulate advanced cognitive processes and promote

deeper understanding compared to a more passive lecturing approach. Research has

consistently shown that active learning yields favorable results in terms of student
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learning and academic performance. In essence, active learning strategies are designed

to empower students to attain more sophisticated educational goals, including critical

thinking, effective problem solving, and informed decision making. By placing students at

the core of the learning environment, they can further enhance their capacities in critical

thinking, leadership, communication, and ethical decision-making. Actively engaging

students in the instructional process creates fertile ground for the cultivation of higher-

level thinking skills, problem-solving acumen, creative thinking, and profound learning

experiences (Doolittle, P., et al., 2023).

Active Learning encompasses a wide array of teaching methods that involve

students as active participants in their learning during class. It goes beyond passive

activities like reading, listening, and note-taking, allowing students to connect more

deeply with the course content and fostering the development of advanced cognitive skills

like critical thinking and problem-solving. Active learning often includes collaborative

interactions among students, and the level of engagement can vary. However, it's crucial

to recognize that student engagement is a dynamic product influenced by motivation and

active learning. Consequently, it may not be uniform and can differ from one individual to

another, particularly among students. Hence, it's essential to appreciate that engagement

may manifest differently for various students or student groups (Foster, S., 2022).

Academic engagement is often considered an indicator of effective learning.

Research argues that the primary aim of education is to teach students how to solve

problems and think critically. This concept fosters a more positive and inclusive learning

environment, motivating students to participate in collaborative projects and

extracurricular activities while ensuring that each student feels valued. Increased student
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engagement leads to a deeper learning experience, allowing for the development of

various skills, such as improved critical thinking and problem-solving abilities. Learning

goes beyond the mere acquisition of knowledge; it involves developing resilience and

determination to overcome challenges. Moreover, an educational approach that

emphasizes student engagement acknowledges the significance of facing failures and

setbacks as integral aspects of the growth process (Mahadeo, J.D. & Nepal, R., 2023).

Critical thinking is context-dependent and plays a significant role in how students

grasp their educational content, representing a skill that requires deliberate instruction

and mastery. While critical thinking is often linked to problem-solving, it's worth noting that

there is a close connection between these two concepts. Critical thinking encompasses

a range of skills crucial for analyzing and assessing a body of knowledge. Creating a

more engaging learning environment by incorporating enjoyable games can serve as a

means to accelerate the development of critical thinking and problem-solving abilities

among students. In this context, the use of logical-mathematical games, such as board

games, has the potential to enhance students' capacity for critical thinking, particularly

when coupled with teacher guidance and feedback (Taja-On, E.P., 2019).

Related Studies

This study got its roots and inspiration from the previous studies and authors that

deemed helpful in this particular topic.

Foreign Studies
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Barekat (2023) presented the data that educational games, specifically board

games, increase the learning rate of students and increase their interest in learning. The

research revealed that students exposed to game-based instruction found the content

engaging and attractive, whereas those taught using traditional methods rated the content

as less appealing. In the experimental group of 30 students, 18 favored the highest

attractiveness option, while 10 chose high and medium options. In contrast, in the control

group of 30 students, 20 selected medium, low, or very low options, indicating a lack of

interest in the content. The study also found out that 24 out of 30 students in the

experimental group chose very high and high options, while 23 out of 30 students in the

control group have chosen medium, low, and very low options which shows that the

students in the control group are not satisfied with their learning level. The results

underscore the positive impact of educational board games on students' learning rates

and their interest in the subject. Additionally, student feedback from questionnaires

indicated that board games make learning more appealing, boost their self-confidence,

and stimulate their curiosity to explore the subject further. Furthermore, the research data

supports the claim that the use of board games enhances students' learning experiences.

Board games can also influence the Mathematical spatial abilities of Grade 9

students in a certain junior high school in Southern Taiwan. Spatial ability is the ability to

identify, observe, analyze, compare images or graphics of objects, as well as the ability

to critically think using abstract reasoning. Their findings indicated that board game-based

teaching has several positive outcomes: (1) it enhances students' proficiency in spatial

ability; (2) boosts students' interest in learning spatial ability; (3) improves spatial

perception, identification, rotation, and the overall mathematical spatial ability score of the
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experimental group. According to the results of feedback related to learning spatial ability

through board games and a satisfaction questionnaire specific to spatial ability board

games, it is evident that these games can enhance mathematical spatial ability,

performance, interest, and learning effectiveness. The research analysis showed that,

following the spatial ability-focused board game course, the posttest scores of spatial

ability for students in the experimental group were significantly higher than their pretest

scores, indicating an improvement in overall learning effectiveness in spatial ability

(Chung, C., et al., 2017).

The results of the study done by Udeh, et al. (2019), showed that students who

underwent algebraic concepts using algebraic board games had higher mean interest

scores than those taught with the conventional chalk-talk approach. The findings

indicated that utilizing board games as an instructional method increases the interest in

learning for both male and female students, although this increase was more pronounced

among male students. Specifically, male students had an average interest score of 68.47

with a standard deviation of 9.56, while female students had an average interest score of

62.49 with a standard deviation of 6.82. Additionally, the study revealed that algebraic

board games outperformed the traditional chalk-talk teaching method for both male and

female students. Furthermore, the research demonstrated that the difference in the

average achievement scores between students taught algebra using algebraic board

games and those taught through the conventional chalk-talk method was statistically

significant, favoring the students taught with algebraic board games.

Wongkia, W., et al. (2020) affirmed that educational board games (Setarea Board

Games) and active learning activities could be used to promote meaningful learning in
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the concept of set theory. They found out that in every grade level, the average scores

on the posttest were significantly higher than those on the pretest for both the BG and AL

groups. The data indicated that the differences in mean scores between the pretest and

posttest (referred to as improvement scores) ranged from 6.80 to 21.62 points.

Furthermore, the study utilized interviews to corroborate the Conceptual Understanding

Test scores of the students. The interviews revealed that most of the participants were

capable of solving the assigned tasks and explaining which aspects of the game enabled

them to solve these tasks. However, some students even depicted human cards on

diagrams resembling their experiences in the game missions. Moreover, a group of

students could devise the cardinality formula to address the related problems. This

suggests that learning had taken place, and students could apply their experiences and

understanding gained from Setarea board games to new contexts.

Assapun and Thummaphan (2023) conducted a study which showed that the

integration of serious board games into STEM education had a positive impact on

students' problem-solving abilities, primarily in the behavioral aspect and to a lesser

extent in terms of their skills, although it did not significantly affect their self-efficacy.

These findings align with Piaget's theory of intellectual development (1943) regarding

teenagers, as their participants were also teenagers, as it emphasizes their willingness

to learn through trial and error.The research demonstrated that students' problem-solving

behavior and skill scores improved following their participation in game-based instruction,

while changes in self-efficacy were mixed. Students reported highly engaging and positive

learning experiences. Therefore, the incorporation of board games into teaching can be

practically employed across various serious games and applied in different classroom
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settings. This approach suggests that teachers should consider implementing this model

to enhance student problem-solving proficiency.

A study conducted by Suputra et. al. (2019) highlighted that the Snake and Ladder-

based learning enhances math enthusiasm in class by making the learning techniques

enjoyable, preventing students from boredom during the lessons. The study pointed out,

with the respondents of the study from the Kancana Elementary School in Indonesia, that

it improved the student learning outcomes in mathematics learning in class V of Kancana

Elementary School. Based on the results of this study that has been described, it can be

concluded that the snake and ladder media can improve the student learning outcomes

in mathematics learning in the fifth grade of elementary school. Moreover, the study

stated that the incorporation of the Snake and Ladder board game in instruction offers not

just improved math learning outcomes. It claimed that the board game (snake and ladder)

has advantages that must be considered such as: students learn while playing, students

do not learn by themselves, but must group, it facilitate students to learn because it is

assisted with images in the game snake and ladders, and it does not require expensive

costs in integrating it in instruction.

Board games as a driver of critical thinking development is also manifested in the

study conducted by Türkoğlu (2019). He pointed out that board games can improve

children’s critical thinking as well as their interdisciplinary thinking, motivation, learning

effectiveness, their number sense, and numerical achievement. The study examined the

influence of the ‘Board Game Based Cognitive Training Programme (BGBCTP) on the

cognitive development of the second and third graders among primary schools. This

program is centered on educational board games for these grades, which aim and prove
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that it enhances the cognitive skills of the children. Moreover, it also unveiled the

program's beneficial effects on children's linguistic, spatial, reasoning, and numerical

abilities, all crucial for fostering critical thinking.

Local Studies

Viray (2016) in their study entitled Engaging Students through Board Games:

Measuring Its Effectiveness on Academic Performance aimed to determine the

effectiveness of involving students in board games and its effect on their academic

performance. The study emphasized that the experimental group, which was exposed to

board games, exhibited superior academic performance, as indicated by their mean

scores. Moreover, it is also evident in the findings that there is a significant discrepancy

between the academic performance of the control and experimental group. The study

recommends the integration of board games into instructional methods to enhance

students' academic performance.

A study conducted by Subia et al (2019) affirmed that early engagement in chess

can lead to higher proficiency in mathematics. The data indicates that chess serves as a

valuable and potent tool for enhancing students' mathematical abilities. The research

underscored the significant benefits of incorporating board games like chess into

instruction and educational curricula. These games can greatly aid in the development of

students' problem-solving and critical thinking skills. The study revealed that the

respondents' performance, when measured by the mean GWA, averaged at 85.6,

categorizing it as above average. This suggests that, while the students may not be

considered outstanding or excellent in mathematics, they perform better than their peers.
 25

Furthermore, the study revealed that the respondents attributed the development of their

critical thinking and problem-solving skills to their years of playing chess. Hence, the use

of board games in instruction can be instrumental in enhancing students' mathematical

skills.

A separate investigation conducted by Rondina & Roble (2019) delved into the

efficacy of game-based design activities in enhancing students' Algebra achievement

scores. The study unveiled that mathematical game-based design activities like "A Line

To Win" proved effective in bolstering students' computational skills, while "Slide A

Picture" played a pivotal role in instructing students on sketching quadratic function

graphs. Furthermore, these game-based design activities in mathematics had a positive

impact on students' learning progress in Algebra. Therefore, mathematics educators may

consider incorporating game-based design activities into their teaching methods to

engage students, stimulate their interest, and nurture their critical thinking and problem-

solving abilities during the learning process. Notably, since this study solely focused on

two traditional offline mathematics game-based design activities, teachers might also

explore digitally-based games that integrate adventure, simulation, and strategy, offering

students animations, and further assess the influence of these strategies on students'

attitudes and study habits.

The results of the study conducted by Malicoban et. al. (2021) which primarily

aimed to develop a STEM board game called "Electriciladders" for Grade 8 students

under the K-12 Curriculum revealed that the board game effectively conveyed the

concepts of electricity in physics. The study emphasized that the board game

Electriciladders has the potential to serve as a valuable tool for enhancing STEM learning,
 26

enabling students to enhance their critical thinking and problem-solving abilities, memory

(to recall ideas), and decision-making skills, all of which are essential for the development

of mathematical proficiency.

Furthermore, Queaño (2017) investigated the usability of board games in

mastering the skills in fraction as performed by the students with learning disabilities. His

study disclosed that students with learning disabilities were able to achieve a satisfactory

level of competence in basic fraction operations and problem-solving when board games

were integrated into their learning process. The result of incorporating board games into

the curriculum consistently yielded positive outcomes, as it led to improvements in

students' critical thinking, problem-solving abilities, analytical skills, reasoning, planning,

and communication. Additionally, the inclusion of board games in the school curriculum

resulted in higher Math [and Science] test scores and enhanced performance on

standardized tests. The study demonstrated that respondents were able to increase their

mean percentage score to 35.43% after relearning fraction concepts using board games.

These results suggest that board games serve as valuable tools in facilitating the

comprehension of fraction operations and concepts.

 27

Conceptual Framework

The study aimed to unravel the power of board games on the critical-thinking skills

of Grade 9 STE students at General Santos City National High School. The conceptual

framework was shown below.

Figure 1: The Conceptual Framework

 28

Theoretical Framework

This quasi-experimental study was based on two theories: the experiential and

constructivist learning theories. According to Kolb’s theory of experiential learning,

knowledge resulted from the transformation of one’s experience. In this study, board

games were highlighted as an intervention to instruction, offering students tasks that

required them to analyze problems, make decisions based on strategy, and reflect upon

outcomes to enhance their critical thinking through active involvement. Additionally, in

accordance with Piaget’s and Vygotsky’s constructivist ideas, this study stressed the

collaborative and social nature of education by utilizing board games in instruction.

This research study examined how board games supported experiential learning

theory (ELT) and constructivist principles, thus providing useful insights into effective

pedagogical strategies for fostering critical thinking in secondary school mathematics

teaching.

Hypotheses

The following hypotheses were tested at the 0.5 level of significance:

1. Ho: There is no significant difference in the level of critical-thinking skills among

the students before and after the study.

 29

2. Ho: There is no significant difference in the pretest mean scores of the students

who are exposed to board games and who are exposed to the conventional

method.

3. Ho: There is no significant difference in the posttest mean scores of the students

who are exposed to board games and who are exposed to the conventional

method.

4. Ho: There is no significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to board games.

5. Ho: There is no significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to the conventional method.

6. Ho: There is no significant difference in the mean gain scores of the students

who are exposed to board games and students who are exposed to the

conventional method.

Definition of Terms

For a clearer understanding of this study, the following terms were defined

according to their conceptual and operational use.

Board Games. Conceptually, it is a game that involves two or more players

participating on a board featuring designated spaces and markings, with various pieces

such as tokens, stones, dice, or cards strategically employed throughout the play
 30

(Christensen, T., 2023). Operationally, it refers to games played on a board featuring

designated spaces and markings, with various pieces such as tokens, stones, dice, or

cards strategically employed throughout the play.

Diagnostic Test. Conceptually, it is a diagnostic tool that helps educators identify

the strengths and weaknesses of students, enabling them to personalize teaching

methods and curriculum to suit individual students’ needs. (Azizan, F. L. et al., 2017).

Operationally, it will be used in the study as the pretest for both the control and

experimental groups.

Game-Based Learning. Conceptually, it is an active learning approach that uses

techniques usually only found in games to promote and improve practice, learning, and

assessment. It is the meeting point of game elements and the learning environment

(Batsaikhan, O., 2021). Operationally, it is an approach that uses games to achieve

learning objectives. It involves designing activities that introduce concepts and guide

users toward a final objective. It incorporates traditional gaming features and encourages

active engagement to make the learning experience engaging.

Mean Difference. Conceptually, it measures the absolute difference between the

mean values of two distinct groups (StatisticsHowTo, n.d.). Operationally, it will be used

in the study to determine if there is a significant difference in the pretest mean scores of

the students who are exposed to board games as an educational tool for improving

problem-solving and critical-thinking skills compared to those who are not.

 31

Mean Scores. Conceptually, it is the average achievement of a student group in

an assessment and derived from the summed up individual student scores and dividing

the total by the number of scores (Colorado Department of Education, n.d.).

Operationally, it will be used in the study to represent the average score of the control

and experimental groups on a test administered before the lesson.

Proficiency Test. Conceptually, it is a test that assesses if students have acquired

the knowledge and skills taught in the course. (Center for Innovation in Teaching &

Learning, n.d.). Operationally, it will be used in the study as the posttest for both the

control and experimental groups.

 32

Chapter III

METHODOLOGY

This chapter presented the methods that the researchers used and the justification

for the use of these methods. This section includes the research design, research locale,

research respondents and sampling, research instruments, data gathering procedure,

statistical analysis, and research procedure.

Research Design

The researchers used the quasi-experimental pretest and posttest control group

design with nonequivalent groups to determine the effect of board games in improving

the critical-thinking skills of Grade 9 STE students of General Santos City National High

School. There are two (2) groups involved in this study. The figure below served as a

building principle in the research design:

Figure 2. The Quasi-Experimental Design

 33

where:

Q1 refers to the pretest scores of the experimental group

Q2 refers to the posttest scores of the experimental group

Q3 refers to the pretest scores of the control group

Q4 refers to the posttest scores of the control group

X refers to the treatment/intervention used in the experimental group

(Board Games)

The study used the pretest-posttest control group design. This approach entails

the random assignment of participants from a common population into two distinct groups:

the experimental (G1) and the control groups (G2). Both groups underwent initial

observations or pretests (Q1 & Q3). For the experimental group, an intervention was

employed during the process while the control group, conventional instruction, was

employed, followed by posttests (Q2 & Q4) which assessed and compared the resulting

differences.

Research Locale

The study was conducted at General Santos City National High School, located at

J. P. Rizal Street, Purok Maliwanag, Barangay Calumpang, General Santos City, South

Cotabato. A partner school of Mindanao State University - General Santos and one of the

premiere institutions in the City providing a variety of programs which primarily aims to

provide top-notch students.

 34

General Santos City National High School was one of the city’s premiere

secondary education institutions, ensuring high standards in its curriculum and

instruction. The researchers chose this school as the locale of their study due to its

reputation for academic excellence and its diverse student population, which provided

valuable insights for their research. The institution provided a variety of curricula, such

as the Basic Education Curriculum (BEC), Specialized Program in Arts (SPA),

Specialized Program in Journalism (SPJ), Specialized Program in Sports (SPS), and

Science, Technology, and Engineering Program (STE), which catered the different

interests and talents of its students. This diverse range of curricula allowed the students

to explore their passions and develop their skills in various fields, contributing to the

overall academic excellence of the school.

The image below showed the location of the school where the researchers

conducted their study. Its coordinates were 6°04'51.4"N 125°08'18.6"E.

Figure 3. Locale Map of General Santos City National High School

 35

Research Respondents & Sampling

The subjects of this study consisted of enrolled students from two sections, namely

Grade 9 - Banzon and Grade 9 - Sylianco students from the Science Technology and

Engineering Program of General Santos City National High School. The study was

composed of thirty (30) students from Grade 9 - Banzon and thirty (30) students from

Grade 9 - Sylianco. An Experimental Group and a Control Group were randomly selected

via coin toss to ensure unbiased selection.

The study utilized quota sampling to identify the groups and respondents. The

sampling was conducted as follows: first, the researchers purposively selected two

sections and then randomly selected the experimental group and the control group;

second, the researchers randomly selected thirty (30) students from each class; third, the

control group was exposed to the conventional method of learning while the experimental

group was exposed to instruction with the intervention of a board game.

Table 1. Distribution of the Respondents

Year Level of Selected Group Population No. of Respondents

Students

9 Experimental 30 30

Control 32 30

TOTAL 62 30

Table 1 presented the distribution of the respondents from the population of

students. The respondents of the study were sixty (60) out of sixty-two (62) students from
 36

Grade 9 - Banzon and Grade 9 - Sylianco. Thirty (30) of these were for the control group

and the other thirty (30) were for the experimental group.

Research Instrument

The study used two (2) instruments namely the pretest and posttest by using the

California Critical Thinking Skills Test Scale (CCTSTS) to primarily measure the critical-

thinking skills of the students and session plans in teaching Trigonometry..

Session Plan (Lesson Plan). The lesson plans served as a guide for the teacher,

outlining the process to introduce each topic to the class and how to handle it. This

session plan were used in the conventional instruction. In this study, the researchers

adopted a session plan based on the K-12 Curriculum guide, the topic is Laws of Sine

and Cosine. This session plan explains the manipulatives used and the activities that

went along with them. The control group received training using the traditional technique,

while the experimental group received instruction along with an intervention. The control

group was subjected to the conventional method of instruction while the experimental

group was subjected to instruction with intervention, Board Games (see Appendix G).

Proficiency Test. The study used a pre and posttest and adapted the California

Critical Thinking Skills Test Scale (CCTSTS). Using the Table of Specification (TOS) and

the California Critical Thinking Skills Test Scale (CCTSTS) for posttest (Proficiency Test),

the test was constructed which consisted of twenty (20) items. The test was an open-

ended type of test. The questionnaire was made by the researchers and was validated
 37

by the faculty of Mindanao State University - General Santos City Campus. The session

plans were made parallel to the questionnaire. Also, the activities of the control group

were designed according to the original lesson plan provided by the Department of

Education while the activities that require cognitive improvement for the experimental

group will include the use of Board Games.

The following scale was composed of five subscales from California Critical

Thinking Skills Test Manual. This was adapted and utilized to describe the critical thinking

skills according to the students’ score range in a 20- item test in Trigonometry (see

attached Appendix I).

Table 2. The California Critical Thinking Skills Test Scale (20-point version)

Score Range Level Description

Weak performance across all
1-5 Weak subscales (Analysis, Inference,
Evaluation, Induction,
Deduction)
Moderate performance across
6 – 10 all subscales (Analysis,
Moderate Inference, Evaluation,
Induction, Deduction)
Strong performance across all
11 – 15 Strong subscales (Analysis, Inference,
Evaluation, Induction,
Deduction)
Superior performance across
16 - 20 Superior all subscales (Analysis,
Inference, Evaluation,
Induction, Deduction)
 38

Additionally, the following scale was based on the Ministry of Education of

Malaysia Education. This scale was used to describe the level of students’ critical

thinking skills per item in the 20-item proficiency test.

Range of Score Levels of students’ critical thinking

skills

80% - 100% Excellent

60% - 79% Good

40% - 59% Fair

20% - 39% Poor

19% and below Very Poor

Table 3. The Range of score in Critical Mathematical Thinking Skill

Data Gathering Procedure

Before conducting the study, the researchers inquired permission through a letter

request from the principal of General Santos City High School to gather the needed data.

Two sections from the Grade 9 STE students were used in the study; one section

for the experimental group and another section for the control group. The researchers

maintained the sectioning of the students at the start of the school year 2023-2024, which

was a heterogeneous type of grouping.

 39

After the letter was given, the following procedures were taken:

First, a pretest was administered before the lesson proper by the cooperating

teachers, both for the experimental group and the control group.

Second, the chosen topic allocated to the fourth grading period was discussed with

the specific lesson plans, using board games as the teaching intervention for the

experimental group and conventional methods for the control group. The board games

were utilized after the discussion/ lesson. However, the control group was subjected to

the original activity which was by solving a set of problems related to Trigonometry.

Third, after the completion of the topics, the posttest was administered.

Additionally, an e-survey form was administered to the coordinating teacher and randomly

selected students to unravel their perspective and observations from the integration of

board games during instruction. The data analysis was done after the data gathering

procedure.
 40

Figure 4. The Data Gathering Procedure

The Experimental Group

This group, which consisted of randomly selected thirty (30) respondents from the

two (2) Grade 9 STE sections, was instructed to utilize a specific board game as a tool to

improve their critical thinking skills in the fundamental concepts of Trigonometry. The

pedagogical strategy adopted for this experimental group were centered around student

involvement. First, the participants of the experimental group were given a pretest

(Diagnostic Test) that was crafted by the researcher based on the lesson plan, prior to
 41

instruction. Second, the teacher taught them the concepts and mechanics of the game.

Third, the posttest was administered (Proficiency Test) to determine if there were

significant differences between their pretest and posttest mean scores.

The Control Group

The control group consisted of randomly selected thirty (30) respondents from the

two (2) Grade 9 STE sections. They were taught according to the curriculum guide and

the original lesson plan provided by the Department of Education with no interventions

integrated in instruction. The teaching methods that were used for this group were half

teacher-centered and half student-centered. First, the participants of the control group

were given a similar diagnostic test with the experimental group. Then, the teacher taught

them the concepts of Trigonometry with the use of conventional learning materials such

as books and PowerPoint presentations. Lastly, the control group was assessed through

a posttest (Proficiency Test) to determine if there was a significant difference between

their pretest and posttest mean scores under the conventional method of learning.

Ethical Considerations

Ethical considerations were important for the researcher; they must protect and

respect the legal rights of the respondents. For this study, the researchers ensured that

the instruments of the study do not contain any offensive language and do not invade

their privacy, that the researchers do not hurt their feelings, and that all information

received from them will be acknowledged and accurately respected.

 42

The researchers obtained permission to conduct the study from the relevant

authorities and respect the informant's rights to confidentiality, anonymity, privacy, and

the right to withdraw from the study at any time.

Some ethical consideration studies were ensured by the respondents and

guaranteed that the information they provided were kept with the utmost confidentiality.

Moreover, the respondents’ contribution was completely voluntary, and they may

withdraw from participating at any time. Lastly, the researchers ensured that each

participant received a consent letter explaining some of the key elements of this study

and what were expected of them as respondents.

Statistical Analysis

The results of this study were measured by means of the following statistical tools:

the first subproblem (SOP 1) utilized a weighted mean and the California Critical Thinking

Skills Test Scale (CCTSTS) in order to determine the critical-thinking skills score of

students before (pretest) and after (posttest). The subsequent sub-problems (SOP2 -

SOP6) used a weighted mean and a t-test for means to determine the significant

difference between the experimental (use of board games) and the control group

(conventional method). Moreover, the seventh (SOP 7) utilized an e-survey (through g-

forms) to know the perspectives of the attending teachers and students particularly in the

experimental group before and after instruction. The results were analyzed to determine

whether the results were statistically significant.

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The current chapter presents a meticulous and rigorous analysis and interpretation of the

data collected, resulting in a robust and insightful answer to the research questions.

Table 4

Level of Critical-Thinking Skills of the Students Before and After the Study (per

score-range)

Control Group Experimental Group

Scores Description
Pretest Posttest Pretest Posttest

f % f % f % f %

16-20 0 0.0 3 10.0 0 0.0 3 10.0 Superior

11-15 7 23.3 17 56.6 9 30.0 19 63.3 Strong

6-10 22 73.4 10 33.4 20 66.7 7 23.3 Moderate

1-5 1 3.3 0 0.0 1 3.3 1 3.3 Weak

Total 30 100 30 100 30 100 30 100

Mean 8.97 11.90 8.97 12.37

Description Moderate Strong Moderate Strong

Table 4 shows the frequency, percentage, and mean distribution of students'

critical-thinking skill levels before and after the study. In the control group's pretest, the

mean score was 8.97, reflecting a moderate level of critical thinking prior to the treatment.

After the treatment, the posttest mean score increased to 11.90, indicating a strong level
 44

of critical thinking. Similarly, in the experimental group, the pretest mean score was also

8.97, signifying a moderate level. However, after the treatment, the posttest mean rose

to 12.37, demonstrating a strong improvement in critical-thinking skills.

These findings align with existing research, which highlights interactive and

engaging approaches as effective in enhancing students' critical thinking skills. Smiderle

et al. (2020) found that incorporating active learning strategies, such as board games,

significantly improved students' critical thinking. The high mean scores in both the control

and experimental groups suggest that board games may have been more effective than

conventional teaching methods in fostering these skills. This supports the work of Jääskä

and Aaltonen (2022), who showed that game-based learning environments promote

higher-order thinking and problem-solving. The data suggests that integrating board

games into the curriculum can potentially enhance students' critical thinking.

Difference in the Pretest Mean Scores of the Control Group and Experimental
Group

Table 5. The difference in the pretest mean scores of the students who are exposed to

board games and who are exposed to the conventional method

Group Mean T SD p-value Interpretation Decision

Control 8.97 .000 2.442 1.000 Not Significant Accept Ho

Experimental 8.97 2.356

Table 5 comparison of pretest mean scores between students exposed to board

games as an intervention and those taught by the conventional teaching method. Mean
 45

pretest scores showed that before the exposure, the experimental group and the control

group had the same score of 8.97, which proved that the level of critical thinking skills for

both groups is just about the same. Here, the T-value is .000 and the p-value is 1.000,

which means that there is no statistically significant difference between the two groups'

mean scores in the pretest. Therefore, the null hypothesis Ho—that the groups have no

difference in their mean pretest scores—is not rejected.

These findings are in line with the literature on baseline equivalence assessment

in educational research. To this regard, Yeager et al. (2019) pointed out that to be sure

about the real effect, an educational intervention should establish that the groups are

equivalent at the beginning. More importantly, the non-significant difference in pretest

scores sets up that subsequent differences in posttest scores can, with greater

confidence, be attributed to the intervention itself and not to previous disbalances in

critical-thinking skills. This base equivalence thus underscores the validity of the design

of the study and protects against the effects of board games on critical thinking being

confounded by group differences at the beginning.

Difference in the Posttest Mean Scores of the Control Group and Experimental
Group

Table 6. The difference in the posttest mean scores of the students who are exposed to

board games and who are exposed to the conventional method.

 46

Group Mean T SD p-value Interpretation Decision

Control 11.90 -.675 2.496 .502 Not Significant Accept Ho

Experimental 12.37 2.846

Table 6 compares the posttest mean scores for the group exposed to board games

and that exposed to traditional teaching approaches. The mean score for the control

group, taught using conventional approaches, stood at 11.90 as compared to the

experimental group with a slightly higher mean score of 12:37. The t-value is -.675, with

the p-value of .502. This means that the difference between the posttest mean scores of

the two groups is not significant. Hence, one cannot reject Ho, which states that the mean

scores in posttest for the two groups are equal.

These results suggest that although the control group scored higher on average,

it was not significant enough to conclude that board games had better causality than

conventional methods in promoting critical-thinking skills. This finding is supported by

previous research conducted by Alotaibi (2024), in which it was reported that although

active learning strategies can enhance critical thinking skills, of which game-based

learning is a part, their magnitude of effects can vary owing to uncontrollable factors; for

instance, the fidelity with which the interventions are implemented, the nature of the board

games used, and the degree to which students are engaged by them. The fact that there

were no significant differences in posttest scores may further underline the very fact that

educational interventions are complex and hence board games, much like conventional

methods, can be useful in improving critical thinking. Therefore, the long-term effects and

other interventions will need to be discussed in further studies.

 47

Difference in the Pretest Mean Scores and Posttest Mean Scores of the Control
Group

Table 7. The difference between the pretest mean scores and posttest mean scores

of students who are exposed to conventional method.

Control Mean T p-value SD Interpretation Decision

Group

Pre-test 8.97 -5.064 .000 3.172 Significant Reject Ho

Post-test 11.90

This difference in pretest-posttest mean scores among students exposed to

traditional teaching methods in the control group is presented in table 7. The mean has

moved from 8.97 to 11.90. The T value of -5.064 with the p-value of .000 shows that the

difference is statistically significant. The result, therefore, is the rejection of the null

hypothesis that states there is no difference between the pretest and posttest mean

scores. This result shows conventional teaching methods significantly improved the

critical thinking skills of students in the control group.

These findings support the literature that argued traditional instructional methods

are effective techniques in enhancing students' skills in critical thinking. In her study,

Larraz-Rábanos (2021) indicated conventional strategies, such as direct instruction and

problem-solving exercises, can enhance critical thinking skills when used correctly. The

large effect size in this study means that, in the absence of board game use, the traditional

approach plays a significant enhancement in students' cognitive skills. This underlines

the importance of well-structured and thoughtfully executed conventional instruction when

developing critical skills in educational institutions.

 48

Difference in the Pretest Mean Scores and Posttest Mean Scores of the
Experimental Group

Table 8. The difference between the pretest mean scores and posttest mean scores

of students who are exposed to educational intervention.

Experimental Mean T SD p-value Interpretation Decision

Group

Pre-test 8.97 -4.910 3.793 .000 Significant Reject Ho

Post-test 12.37

Table 8 presents the pretest-posttest mean score difference among students

exposed to the board game as an educational intervention. The average mean scores

increased from 8.97 in the pretest to 12.37 in the posttest. The T-value of -4.910 with a

p-value of .000 indicates that this increase in difference is statistically significant. Thus,

the null hypothesis that states no difference between the pretest and posttest mean score

is rejected. This significant increase shows that, as a result of the intervention, board

game use substantially improved the critical thinking skills of students within the

experimental group.

These findings are within the literature available on effectiveness in enhancing

learners' critical thinking skills through game-based learning. According to Buljan (2021),

game-based learning environments provide a setting that allows learners to do much in

terms of engaging in tasks and solving problems, trying their skills often in higher order

thinking required within the exercise of critical thinking. In addition, according to Jääskä

et al. (2022), educational games provide a dynamic and interactive context for learning

that makes abstract concepts more concrete in nature and deepen cognitive processing.
 49

This massive improvement reflected in this research suggests that if employed for

curriculum learning, a board game would be such a powerful methodology in enhancing

critical-thinking skills, thereby reaffirming that innovation pedagogies have been identified

to complement the existing teaching methodologies.

Comparison in the mean gain scores of the students who are exposed to board

games and students who are exposed to the conventional method.

Table 9. The difference in the mean gain scores of the students who are exposed

to board games and students who are exposed to the conventional method.

Group Mean T SD p-value Interpretation Decision

Control 2.93 -.517 3.172 .607 Not Significant Accept Ho

Experimental 3.40 3.793

Table 9 compares the mean gain scores for students exposed to board games

with those exposed to conventional teaching approaches. The mean gain score of the

control group was 2.93, with the experimental group recording a slightly higher mean gain

score of 3.40. The T-value was -.517 with a p-value of .607 that indicated the difference

in the mean gain scores of the two groups was not statistically significant. Thereby, it

does not reject Ho, stating there is a difference between groups in these mean gain

scores.

These findings imply that as much as both instructional strategies enhanced critical

thinking among learners, the enhancement through board gaming was not significantly
 50

large compared to that of conventional instructional methods. This observation is

supported by some literature indicating that effectiveness in education lies in the wide

variations depending on the specific context and the way in which interventions are

implemented. It is evident that the study by Nadeem et al. (2023), noticed that game-

based learning could be effective, though the impact will still remain a factor of the design

of the games incorporated in teaching, how it is integrated into the curriculum, and student

levels of engagement. It may also point out that in this research study, there is no actual

gain-score difference; this may mean that these pertinent factors have to be taken into

consideration while implementing these new teaching innovations, and either board

games or the classical approach proves to be analytically rich tools in increasing one's

critical thinking.
 51

Table 10. Students’ Critical Thinking Levels in terms of Learning Competencies

(per item)

COMPETE- CRITICAL Ite CONTROL GROUP EXPERIMENTAL GROUP

NCIES THINKIN-G -m
SKILLS #
PRETEST POSTTEST PRETEST POSTTEST
f % descriptio f % descri f % descript f % descripti
n ption ion on
(1) ANALYSIS 1 23 76% Good 22 73% Good 6 20 % Poor 20 67% Good
Illustrates 6 20 67% Good 16 53% Fair 19 63% Good 12 40% Fair
laws of
20 17 57% Fair 25 83% Excelle 21 70% Good 26 87% Excellen
sines and
nt t
cosines INFERENCE 14 10 33% Poor 20 67% Good 12 40% Fair 24 80 % Excellen
t
EVALUATION 8 22 73% Good 23 77% Good 16 53% Fair 22 73% Good

18 8 27% Poor 17 57% Fair 12 40% Fair 17 57% Fair

INDUCTION 4 15 50% Fair 21 70% Good 10 33% Poor 24 80% Excellen
t
12 15 50% Fair 19 63% Good 8 27% Poor 20 67% Good
DEDUCTION 10 8 27% Poor 9 30% Poor 9 30% Poor 9 30% Poor
16 11 37% Poor 17 57% Fair 16 53% Fair 19 63% Good

MEAN 14. 9 18.9 12.9 19.3

(2) Solves ANALYSIS 15 8 27% Poor 12 40% Fair 8 27% Fair 12 40% Fair
problems INFERENCE 2 4 13% Very Poor 17 57% Fair 17 57% Fair 7 23% Poor
involving
oblique 17 13 43% Fair 20 67% Good 12 40% Fair 20 67% Good
triangles 9 18 60% Good 12 40% Fair 12 40% Fair 17 57% Fair
EVALUATION 3 8 27% Poor 26 87% Excelle 26 87% Excellen 21 70% Good
nt t
13 10 33% Poor 4 13% Very 4 13% Very 5 17% Very
Poor Poor Poor
INDUCTION 7 16 53% Fair 10 33% Poor 10 33% Poor 20 67% Good
19 14 47% Fair 18 60% Good 18 60% Good 22 73% Good
DEDUCTION 5 17 57% Fair 16 53% Fair 16 53% Fair 28 93% Excellen
t
11 12 40% Fair 17 57% Fair 17 57% Fair 23 77% Good

MEAN 12 15.2 14 17.5

17.05 18.4
OVERALL MEAN 13.45 13.45

Legend: frequency > 27 – Excellent (80 - 100%) – Good (60 - 79%) – Fair (40 - 59%) – Poor (20 - 39%) –
Very Poor (19% and below)

Table 10 compares the students’ critical thinking levels from the two groups,

focusing on specific learning competencies and critical thinking subcomponents—

Analysis, Inference, Evaluation, Induction, and Deduction—along with the frequencies of

correct answers per item. The data indicates a positive trend in both learning
 52

competencies for both the control and experimental groups. For the first competency, the

control group improved from a mean of 14.9 in the pretest to 18.9 in the posttest, while

the experimental group showed a rise from 12.9 to 19.3, suggesting the experimental

method may have a significant impact. In the second competency, the control group

increased from 12 to 15.2, whereas the experimental group improved from 14 to 17.5.

Collectively, both groups exhibit growth, but the experimental group’s posttest means

(18.4 overall) suggest that it may lead to greater ultimate learning outcomes compared to

the control group (17.05 overall).

The findings from Learning Competency 1 reveal that board games positively

impact high school students' critical thinking skills, particularly in Analysis and Inference.

The control group had a high pretest proficiency of 76% in Analysis (item 1), which

decreased to 73% posttest, while the experimental group significantly improved from 20%

to 67%. In Inference, both groups showed growth: the control group increased from 33%

to 67%, and the experimental group from 40% to 80%. The experimental group also

excelled in Analysis (item 20), rising from 70% to 87%, indicating that board games

enhance analytical skills. However, the control group's performance declined in Analysis

(item 6) and showed mixed results in Evaluation. The Induction subcomponent favored

the experimental group, particularly in items 4 and 12, while Deduction results were stable

across both groups. These findings suggest that incorporating board games into

education can enhance students' critical thinking skills, particularly in analysis and

inference.

In addition, the findings from Learning Competency 2 show notable differences in

critical thinking skills between the two groups across several subcomponents. Both
 53

groups improved in Analysis (item 15), rising to 40% posttest, but the control group

excelled in Inference, increasing from 13% to 57% for item 2, while the experimental

group fell from 57% to 23%. In Evaluation, the control group scored significantly higher,

improving from 27% to 87% for item 3, whereas the experimental group declined from

87% to 70%. The experimental group did show improvement in Induction (item 7),

increasing from 33% to 67%, and excelled in Deduction (item 5), rising from 53% to 93%.

Additionally, while both groups made progress, the control group exhibited greater

advancements, particularly in Evaluation.

Furthermore, the analysis of critical thinking skills across the two learning

competencies highlights significant variations in performance between the experimental

and control groups. In Learning Competency 1, the focus should be on improving

Deduction and Evaluation, as evidenced by the minimal progress, especially in Deduction

item 10, where both groups exhibited little to no improvement (Control Group: 27% to

30%; Experimental Group: 30% to 30%). Similarly, in Evaluation in items such as 18,

while showing some improvement (Control Group: 27% to 57%; Experimental Group:

40% to 57%), still lags behind the progress made in other components. For Learning

Competency 2, targeted efforts are necessary to bolster Evaluation and Induction skills;

while the control group excelled in Evaluation, improving from 27% to 87%, the

experimental group's decline indicates a gap that needs addressing. Collectively, these

findings underscore the importance of developing Analysis, Inference, Evaluation, and

Induction to foster robust critical thinking skills in students.

 54

Students’ Perspective about the utilization of board games in Mathematics

teaching and Learning
Theme Sub-themes Narratives

Critical Thinking ● Enhanced Critical- “The board game sessions have significantly
Thinking and enhanced my understanding of math
Confidence concepts and critical-thinking skills by
providing practical, engaging scenarios that
● Strategic Thinking in require strategic planning, problem-solving,
Gameplay and application of mathematical principles
in real-time. This hands-on approach makes
● Benefits for abstract concepts more concrete and
Mathematics Learning improves my ability to think analytically and
make decisions under pressure”

“The most beneficial aspects of the board

game intervention for my learning in math
have been the interactive problem-solving
opportunities and the immediate
application of mathematical concepts.
These games provide a fun and engaging
way to practice calculations, develop logical
reasoning, and enhance strategic thinking.
Additionally, the competitive and
collaborative elements motivate me to
understand and apply math principles more
effectively.”

“Given my engagement with the board

game intervention, I expect my performance
in the post-assessment to improve. The
interactive and practical approach to
learning math through games has
strengthened my understanding of key
concepts and enhanced my critical-thinking
skills. I anticipate being more confident and
effective in solving problems, leading to
better assessment results.”

1. Enhanced Critical-Thinking through Board Game Learning

Enhanced critical thinking through board game learning refers to the significant

improvement in children's cognitive development, including reasoning and numerical

 55

skills, as demonstrated by Türkoğlu (2019) in a Board Game-Based Cognitive Training

Programme (BGBCTP), which fosters both cognitive skills and critical thinking, ultimately

boosting students' confidence and motivation in their learning.

In this study, students confirm that board game sessions improve understanding

of math concepts and critical-thinking skills by providing engaging scenarios that require

strategic planning and real-time application of mathematical principles, ultimately

enhancing analytical thinking and decision-making under pressure.

“The board game sessions have significantly enhanced my understanding of math

concepts and critical-thinking skills by providing practical, engaging scenarios that require
strategic planning, problem-solving, and application of mathematical principles in real-
time. This hands-on approach makes abstract concepts more concrete and improves my
ability to think analytically and make decisions under pressure.”

2. Beneficial Aspects of the Board Game Intervention for Math Learning

The beneficial aspects of board game interventions for math learning, as

highlighted by McAnelly (2023), involve enhancing critical thinking and engagement by

stimulating student interest and curiosity, promoting peer learning, and fostering problem-

solving skills essential for mathematical competency. This interactive learning method

allows for critical discussions and enhances mathematical competencies, supporting the

theme of critical thinking and the positive impact of board game interventions in math

education.

According to the respondents of this study, several key features of the intervention

board game were those that they found most helpful to their learning in math. Among the

common themes was the promotion of critical thinking and strategic decision-making.
 56

Many students specifically pointed out that games made them think critically and work out

strategies for solving the problems, hence improving their overall cognitive abilities in

math.

“The most beneficial aspects of the board game intervention for my learning in
math have been the interactive problem-solving opportunities and the immediate
application of mathematical concepts. These games provide a fun and engaging way to
practice calculations, develop logical reasoning, and enhance strategic thinking.
Additionally, the competitive and collaborative elements motivate me to understand and
apply math principles more effectively.”

3. Impact on Confidence Levels in Tackling Math Problems

The impact of board game interventions on confidence levels in tackling math

problems, as noted by Doolittle et al. (2023), highlights that active learning strategies

engage students in their learning, significantly enhancing their problem-solving abilities

and boosting their self-assurance in addressing complex mathematical challenges. This

hands-on approach fosters a deeper understanding of the material, empowering students

to approach challenges with greater self-assurance and competence, ultimately

improving their performance and confidence in mathematics.

In the course of this study, many students reported having felt some kind of change

in their confidence levels when handling mathematical problems after the sessions of the

board game. Some students reported an increase in confidence and attributed this to the

fact that the practice was regular and that one needed to think fast while playing the

games on mathematics. They said they feel more comfortable and assured about their

problem-solving abilities, approaching math challenges with a more positive attitude.

 57

“Given my engagement with the board game intervention, I expect my performance

in the post-assessment to improve. The interactive and practical approach to learning
math through games has strengthened my understanding of key concepts and enhanced
my critical-thinking skills. I anticipate being more confident and effective in solving
problems, leading to better assessment results.”

Teacher’s Perspective about the utilization of board games in Mathematics

teaching and Learning

Theme Sub-themes Narratives

Critical Thinking ● Enhanced "Board games stimulate students' interest in

Engagement in learning mathematics in a different way. They
Math also enable students to engage more, especially
● Improved if points are awarded to the winners. Compared
Collaborative to traditional teaching methods, students are
Problem-Solving able to experience a different way of learning."
● Increased
Retention "With the implementation of the board game,
students who typically don't participate as much
in traditional settings tend to engage more. They
also collaborate with their classmates by sharing
ideas and strategies to help their team win the
game."

"I have observed students' critical-thinking

abilities not only in their understanding of the
math content but also in how they play the
board game. Furthermore, when students win
the game, they apply their critical-thinking skills
to answer the follow-up question, ensuring they
don't waste the opportunity."

“Student retention has improved since the

learning process involved engaging students in
playing the board game. They are more active
and engaged during the lesson discussion, and I
believe this has contributed to the improvement
in their retention.”

“The board games contributed to a more

interactive and dynamic learning environment in
the classroom by fostering teamwork and
collaboration among students while also being
 58

enjoyable. The board games encourage greater

participation from the learners, allowing them to
engage more with their classmates."

1. Enhanced Engagement and Interest in Math Learning

Enhanced engagement and interest in math learning, as emphasized by Cambaya

& Tan (2022), involves using contextualized instruction and interactive methods, such as

board games, to create relevant and purposeful learning experiences that capture

students' attention and foster critical thinking. By creating a dynamic and motivating

environment, teachers can better capture students' attention and help them develop the

critical thinking skills necessary for understanding mathematical concepts. Parents also

play a key role by guiding students in engaging with math, further enhancing their interest

and participation.

Building on this idea of making learning engaging and relevant, the researchers

have observed that incorporating board games into math instruction has drastically

enhanced students' interest in the subject. While traditional methods often fail to capture

students' attention, the use of games introduces elements of competition and enjoyment,

transforming the learning process. Teachers have reported that incorporating a reward

and points system raises motivation and increases participation, shifting mathematics

from a theoretical subject to a hands-on, stimulating experience that encourages students

to be more engaged in learning.

“Board games stimulate students' interest in learning mathematics in a different

way. They also enable students to engage more, especially if points are awarded to the
winners. Compared to traditional teaching methods, students are able to experience a
different way of learning."
 59

2. Improved Collaborative Problem-Solving and Critical Thinking

Semple and Currie (2022) emphasized that collaborative learning methods, such

as game-based approaches, enhance students' engagement and learning outcomes in

mathematics, particularly in challenging areas. These methods foster teamwork,

communication, and critical thinking, while encouraging students to solve problems

collaboratively. By integrating board games into teaching, educators can create versatile

and interactive learning environments that promote cooperation and critical thinking, both

inside and outside the classroom.

In line with these findings, this study revealed that critical thinking improved

considerably through the use of board game activities. Teachers reported that the

strategic thinking required by the games and the problems students encountered while

playing enhanced their analytical skills, ultimately improving their math performance. The

interactive nature of these games also encourages students to think quickly and act on

their decisions, further strengthening their critical thinking abilities. This development not

only benefits mathematics but also contributes to the enhancement of students' general

cognitive skills.

"With the implementation of the board game, students who typically don't
participate as much in traditional settings tend to engage more. They also collaborate with
their classmates by sharing ideas and strategies to help their team win the game."

"I have observed students' critical-thinking abilities not only in their understanding
of the math content but also in how they play the board game. Furthermore, when
students win the game, they apply their critical-thinking skills to answer the follow-up
question, ensuring they don't waste the opportunity."
 60

3. Increased Retention and Active Learning Environment

Increased retention and an active learning environment, as noted by Despeisse

(2018), involve using board games to reinforce classroom lessons by promoting problem-

solving, teamwork, and strategic thinking, which engage students in meaningful activities

that enhance their understanding and retention of concepts. This active engagement

helps reinforce concepts more effectively compared to passive learning methods, leading

to better retention and a more stimulating educational experience.

In this study, the effectiveness of board games in enhancing students' retention of

math concepts has been clearly demonstrated. Teachers have observed that the

interactive nature of these games significantly aids in the understanding and retention of

mathematical principles. The games facilitate active participation and concentration,

encouraging students to delve deeper into the material. As students navigate problem-

solving within the game, they reinforce their learning, thereby supporting long-term

retention and a more profound grasp of the content.

“Student retention has improved since the learning process involved engaging
students in playing the board game. They are more active and engaged during the lesson
discussion, and I believe this has contributed to the improvement in their retention.”

“The board games contributed to a more interactive and dynamic learning

environment in the classroom by fostering teamwork and collaboration among students
while also being enjoyable. The board games encourage greater participation from the
learners, allowing them to engage more with their classmates."
 61

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the summary of the study, findings, conclusions, and some

recommendations. The conclusions are based on the study questions and the data

received from the respondents from the previous chapters. The researchers analyze the

summary of the findings and formulate recommendations.

Summary

This study aimed to unravel the power of board games and its influence on the

critical-thinking skills of STE Junior High School students of General Santos City National

High School during S.Y. 2023-2024.

Specifically, the researchers sought to answers to the following sub-problems:

1. What is the level of critical-thinking skills of the students before and after

the study?

2. Is there a significant difference in the pretest mean scores of the students

who are exposed to board games and who are exposed to the conventional

method?

3. Is there a significant difference in the posttest mean scores of the students

who are exposed to board games and who are exposed to the conventional

method?

4. Is there a significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to board games?

 62

5. Is there a significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to the conventional

method?

6. Is there a significant difference in the mean gain scores of the students who

are exposed to board games and students who are exposed to the

conventional method?

7. What are the teachers’ and students’ perspectives about the utilization of

board games in Mathematics teaching and learning?

The study involved Grade 9 students enrolled in the STE Program at General

Santos City National High School. A total of sixty (60) students were randomly selected

and then divided into two groups. The control group, consisting of thirty (30) students,

was taught using traditional methods, while the experimental group, also comprising thirty

(30) students, was exposed to game-based learning. The research was conducted

between April 15 and April 26, 2024.

Findings

The following were the results of the study:

1. Before the study, both groups were mostly represented by low critical-

thinking scores, ranging from 6 to 10, thus demonstrating the need for

improvement at this baseline. After the study, a highly improved critical

thinking skills was demonstrated, with a prominent shift towards higher

scores in the experimental group by which 63.3% scored within the 11-15

range from 30%, and 10.0% scored within the 16-20 range from 0%.
 63

Meanwhile in the control group, 56.6% scored within the 11-15 score range

from 23.3%, and 10% scored within the 16-20 range from 0%, resulting in

accepting the null hypothesis.

2. Before the study, the mean pretest scores were both 8.97, showing their

initial similarity in critical thinking skills. The mean analysis was T = .000, p

= 1.000 with a view that there was no significant difference between the

pretest scores for the two groups. Moreover, the equivalence ensures that

the differences seen at posttest are more confidently a result of

interventions rather than initial skill disparity. Therefore, the null

hypothesis was accepted.

3. In the posttest, the experimental group had an average score slightly higher

than that of the control: 12.37 versus 11.90. However, this did not attain

statistical significance with T = -.675 and p = .502. Although the average

score in the experimental group was higher, it does not show a strong

impact of board games on critical thinking as compared to the conventional

method since the result is not statistically significant.

4. The board game extremely enhanced the critical thinking skills of the

experimental group from a pretest mean score of 8.97 to a posttest mean

score of 12.37, with T = -4.910 and p = .000. This suggests a very high

percentage supporting the use of board games as another engagingly

dynamic method to enhance higher-order thinking and problem-solving

skills among the students, resulting to the rejection of the null hypothesis
 64

5. The average mean scores of the control group has moved from 8.97 to

11.90. The T value of -5.064 with the p-value of .000 shows that the

difference is statistically significant. The result, therefore, is the rejection

of the null hypothesis that states there is no difference between the

pretest and posttest mean scores for the control group. This result shows

conventional teaching methods significantly improved the critical thinking

skills of students in the control group.

6. The mean gain score for the experimental group was 3.40, and was slightly

higher than that of the control group which was 2.93. However, this

difference was not statistically significant: T = -.517, p = .607. These

results suggest that although both the experimental and the traditional

approach improved critical thinking, the board game did not produce a

significantly higher effect for mean gain scores as compared to the

traditional methods of teaching, resulting in the acceptance of the null

hypothesis.

7. Board games enhanced students' understanding of math concepts and

boosted their confidence, making learning more engaging and accessible.

The games challenged students to think critically and strategize,

leading to improved problem-solving skills and better collaboration.

Teachers have observed that integrating board games into mathematics

instruction significantly boosts student engagement and interest by

making learning more interactive and enjoyable. This method enhances

collaborative problem-solving and critical thinking skills while fostering a

 65

more inclusive classroom environment. Additionally, board games improve

retention of mathematical concepts and create a dynamic learning

atmosphere, though some students may need extra support to overcome

confidence issues.

Conclusions

Based on the above-mentioned general findings, the following conclusions were

formulated:

1. There is no significant difference in the level of critical-thinking skills

among the students before and after the study

2. There is no significant difference in the pretest mean scores of the

students who are exposed to board games and who are exposed to the

conventional method.

3. There is no significant difference in the posttest mean scores of the

students who are exposed to board games and who are exposed to the

conventional method.

4. There is a significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to board games.

5. There is a significant difference between the pretest mean scores and

posttest mean scores of students who are exposed to the conventional

method.
 66

6. There is no significant difference in the mean gain scores of the students

who are exposed to board games and students who are exposed to the

conventional method.

Recommendations

In this section, we present the conclusions derived from the study’s findings and

their subsequent formulation to generate informed recommendations:

1. The results from examining the Laws of Sines and Cosines (Learning

Competency 1) and problem-solving with oblique triangles (Learning

Competency 2) indicate a significant opportunity to strengthen students'

critical thinking skills, particularly in the areas of deductive reasoning and

evaluation. While the Control Group showed notable improvements in

various areas, the Experimental Group demonstrated limited progress in

Deduction (especially in both competencies) and a decline in Inference in

Learning Competency 2. To address these challenges, school

administrators should implement training and workshops for pre-service

teachers on the benefits of game-based instruction in mathematics

education. This approach can provide educators with innovative strategies

to engage students actively, thereby strengthening their critical thinking

skills in Deduction, Evaluation, and Inference across both competencies. By

fostering a deeper understanding of these mathematical concepts through

 67

interactive learning, educators can significantly enhance students' overall

critical thinking abilities.

2. The Mindanao State University through the College of Education may

consider integrating successful elements from both board games and

traditional methods into the curriculum to optimize critical thinking

development, particularly the students’ Deduction and Evaluation skills and

prepare both the pre-service teachers and their future students for diverse

academic challenges.

3. To enhance critical thinking skills across various competencies, the Faculty

of the BSED Department may integrate the potential of board games, as an

intervention and teaching strategy in math instruction, into the pre-service

teacher’s curriculum, particularly in Research and Development courses.

This intervention strategy in math instruction can improve students'

engagement and analytical abilities. By incorporating game-based learning,

educators can create a more interactive environment that fosters the

development of crucial skills like deduction, evaluation, and inference.

4. To enhance their teaching effectiveness, pre-service teachers may further

utilize the game-based approach, specifically incorporating board games,

during their teaching internships. This strategy can provide practical

experience in engaging students and facilitating active learning while

helping the students develop critical thinking skills such as Deduction,

Evaluation, and Inference. By applying board games in real classroom

settings, pre-service teachers can cultivate a more dynamic learning

 68

environment, reinforcing the mathematical concepts of the Laws of Sines

and Cosines and Solving Oblique Triangles, while also refining their

instructional techniques for future practice.

5. Other researchers may conduct similar studies using diverse methods to

collect more comprehensive data and explore practical applications for

improving curricula through the integration of board games in the teaching

and learning process.

 69

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 79

APPENDIX
 80

APPENDIX A

LETTER OF PERMISSION TO THE PRINCIPAL

February 13, 2024

DR. SHIELA BALBON

Principal
General Santos City National High School
Calumpang, General Santos City

Greetings of peace and solidarity!

We are the College of Education students of Mindanao State University, General Santos
City who are enrolled in a BSEd Mathematics course. Presently, we are conducting our
undergraduate study entitled “BOARD GAMES ON THE CRITICAL-THINKING SKILLS OF
HIGH SCHOOL STUDENTS”

In this regard, we are asking for your precious time and effort to allow us to conduct our
study in your school jurisdiction. The study’s target respondents will be the two (2) Grade 9 STE
Sections, S.Y. 2023-2024. Rest assured that all data gathered from the respondents will be
kept in the highest level of confidentiality.

Your positive response in this request will be a valuable contribution for the success of
the study and will be highly appreciated. Thank you for your cooperation.

Respectfully yours,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Noted by:
Approved by:

(Sgd) DR. SHIELA BALBON (Sgd) DR. MA. THERESA P.PELONES

Principal, GSCNHS Thesis Adviser
 81

APPENDIX B
LETTER OF PERMISSION TO THE SUBJECT TEACHERS

February 15, 2024

Grade 9 Advisers

JANETH B. SALDIVIA, LPT

CHARRA JOY BANZUELO, LPT

Greetings of peace and solidarity!

We are the College of Education students of Mindanao State University, General Santos
City who are enrolled in a BSEd Mathematics course. Presently, we are conducting a study
entitled “BOARD GAMES ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL
STUDENTS”.

In this regard, we are asking for your precious time and effort to allow us to conduct our
research study with your help and full cooperation by providing the lists of names of your
students. Rest assured that all the data gathered from the respondents will be kept in the highest
level of confidentiality.

May God bless you and Mabuhay!

Very truly yours,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Noted by:
Approved by:

(Sgd) MR. JHON REY P. TABERNA

(Sgd) DR. MA. THERESA P. PELONES
Asst. Principal, JHS Department
Thesis Adviser

(Sgd) JANETH B. SALDIVIA, LPT

Subject Teacher
(Sgd) CHARRA BANZUELO, LPT
Subject Teacher
 82

APPENDIX C
LETTER OF PERMISSION TO THE RESPONDENTS

February 15, 2024

Dear Respondents:

Greetings of peace and solidarity!

We are the College of Education students of Mindanao State University, General Santos City
who are enrolled in a BSEd Mathematics course. Presently, we are conducting a study entitled “BOARD
GAMES ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL STUDENTS”.

In this regard, we are asking for your precious time, effort, and complete and active participation
that are important and helpful for the completion of the study. Rest assured that all data gathered from
you will be kept in the highest level of confidentiality.

We are hoping and thank you all for your cooperation.

Thank you!

Very truly yours,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Noted by:
Approved by:

(Sgd) DR. SHIELA BALBON (Sgd) DR. MA. THERESA P. PELONES

Principal, GSCNHS Thesis Adviser
 83

APPENDIX D

LETTER FOR INSTRUMENT VALIDATION

March 25, 2024

PROF. RHUMER S. LAÑOJAN, MAEd

Director, Office of Student Affairs and Services; Faculty, College of Education
Mindanao State University
Fatima, General Santos City Campus

Greetings of peace and solidarity!

The undersigned are 3rd year BSED Mathematics students of Mindanao State University
- General Santos City and are currently undertaking a research study entitled “BOARD GAMES
ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL STUDENTS”.

With your expertise, we are humbly asking you to validate the attached teacher-made
questionnaire and the adapted lesson plans using the attached rating tools.

We are looking forward to hearing that this request would merit your positive response.

Thank you and may God Bless you!

Yours respectfully,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Approved by:
Noted by:

(Sgd) DR. MA. THERESA P. PELONES

(Sgd) PROF. RHUMER S. LANOJAN
Thesis Adviser
Validator
 84

March 25, 2024

DR. TERESA SANCHEZ

Faculty, School of Graduate Studies
Mindanao State University
J.P. Laurel St., General Santos City

Greetings of peace and solidarity!

The undersigned are 3rd year BSED Mathematics students of Mindanao State University
- General Santos City and are currently undertaking a research study entitled “BOARD GAMES
ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL STUDENTS”.

With your expertise, we are humbly asking you to validate the attached teacher-made
questionnaire and the adapted lesson plans using the attached rating tools.

We are looking forward to hearing that this request would merit your positive response.

Thank you and may God Bless you!

Yours respectfully,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Noted by:
Approved by:
(Sgd) DR. MA. THERESA P. PELONES
Thesis Adviser
(Sgd) PROF. RHUMER S. LANOJAN
Validator
 85

March 25, 2024

PROF. RENDON DELA CRUZ, MS

Faculty, College of Natural Sciences and Mathematics
Mindanao State University
Fatima, General Santos City Campus

Greetings of peace and solidarity!

The undersigned are 3rd year BSED Mathematics students of Mindanao State University
- General Santos City and are currently undertaking a research study entitled “BOARD GAMES
ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL STUDENTS”.

With your expertise, we are humbly asking you to validate the attached teacher-made
questionnaire and the adapted lesson plans using the attached rating tools.

We are looking forward to hearing that this request would merit your positive response.

Thank you and may God Bless you!

Yours respectfully,

(Sgd) NABING, GWYN KRYLL J.

(Sgd) LUY, TONG KIM C.
Student Researchers

Noted by:
Approved by:

(Sgd) DR. MA. THERESA P. PELONES

(Sgd) PROF. RENDON DELA CRUZ Thesis Adviser
Validator
 86

APPENDIX E
INSTRUMENT VALIDATION QUESTIONNAIRE

(FOR PROFICIENCY TEST)

Name of the Validator: 1 Date: March 26, 2024

Instruction: This tool asks for your evaluation of the questionnaire to be used in the data gathering
to establish its validity. You are required to give your honest assessment using the criteria stated
below. Please check (✓) only from the selection. Please give your comments and suggestions on
how to improve the instrument.

Scale Interpretation Description

5 Very High The questionnaire is very highly valid and can provide
Valid unbiased data for the investigation, allowing 0-5 % error.

4 Highly Valid The questionnaire is highly valid and can provide

unbiased data for the investigation, allowing 6-10%
error.

3 Moderately The questionnaire is moderately valid and can provide

Valid unbiased data for the investigation, allowing 11-15% error.

2 Less Valid The questionnaire is less valid and can provide unbiased data
for the investigation, allowing 16-20% error.

1 Least Valid The questionnaire is least valid and can provide

unbiased data for the investigation, allowing 21-25%
error.

*This assessment criteria is adopted from the study conducted by Imbong, M. K. (2013).
 87

Validator’s Questionnaire Assessment

Indicators Ratings

5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately measure each /

variable of the investigation.

2. The questionnaire fits with the variable under consideration, thus measuring what /
it intends to measure.

3. The questionnaire has the capability to measure items of variables within the /
given frame.

4. The questionnaire has the ability to distinguish characteristics or properties of /

differing attributes of the subjects under study.

5. The questionnaire has the ability to gather factual data, eliminating biases and /
subjectivity.

6. Quick and complete data can be generated by the questionnaire within the time /
frame allowed to obtain the data.

7. The questionnaire has no influence on the variable/s being measured. /

8. The questionnaire is framed in a clear, simple, and in order to avoid risks of /

errors.

9. The questionnaire is capable of generating data that will be of value and /

practical use to the sectors concerned in the investigation.

Comments and Suggestions:

“Please modify some items. Include diagrams so that the respondents can easily see what the intended
question is all about.”
 88

(FOR LESSON PLAN)

Name of the Validator: 1 Date: March 26, 2024

Instructions: Please tick the appropriate column of your honest answer and rate each criterion on a scale
from 1 to 5. This tool asks for your evaluation of the lesson plan that will be used in gathering the data of
this research to establish validity. Please write your comments and suggestions on how to improve the
instrument.

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

Criteria Ratings

5 4 3 2 1

1. Clarity of Directions: The objectives pertaining to the enhancement of critical-thinking /

skills are clearly articulated and in harmony with the goals of the study.

2. Relevance of Content: The lesson content is pertinent and directly contributes to /

the improvement of critical-thinking skills in high school students.

3. Appropriateness of Board Game Activities: The selected board game activities /

are appropriate for the high school level and proficiently address the development of
critical-thinking skills.

4. Clarity of Instructions for Board Games: The guidance for the board game /
activities is clear, brief, and aids in easy comprehension for high school students.

5. Impact on Critical-Thinking Skills: The lesson plan exhibits a distinct approach /

for evaluating and nurturing enhancements in critical-thinking skills among high school
students.

6. Alignment with Curriculum Standards: The lesson plan adheres to the /

applicable curriculum standards for high school education.

7. Inclusivity and Accessibility: The lesson plan is crafted to be inclusive /

and accommodating to all students, taking into account a variety of learning
requirements.

8. Engagement Level: The lesson plan is organized to maintain the engagement /

of high school students throughout the board game activities.

9. Sustainability and Replicability: The lesson plan exhibits features that ensure its /
sustainability over time and its potential replicability in comparable educational
environments.

Comments and Suggestions:

“Some items might be rephrased and modify.”

 89

(FOR PROFICIENCY TEST)

Name of the Validator: 2 Date: April 15, 2024

Instruction: This tool asks for your evaluation of the questionnaire to be used in the data gathering
to establish its validity. You are required to give your honest assessment using the criteria stated
below. Please check (✓) only from the selection. Please give your comments and suggestions on
how to improve the instrument.

Scale Interpretation Description

5 Very High The questionnaire is very highly valid and can provide
Valid unbiased data for the investigation, allowing 0-5 % error.

4 Highly Valid The questionnaire is highly valid and can provide

unbiased data for the investigation, allowing 6-10%
error.

3 Moderately The questionnaire is moderately valid and can provide

Valid unbiased data for the investigation, allowing 11-15% error.

2 Less Valid The questionnaire is less valid and can provide unbiased data
for the investigation, allowing 16-20% error.

1 Least Valid The questionnaire is least valid and can provide

unbiased data for the investigation, allowing 21-25%
error.

*This assessment criteria is adopted from the study conducted by Imbong, M. K. (2013).
 90

Validator’s Questionnaire Assessment

Indicators Ratings

5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately measure each /

variable of the investigation.

2. The questionnaire fits with the variable under consideration, thus measuring what /
it intends to measure.

3. The questionnaire has the capability to measure items of variables within the /
given frame.

4. The questionnaire has the ability to distinguish characteristics or properties of /

differing attributes of the subjects under study.

5. The questionnaire has the ability to gather factual data, eliminating biases and /
subjectivity.

6. Quick and complete data can be generated by the questionnaire within the time /
frame allowed to obtain the data.

7. The questionnaire has no influence on the variable/s being measured. /

8. The questionnaire is framed in a clear, simple, and in order to avoid risks of /

errors.

9. The questionnaire is capable of generating data that will be of value and /

practical use to the sectors concerned in the investigation.

Comments and Suggestions:

 91

(FOR LESSON PLAN)

Name of the Validator: 2 Date: April 15, 2024

Instructions: Please tick the appropriate column of your honest answer and rate each criterion on a scale
from 1 to 5. This tool asks for your evaluation of the lesson plan that will be used in gathering the data of
this research to establish validity. Please write your comments and suggestions on how to improve the
instrument.

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

Criteria Ratings

5 4 3 2 1

1. Clarity of Directions: The objectives pertaining to the enhancement of critical-thinking /

skills are clearly articulated and in harmony with the goals of the study.

2. Relevance of Content: The lesson content is pertinent and directly contributes to /

the improvement of critical-thinking skills in high school students.

3. Appropriateness of Board Game Activities: The selected board game activities /

are appropriate for the high school level and proficiently address the development of
critical-thinking skills.

4. Clarity of Instructions for Board Games: The guidance for the board game /
activities is clear, brief, and aids in easy comprehension for high school students.

5. Impact on Critical-Thinking Skills: The lesson plan exhibits a distinct approach /

for evaluating and nurturing enhancements in critical-thinking skills among high school
students.

6. Alignment with Curriculum Standards: The lesson plan adheres to the /

applicable curriculum standards for high school education.

7. Inclusivity and Accessibility: The lesson plan is crafted to be inclusive /

and accommodating to all students, taking into account a variety of learning
requirements.

8. Engagement Level: The lesson plan is organized to maintain the engagement /

of high school students throughout the board game activities.

9. Sustainability and Replicability: The lesson plan exhibits features that ensure its /
sustainability over time and its potential replicability in comparable educational
environments.

Comments and Suggestions:

“All the Best.”

 92

(FOR PROFICIENCY TEST)

Name of the Validator: 3 Date: March 26, 2024

Instruction: This tool asks for your evaluation of the questionnaire to be used in the data gathering
to establish its validity. You are required to give your honest assessment using the criteria stated
below. Please check (✓) only from the selection. Please give your comments and suggestions on
how to improve the instrument.

Scale Interpretation Description

5 Very High The questionnaire is very highly valid and can provide
Valid unbiased data for the investigation, allowing 0-5 % error.

4 Highly Valid The questionnaire is highly valid and can provide

unbiased data for the investigation, allowing 6-10%
error.

3 Moderately The questionnaire is moderately valid and can provide

Valid unbiased data for the investigation, allowing 11-15% error.

2 Less Valid The questionnaire is less valid and can provide unbiased data
for the investigation, allowing 16-20% error.

1 Least Valid The questionnaire is least valid and can provide

unbiased data for the investigation, allowing 21-25%
error.

*This assessment criteria is adopted from the study conducted by Imbong, M. K. (2013).
 93

Validator’s Questionnaire Assessment

Indicators Ratings

5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately measure each /

variable of the investigation.

2. The questionnaire fits with the variable under consideration, thus measuring what /
it intends to measure.

3. The questionnaire has the capability to measure items of variables within the /
given frame.

4. The questionnaire has the ability to distinguish characteristics or properties of /

differing attributes of the subjects under study.

5. The questionnaire has the ability to gather factual data, eliminating biases and /
subjectivity.

6. Quick and complete data can be generated by the questionnaire within the time /
frame allowed to obtain the data.

7. The questionnaire has no influence on the variable/s being measured. /

8. The questionnaire is framed in a clear, simple, and in order to avoid risks of /

errors.

9. The questionnaire is capable of generating data that will be of value and /

practical use to the sectors concerned in the investigation.

Comments and Suggestions:

“Follow the corrections.”
 94

(FOR LESSON PLAN)

Name of the Validator: 3 Date: March 26, 2024

Instructions: Please tick the appropriate column of your honest answer and rate each criterion on a scale
from 1 to 5. This tool asks for your evaluation of the lesson plan that will be used in gathering the data of
this research to establish validity. Please write your comments and suggestions on how to improve the
instrument.

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

Criteria Ratings

5 4 3 2 1

1. Clarity of Directions: The objectives pertaining to the enhancement of critical-thinking /

skills are clearly articulated and in harmony with the goals of the study.

2. Relevance of Content: The lesson content is pertinent and directly contributes to /

the improvement of critical-thinking skills in high school students.

3. Appropriateness of Board Game Activities: The selected board game activities /

are appropriate for the high school level and proficiently address the development of
critical-thinking skills.

4. Clarity of Instructions for Board Games: The guidance for the board game /
activities is clear, brief, and aids in easy comprehension for high school students.

5. Impact on Critical-Thinking Skills: The lesson plan exhibits a distinct approach /

for evaluating and nurturing enhancements in critical-thinking skills among high school
students.

6. Alignment with Curriculum Standards: The lesson plan adheres to the /

applicable curriculum standards for high school education.

7. Inclusivity and Accessibility: The lesson plan is crafted to be inclusive /

and accommodating to all students, taking into account a variety of learning
requirements.

8. Engagement Level: The lesson plan is organized to maintain the engagement /

of high school students throughout the board game activities.

9. Sustainability and Replicability: The lesson plan exhibits features that ensure its /
sustainability over time and its potential replicability in comparable educational
environments.

Comments and Suggestions:

 95

APPENDIX F
MOST ESSENTIAL LEARNING COMPETENCIES

Q4 Demonstrates Is able to Illustrates Week 6-9 M9GE-IVf-g-1

understanding apply the laws of sines
of the basic concepts of and cosines
concepts of trigonometric
trigonometry. ratios to
formulate and
solve real-life
problems with
precision and
accuracy.

Solves Week 6-9 M9GE-IVh-j-1

problems
involving
oblique
triangles
 96

APPENDIX G
LESSON PLAN

School Grade Level Grade 9

Teacher Learning Area Mathematics

Session 1 Quarter Fourth

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.

B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with
precision and accuracy.

Learning Competency: Illustrates laws of sines and cosines (M9GE-IVf-g-1)

Learning Objectives:
C. Learning Competencies/
Objectives
1. Understand the concept of the law of sine
2. Identify when to use the law of sine in a given triangle
2. Apply the law of sine to find missing sides and angles in triangles

II. CONTENT Law of Sines

III. LEARNING RESOURCES

A. References Teacher’s guide, Learner’s module

Nivera, G., et. al. (2013). Grade 9 Mathematics Patterns and Practicalities. Don Bosco Press, Inc. Makati
City.
Oronce, O.& Mendoza, M.(2014). e-math 9. Rex Bookstore, Inc. Sampaloc, Manila.

1. Teacher’s Guide pages

2. Learner’s Materials pages pp. 477-496

Grade 9 Mathematics Patterns and Practicalities: pp. 468 - 478

3. Textbook pages e-math 9: pp. 412-420

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources Activity sheets, instructional materials, scientific calculator

/Materials

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways
to learn new things, practice the learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
 97

A. Review previous lesson or The teacher lets the students identify oblique triangles by posting pictures of oblique triangles on the board.
presenting the new lesson He/she asks the students following guide questions:

1. The triangles we see around are not all right triangles. Look at the pictures Below. (Post pictures of objects
that are shaped like oblique triangles) Can you see the triangular patterns? Do the triangles you see in the
pictures contain right angle?

2. Aside from the pictures presented, can you list down at least two things around that may not be considered
as right triangles? These triangles are called oblique triangles.

3. Take a second look at the things posted and those you have listed. Find out what common characteristic
these triangles have.

4. If you were asked to classify the things in your list and those that were posted on the board, how would you
do it? What is your basis for classifying them as such?

5. Can you now define oblique triangle? Give your definition of an oblique triangle based on what you have
observed.

6. On the basis of your observation, how would you classify oblique triangles?

Possible answers/responses:

1. No
2. The students answer may vary, depending upon how the room was structured.
3. The triangles do not contain a right angle.
4. The triangles may be classified as acute triangles or obtuse triangles.
5. Your students may state the definition of oblique triangles in several ways. What is important is that they
realize that all oblique triangles do not contain a right angle.
6. Oblique triangles may be classified into two. These are: acute triangles and obtuse triangles.

The teacher calls some students to share their answers to the class.

B. Establishing a purpose for the The teacher lets the students realize that there are some real-life problems that involve oblique triangles. And
lesson since these triangles do not contain right angles, using the trigonometric ratios involving right triangle is not
applicable to these types of triangles. These types of triangles can be solved using either the law of sines or
the law of cosines.

C. Presenting examples/ Consider two oblique triangles shown below:

instances of the new lesson

The two triangles in (a) and (b) each has angles A, B, and C and corresponding opposite sides a, b, and c.
Draw an altitude of length from vertex C of each of the triangles. Notice that two right triangles are formed,
and these are triangles CDA and CDB. Using the definition of the sine of an angle, you have:

Note that the equations are true for triangles in (a) and (b). Solving for in the two equations, you will get
 98

h = a sin B h = b sin A

Therefore, equating the two expressions for h gives you

a sin B = b sin A

Dividing both sides of the equation by sin A sin B results to

𝑎𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑏𝑠𝑖𝑛𝑠𝑖𝑛 𝐴
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐴𝑠𝑖𝑛𝑠𝑖𝑛 𝐵

Simplifying both sides of the equation gives you

𝑎 𝑏
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵

That is, side divided by the sine of its opposite angle (sin A) is equal to side divided by the sine of its opposite
angle (sin B).

Repeating the process of drawing an altitude of length h from vertex A of each triangle, the following equation
is obtained.
𝑏 𝑐
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶

Combining the two equations, you get

𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶
The above equation gives the Laws of Sine.

D. Discussing new concepts and The Law of Sines

practicing new skills #1
In any triangle, a side divided by the sine of its opposite angle is equal to any other side divided by the sine
of the corresponding opposite angle.
𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶

This can also be expressed as

𝑆𝑖𝑛 𝐴
= 𝑆𝑖𝑛 𝐵 = 𝑆𝑖𝑛 𝐶
𝑎 𝑏 𝑐

Note that the derived formula for oblique triangles is also applicable to right triangles.

The Law of Sines can also be used when two sides and a non-included angle are given (SSA). In this case,
there may be no triangle having the given measurements or there may be one or two triangles that satisfy the
given conditions. This case is often referred to as the ambiguous case.

Now, suppose that in angle and sides and are given (SSA). Based on the Law of Sines,
𝑏 𝑎
= B = 𝑏 𝑠𝑖𝑛 𝐴
𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝐴

Consider the following cases:

Case 1. 0° ∠ A ∠ 90°

1. If 𝑎∠𝑏 sin 𝐴, then 𝐵 > 1. This means that no angle 𝐵 is determined; hence, no triangle is formed
and there is no solution.

2. If 𝑎 = 𝑏 𝑠𝑖𝑛 𝐴 then 𝑠𝑖𝑛 𝐵 = 1. This means 𝑚∠𝐵 = 90° and a right triangle is determined.
 99

3. If 𝑎 > 𝑏 sin 𝐴 𝑎𝑛𝑑 𝑎 < 𝑏, then two angles are formed: an acute angle B in triangle ABC and an
obtuse angle B' in triangle AB'C. Hence, there are two solutions.

Take Note:

Given Triangle ABC, with angles 𝐴 𝐵 and 𝐶 and corresponding opposite sides 𝑎 𝑏 and 𝑐. The Law of Sines
states that

𝑎 𝑏 𝑐
𝑆𝑖𝑛 𝐴
= = or = 𝑆𝑖𝑛 𝐵 = 𝑆𝑖𝑛 𝐶
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶 𝑎 𝑏 𝑐

To solve an oblique triangle using the Law of Sines, you need to know the measure of one side and the
measures of two other parts of the triangle: two angles, or one angle and another side.

This breaks down into the following cases:

1. Two angles and any side (AAS or ASA)

2. Two sides and an angle opposite one of them (SSA or Angle Side Side)

In any triangle, we can draw an altitude, a perpendicular line from one vertex to the opposite side, forming two
right triangles. It would be preferable, however, to have methods that we can apply directly to non-right triangles
without first having to create right triangles.

Any triangle that is not a right triangle is an oblique triangle. Solving an oblique triangle means finding the
measurements of all three angles and all three sides. To do so, we need to start with at least three of these
values, including at least one of the sides. We will investigate three possible oblique triangle problem situations:

1. ASA (angle-side-angle) We know the measurements of two angles and the included side.

2. AAS (angle-angle-side) We know the measurements of two angles and a side that is not between the
known angles.

3. SSA (side-side-angle) We know the measurements of two sides and an angle that is not between the
known sides.

Knowing how to approach each of these situations enables us to solve oblique triangles without having to drop
a perpendicular to form two right triangles. Instead, we can use the fact that the ratio of the measurement of
one of the angles to the length of its opposite side will be equal to the other two ratios of angle measure to
opposite side. Let’s see how this statement is derived by considering the triangle.
 100

Again, The Law of Sines can be used in solving problems involving oblique triangles, given the measures of
two angles and one side. It can be used when the given are two angles and the included side (ASA) or two
angles and a non-included side (SAA).

Figure (a) shows triangle ABC given its two angles and the included side (ASA) while (b) shows triangle DEF
given its two angles and a non-included side (SAA).

Example:

Solve the ∆ ABC given m∠𝐴 = 60°, m∠B = 45°, a = 20 cm.

Solution: You are given two angles and a non-included side (SAA).

Use the Law of Sines to find b.

𝑎 𝑏 20 𝑏
= =
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑠𝑖𝑛𝑠𝑖𝑛 45
20𝑠𝑖𝑛𝑠𝑖𝑛 45
𝑏=
𝑠𝑖𝑛𝑠𝑖𝑛 60
𝑏 = 16.33 𝑐𝑚.

First, find the measure of angle 𝐶. Since the sum of the measures of the interior angles of any triangle equals
180°, that is,

m∠𝐴 + m∠𝐵 + m∠𝐶 = m∠𝐴 = 180° 60°

+ 45° + m∠𝐶 = 180°
m∠𝐶 = 180° - (60° + 45°)
m∠𝐶 = 180° - 105°
m∠𝐶 = 75° .

You can also use the Law of Sines to find c.

𝑎 𝑐
𝑠𝑖𝑛𝑎
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝑐
20 𝑐
=
𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑠𝑖𝑛𝑠𝑖𝑛 75
20𝑠𝑖𝑛𝑠𝑖𝑛 75
𝑐=
𝑠𝑖𝑛𝑠𝑖𝑛 60
𝑐 = 22.31 𝑐𝑚.

Thus, 𝑚∠𝐶 = 75° 𝑏 = 16.33 𝑐𝑚 𝑎𝑛𝑑 𝑐 = 22.31 𝑐𝑚.

Example:

Solve the ∆ ABC given m∠𝐴 = 78° m∠B = 52°, a = 35 cm.

Solution:
You are given two angles and an included side (ASA).

First, find the measure of angle 𝐶. Since the sum of the measures of the interior angles of any triangle equals
180°, that is,
 101

m∠𝐴 + m∠𝐵 + m∠𝐶 = m∠𝐴 = 180° 78°

+ 52° +m∠𝐶 = 180°
m∠𝐶 = 180° - (78° + 52°)
m∠𝐶 = 180° - 130°
m∠𝐶 = 50°

You can also use the Law of Sines to find b.

𝑏 𝑎
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐴
𝑏 44.69
=
𝑠𝑖𝑛𝑠𝑖𝑛 52 𝑠𝑖𝑛𝑠𝑖𝑛 78
44.79𝑠𝑖𝑛𝑠𝑖𝑛 52
𝑏=
𝑠𝑖𝑛𝑠𝑖𝑛 78
𝑏 = 36 𝑐𝑚.

Thus, 𝑚∠𝐶 = 50° a = 44.69 𝑐𝑚 𝑎𝑛𝑑 b = 36 𝑐𝑚.

E. Discussing new concepts and Look at the triangles below.

practicing new skills #2

Questions:

1. What have you noticed about each of the given triangles?

2. Can you use trigonometric ratios to solve for the missing parts of these triangles? Why?

CONTROL GROUP EXPERIMENTAL GROUP

F. Developing mastery (leads to Group Task Group Task - ACHI

formative assessment 3)
Instruction: The class will be divided into six. In a one
whole sheet of paper, answer the following:

1. ∆ ABC given, if m∠𝐴 = 50° m∠B = 79°, c = 9

cm. Then a = .
2. ∆ ABC given, if m∠𝐴 = 35° m∠ = 25°, a = 5 cm.
Then b = .
3. ∆ ABC given, if a = 16 cm, m∠𝐴 = 13° m∠B =
44°, a = 5 cm. Then c = .
4. ∆ ABC given, if m∠𝐴 = 60°, a = 8 cm, and b = Instructions: The class will be divided into two.
53 cm. Solve for sin B. There will be 5 questions. For each question, the
5. Given ∆ ABC, m∠A = 137° and m∠B = 28°. If group shall have one representative play the
side b is 71 cm long, approximately how long is game "Achi" in front of the class. Whoever wins
side a? the round will have a chance to answer the
question flashed on the screen. Five points for
Solutions: every correct answer. If the winner of the round
9(𝑠𝑖𝑛𝑠𝑖𝑛 50)
answers incorrectly, the chance will be given to
1. a= ≈ 8.8714351 𝑜𝑟 8.87. the opponent. If they still get it wrong, no points
𝑠𝑖𝑛𝑠𝑖𝑛 51 will be awarded to both groups.
𝑎 𝑏
2. = = 𝑏 = (5)
𝑠𝑖𝑛𝑠𝑖𝑛 25
≈3.675 ≈ 3.
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 35 After every round, the representative will change
68. to allow everyone to play. No coaching is allowed
from the rest of the members. Only the
representative of the round is allowed to play the
game and answer the question. Otherwise, a
 102

𝑐
3. 𝑎 = → m∠C = 180° − m∠A − m∠B deduction of 5 points will be imposed. After the
𝑠𝑖𝑛 𝑎 𝑠𝑖𝑛𝑠𝑖𝑛 𝑐 game, the group should write their total score on
= 180° - 13° - 44° = 123°. a 1/4 sheet of paper to serve as their quiz for the
Thus, by using the laws of sine, day.
𝑎 𝑐 16 𝑐
𝑠𝑖𝑛𝑎 = = Procedure: The goal of the game is to connect
𝑠𝑖𝑛𝑠𝑖𝑛 𝑐 𝑠𝑖𝑛13 𝑠𝑖𝑛𝑠𝑖𝑛 123
𝑐= (16) 𝑠𝑖𝑛𝑠𝑖𝑛 123
𝑠𝑖𝑛𝑠𝑖𝑛 13
three of a player’s pieces in a row to win. Each
𝑐 ≈ 62.29 𝑐𝑚. player gets four chips. Two players take turns
placing one piece at a time. If three in a row
4. To solve for 𝐵, use the Law of Sines. haven't been made during placement, players
𝑎 𝑏 8 53
= = 𝑆𝑖𝑛 𝐵 = 53𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑆𝑖𝑛 𝐵 = may take turns moving pieces along the line to
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 8
an adjacent spot. Connections can be
5.7374.
horizontal, vertical, or diagonal.
5.
𝑐 71 * A video will be played to help you understand
𝑎
= → 𝑎
= → 𝑎=
the game better.
𝑠𝑖𝑛𝑎 𝑠𝑖𝑛𝑠𝑖𝑛 𝑐 𝑠𝑖𝑛137 𝑠𝑖𝑛𝑠𝑖𝑛 28
𝑠𝑖𝑛𝑠𝑖𝑛 137
(71) → 𝑎 = 103.14.
𝑠𝑖𝑛𝑠𝑖𝑛 28 Questions:

1. ∆ ABC given, if m∠𝐴 = 50° m∠B =

79°, c = 9 cm. Then a = .
2. ∆ ABC given, if m∠𝐴 = 35° m∠ = 25°,
a = 5 cm. Then b = .
3. ∆ ABC given, if a = 16 cm, m∠𝐴 = 13°
m∠B = 44°, a = 5 cm. Then c = .
4. ∆ ABC given, if m∠𝐴 = 60°, a = 8 cm,
and b = 53 cm. Solve for sin B.
5. Given ∆ ABC, m∠A = 137° and m∠B
= 28°. If side b is 71 cm long,
approximately how long is side a?

Solutions:

9(𝑠𝑖𝑛𝑠𝑖𝑛 50)
1. a= ≈ 8.8714351 𝑜𝑟 8.87.
𝑠𝑖𝑛𝑠𝑖𝑛 51
𝑎 𝑏 𝑠𝑖𝑛𝑠𝑖𝑛 25
2. = = 𝑏 = (5)
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 35
≈3.675 ≈ 3. 68.
𝑐
3. 𝑎 = → m∠C = 180° −
𝑠𝑖𝑛 𝑎 𝑠𝑖𝑛𝑠𝑖𝑛 𝑐
m∠A − m∠B = 180° - 13° - 44° =
123°.
Thus, by using the laws of sine,

𝑎 𝑐 16 𝑐
𝑠𝑖𝑛𝑎 = =
𝑠𝑖𝑛𝑠𝑖𝑛 𝑐 𝑠𝑖𝑛13 𝑠𝑖𝑛𝑠𝑖𝑛 123
𝑐= (16) 𝑠𝑖𝑛𝑠𝑖𝑛 123
𝑠𝑖𝑛𝑠𝑖𝑛 13
𝑐 ≈ 62.29 𝑐𝑚.

4. To solve for 𝐵, use the Law of Sines.

𝑎 𝑏 8 53
= = 𝑆𝑖𝑛 𝐵 =
𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵
53𝑠𝑖𝑛𝑠𝑖𝑛 60 𝑆𝑖𝑛 𝐵 = 5.7374.
8

𝑐 71
5.
𝑠𝑖𝑛𝑎
𝑎
= → 𝑎
𝑠𝑖𝑛137
=
𝑠𝑖𝑛𝑠𝑖𝑛 𝑐 𝑠𝑖𝑛𝑠𝑖𝑛 28
𝑠𝑖𝑛𝑠𝑖𝑛 137
→ 𝑎 = (71) → 𝑎=
𝑠𝑖𝑛𝑠𝑖𝑛 28
103.14.
 103

G. Finding practical applications of It is possible to solve a triangle if the only given information consists of the measures of the three angles of the triangle?
concepts and skills in daily living

H. Making generalizations and abstractions

about the lesson

I. Evaluating Learning

J. Additional activities or remediation

4. REMARKS

5. REFLECTION

A. No. of learners who earned 80% of the

evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%

C. Did the remediation lesson work? No. of

learners who have caught up with the
lesson.

D. No. of learner who continue to require

remediation.

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?

G. What innovation of localized materials

did I wish to share with other reachers.

School Grade Level Grade 9

Teacher Learning Area Mathematics

Session 2 Quarter Fourth

i.OBJECTIVES

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.

B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with
precision and accuracy.

C. Learning Competencies/ Learning Competency: Illustrates laws of sines and cosines. (M9GE-IVf-g1)
Objectives
Learning Objectives:

1. Understand the concept of the law of cosine

2. Identify when to use the law of cosine in a given triangle
3. Apply the law of cosine to find missing sides and angles in triangles

II.CONTENT Law of Cosine

III.LEARNING RESOURCES

A. References

1. Teacher’s Guide
 104

2. Learner’s Materials Page 497- 505

3. Textbook pages Patterns and Practicalities page 446

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV.PROCEDURES

A. Review previous lesson or Instructions: Fill in the blanks.

presenting the new lesson
1. The law of can be used in solving problems involving oblique triangles, given the measures of two
angles and one side.
2. The formula for the Law of Sines is .
3. SAS stands for .
4. ASA stands for .
5. SSS stands for .

Answers:

1. Law of Sines
2. 𝑎 = 𝑏 = 𝑐 or 𝑆𝑖𝑛 𝐴
= 𝑆𝑖𝑛 𝐵
= 𝑆𝑖𝑛 𝐶
𝑆𝑖𝑛 𝐴 𝑆𝑖𝑛 𝐵 𝑆𝑖𝑛 𝐶 𝑎 𝑏 𝑐
3. Side-Angle-Side
4. Angle-Side-Angle
5. Side-Side-Side

B. Establishing a purpose for the The teacher tells the students that oblique triangles can also be solved using the Law of Cosines.
lesson

C. Presenting examples/ The teacher will explain how the students already know about using the Pythagorean Theorem to find the third
instances of the new lesson side of a right triangle. Then, they will state that the Law of Sines and the Law of Cosines are general laws you
can apply to solve any triangle.

To solve an oblique triangle, any of the following four cases must be given:

1. Two angles and any side (AAS or ASA)

2. Two sides and an angle opposite one of them (SSA or Angle Side Side)
3. Three sides (SSS)
4. Two sides and their included angle (SAS)

Cases 1 and 2 can be solved using the Law of Sines, which was covered in the previous lesson. Cases 3 and
4 will be tackled in this session using the Laws of Cosines.

D. Discussing new concepts and The Law of Cosines

practicing new skills #1
The Law of Cosines can be used to find the measures of the other parts of an oblique (non-right) triangle when
either the lengths of two sides and the measure of the included angle are known (SAS) or the lengths of the
three sides (SSS) are known.

In triangle ABC with angles A, B, and C and corresponding

opposite sides a, b, and c ,

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

 105

𝑏2 = 𝑎2 + 𝑐2 − 2𝑎𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵

𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶The

Law of Cosines will now enable us to solve the last two cases.

Strategies in solving the SAS case:

1. To find the measure of the side opposite the given angle, use the Law of Cosines.
2. To find the measure of a second angle, use the Law of Sines or the Law of Cosines.
3. To find the measure of the third angle, subtract the sum of the measures of the given angle and the second
angle from.

Example 1:

Find the value of a in ∆ABC given b = 7.98 cm, c = 10 cm, and m ∠A = 100.67°. (SAS Case)

Solution:

Using 𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 , we have

𝑎2 = (7.98)2 + (10)2 − 2(7.98)(10)(𝑐𝑜𝑠 𝑐𝑜𝑠 100.97° )
𝑎2 = 194.05𝑎 = 13.93

Example 2:

Solve for b in ∆ABC given b = 5 cm, c = 7 cm, and m∠A = 49°. (SAS Case)

Solution:
Using 𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 , we have
𝑎2 = 52 + 72 − 2(5)(7)(𝑐𝑜𝑠 𝑐𝑜𝑠 49° )
𝑎2 = 28.08𝑎 = 5.30

E. Discussing new concepts and Strategies in solving the SSS case:

practicing new skills # 2
1. To find the measure of one angle, use the Law of Cosines.
2. To find the measure of either of the remaining angles, use the Law of Sines or the Law of Cosines.
3. To find the measure of the third angle, subtract the sum of the measures of the angles obtained in Steps 1
and 2 from 180°.

Example 1:

A triangular piece of land has side lengths a = 3m, b = 8m, and c = 9m. Find m ∠ C.

Solution:

Using 𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 , we have

2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 𝑎2 + 𝑏2 − 𝑐2

𝑐𝑜𝑠 𝐶 = 𝑎 + 𝑏 − 𝑐
2 2 2

2𝑎𝑏
 106

32 + 82 − 92
𝑐𝑜𝑠 𝐶 =
2(3)(8)

𝑐𝑜𝑠 𝐶 = −0.1667

m ∠ C = 99.59° ≈ 100°

Example 2:

Given ΔABC where a = 8, b = 6, and c = 7, what is m∠C?

Solution:

𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 72 =

82 + 62 − 2(8)(6) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶
82 + 62 − 72
𝑐𝑜𝑠 𝐶 =
2(8)(6)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 0.5312(0.5312) = 57.91°
m ∠ C = 57.91° ≈ 58°

Example 3:

Given ΔABC where a = 8, b = 6, and c = 7, what is m∠B?

Solution:

Using 𝑏2 = 𝑎2 + 𝑐2 − 2𝑎𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵 , we have

62 = 82 + 72 − 2(8)(7) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵

2 2 2
8 +7 −6
𝑐𝑜𝑠 𝐵 =
2(8)(7)
cos B = 0.6875
(0.6875) = 46.57°

F. Developing mastery (Leads to The teacher will let the students answer the comprehension check.
formative assessment3)
Instructions: Say HEPHEP if the statement is true and HOORAY if the statement is false.

1. In any ∆𝐴𝐵𝐶, 𝑐2 = 𝑎2 + 𝑏2.

2. The Law of Cosines can be used to find an unknown side length or angle measure.
3. To find the measure of one angle, you can only use the Law of Cosines.
4. The Law of Cosines can be used to solve any triangle given two sides and an included angle.

Answers:

1. HOORAY - 𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

2. HEPHEP
3. HOORAY – you can also use the Law of Sine
4. HEPHEP

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and The teacher summarizes the mathematical skills or principles used in the Law of Cosine through a question
abstractions about the lesson like:
1. When can we use the law of cosine?

Possible Answer:
1. We can use the law of cosine when “two sides and the included angle are known” and “three sides
are known”.
 107

CONTROL GROUP EXPERIMENTAL GROUP

I. Evaluating Learning Activity Group Task – ACHI

Instructions: On a one whole sheet of paper, write your

answer with the complete solution. You can a calculator.

Questions:

1. In each ΔABC sides a,

b, c are opposite sides of
angles A, B, and C, Instructions: The class will be divided into two.
respectively. If m°A = There will be 5 questions. For each question, the
34.7°, m∠B = 45.3°, m∠C group shall have one representative play the game
= 100°, b = 5 cm, a = 4 cm, "Achi" in front of the class. Whoever wins the round
what is c? will have a chance to answer the question flashed
on the screen. Five points for every correct answer.
If the winner of the round answers incorrectly, the
chance will be given to the opponent. If they still get
it wrong, no points will be awarded to both groups.

After every round, the representative will change to

allow everyone to play. No coaching is allowed
2. What equation should be used to solve for the value of from the rest of the members. Only the
b? representative of the round is allowed to play the
game and answer the question. Otherwise, a
deduction of 5 points will be imposed. After the
game, the group should write their total score on a
1/4 sheet of paper to serve as their quiz for the day.

Procedure: The goal of the game is to connect

3, Given ΔXYZ, what is z? three of a player’s pieces in a row to win. Each
player gets four chips. Two players take turns
placing one piece at a time. If three in a row haven't
been made during placement, players may take
turns moving pieces along the line to an adjacent
spot. Connections can be horizontal, vertical, or
diagonal.
4. In triangle ABC, a = 9 cm, b = 10 cm and c = 13 cm.
Find the size of the largest angle. * A video will be played to help you understand the
game better.

Questions:

1. In each ΔABC sides a, b, c are opposite sides of

5. What is the formula to find the angle using cosine law? angles A, B, and C, respectively. If m°A = 34.7°,
m∠B = 45.3°, m∠C = 100°, b = 5 cm, a = 4 cm, what
Answers: is c?

1. 𝑐2 = 42 + 52 − 2(4)(5) 𝑐𝑜𝑠 𝑐𝑜𝑠 100 °

𝑐2 = 47.95
𝑐 = 6.92 cm
2. What equation should be used to solve for the
2. 𝑏2 = 82 + 13.222 − 2(8)(13.22) 𝑐𝑜𝑠 𝑐𝑜𝑠 63.39° value of b?

3. 𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

𝑧2 = 𝑥2 + 𝑦2 − 2𝑥𝑦 𝑐𝑜𝑠 𝑐𝑜𝑠 𝑍
𝑧2 = 9.42 + 6.52 − 2(9.4)(6.5) 𝑐𝑜𝑠 𝑐𝑜𝑠 131°
2 2 2
4. 𝑐 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 𝑎 +𝑏 −𝑐 3, Given ΔXYZ, what is z?
2𝑎𝑏
 108

2 2 2 2 2 2
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 9 +102(9)(10)
−13
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 𝑎 +𝑏 −𝑐 2𝑎𝑏
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 0.067 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶−1(0.067) = 86.2°
m∠𝐶 = 86.2°
2
𝑎 +𝑏 −𝑐2 2
5. 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 4. In triangle ABC, a = 9 cm, b = 10 cm and c = 13
2𝑎𝑏
cm. Find the size of the largest angle.

5, What is the formula to find the angle using cosine

law?

Answers:

1. 𝑐2 = 42 + 52 − 2(4)(5) 𝑐𝑜𝑠 𝑐𝑜𝑠 100 °

𝑐2 = 47.95
𝑐 = 6.92 cm

2. 𝑏2 = 82 + 13.222 − 2(8)(13.22) 𝑐𝑜𝑠 𝑐𝑜𝑠 63.39°

3. 𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

𝑧2 = 𝑥2 + 𝑦2 − 2𝑥𝑦 𝑐𝑜𝑠 𝑐𝑜𝑠 𝑍
𝑧2 = 9.42 + 6.52 − 2(9.4)(6.5) 𝑐𝑜𝑠 𝑐𝑜𝑠 131°

4. 𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 =

𝑎2+𝑏2−𝑐2 2 2 2
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 9 +10 −13 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 =
2𝑎𝑏 2(9)(10)
𝑎2+𝑏2−𝑐2
2𝑎𝑏
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 0.067
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶−1(0.067) = 86.2°
2 2 2
𝑎 +𝑏 −𝑐
m∠𝐶 = 86.2°5. 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 =
2𝑎𝑏

J. Additional activities or
remediation

4. REMARKS

5.REFLECTION

A. No. of learners who earned

80% of the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remediation lesson

work? No. of learners who
have caught up with the
lesson.

D. No. of learner who continue to

require remediation.

E. Which of my teaching
strategies worked well? Why
did these work?
 109

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovation of localized

materials did I wish to share
with other reachers.

School Grade Level Grade 9

Teacher Learning Area Mathematics

Session 3 Quarter Fourth

I, OBJECTIVES

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.

B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems
with precision and accuracy.

C. Learning Competencies/ Learning Competency: Illustrates laws of sines and cosines. (M9GE-IVf-g1)
Objectives
Learning Objectives:

1. Differentiate between when to use the laws of sine and cosine

2. Solve for the unknown parts of the triangle using the laws of sine and cosine
3. Share insights and compare approaches under the laws of sine and cosine

II. CONTENT Laws of Sine and Cosine

III. LEARNING RESOURCES

A. References

1, Teacher’s Guide Page 41

1. Learner’s Materials Page 497- 505

2. Textbook pages

3. Additional Materials from

Learning Resource (LR) portal

A. Other Learning Resources

B. PROCEDURES

A. Review previous lesson or Complete the Statement!

presenting the new lesson
1. The Laws of Sine states that in any triangle, a side divided by the sine of it’s angles is
equal to any other side divided by the sine of the corresponding opposite angle.
2. In order to find the measure of the side opposite the given angle, use the .
3. To find the measure of the third angle, subtract the sum of the measures of the given angle and
the angle from 180°.
4. From these questions, what was our previous lesson all about?
 110

Answers:

1. Side, Opposite
2. Laws of Cosine
3. Second angle
4. Laws of Sine and Cosine

B. Establishing a purpose for the

lesson

C. Presenting examples/
instances of the new lesson

D. Discussing new concepts and Law of Sine and Cosine

practicing new skills #1
Laws of Sine
- States that if Δ ABC has sides of length, a, b, and c , then 𝑆𝑖𝑛 𝐴 = 𝑆𝑖𝑛 𝐵 = 𝑆𝑖𝑛 𝐶. Looking at a
𝑎 𝑏 𝑐
triangle, the lengths a, b, and c are opposite the angles of the same letter.

Use Law of Sine when the following is given:

- An angle and its opposite side.

- Any two angles and one side.
- Two sides and the non-included angle.

Laws of Cosine
- States that if ΔABC has sides of length a , b, and c , then:

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑏2 = 𝑎2 + 𝑐2 − 2𝑎𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

- Even though there are three formulas, they are all very similar. Notice that whatever angle is
in the cosine, the opposite side is on the other side of the equal sign.

Use Law of Cosines when given:

- Two sides and the included angle.

- All three sides.

Questions:
1. State the general concept/s under the laws of Sine and Cosine.
2. Differentiate the Laws of Sines and Cosines.
3. Does Laws of Sines and Cosines have anything in common? Cite some concepts/examples.

E. CONTROL GROUP EXPERIMENTAL GROUP

F. Discussing new concepts and Activity: Think Pair Share

practicing new skills # 2 Group Task - TIC TAC TOE
Instructions: In a one whole sheet of paper answer the
following questions.

For Problems 1 and 2

 111

1. Find the m ∠A. Round your answers to the

nearest hundredth. Instructions: The class will be divided into
2. Find the m ∠B. Round your answers to the two. There will be 5 questions. For each
nearest hundredth. question, the group shall have one
3. A ship is sailing on a course of 120 km due representative play the game "Tic Tac Toe" in
north. It then changes its course to 65° east front of the class. Whoever wins the round will
of north and sails another 90 km. How far is have a chance to answer the question flashed
the ship from its starting point? Use the Law on the screen. Five points for every correct
of Sines to solve this problem. answer. If the winner of the round answers
incorrectly, the chance will be given to the
opponent. If they still get it wrong, no points will
be awarded to both groups.

After every round, the representative will

change to allow everyone to play. No coaching
is allowed from the rest of the members. Only
the representative of the round is allowed to
play the game and answer the question.
4. In the triangle below, a = 6,b = 7, and c = 11. Otherwise, a deduction of 5 points will be
Find angle C. imposed. After the game, the group should
write their total score on a 1/4 sheet of paper
to serve as their quiz for the day.

Procedure: There are nine chips that the

5. Triangle ABC has the measures a = 19 cm, players can use, labelled from 1 to 9. A coin
b = 16 cm, and c = 26 cm. Find the measure toss will be done to determine which player
of the smallest angle. puts a chip on the board first. The two players
take turns placing one piece at a time. They
can choose any number and any color that is
still available. They can put any number
anywhere, except number 5 in the middle. The
Answers: game’s objective is to complete a horizontal,
vertical, or diagonal line in which the sum
1. When you are given only the sides, you have equals 15 for a player to win a round.
to use the Law of Cosines to find one angle
and then you can use the Law of Sines to find * A video will be played to help you understand
another. the game better.
152 = 222 + 282 − 2 (22) (28) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
225 = 1268 − 1232 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 Questions:
−1043 = −1232 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
−1043
= cos A
−1232
1043
𝑐𝑜𝑠−1 = ≈ 32.16°
1232
For Problems 1 and 2
2. Now that we have an angle and its opposite
side, we can use the Law of Sines. 1. Find the m ∠A. Round your answers
𝑠𝑖𝑛𝑠𝑖𝑛 32.16 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 to the nearest hundredth.
15 22
15 (sin B) = 22 (sin (32.16)) 2. Find the m ∠B. Round your answers
22 𝑠𝑖𝑛 32.16 to the nearest hundredth.
Sin B =
15
22 𝑠𝑖𝑛 32.16
𝑠𝑖𝑛−1 = ≈ 51. 32° 3. A ship is sailing on a course of 120
15
km due north. It then changes its
3. Given: course to 65° east of north and sails
● Initial course: 120 km due north. another 90 km. How far is the ship
● Second course: 65° east of north, sailing 90 from its starting point? Use the Law
km. of Sines to solve this problem.

Using the Law of Sines:

𝑆𝑖𝑛 𝐴
= 𝑆𝑖𝑛 𝐵 = 𝑆𝑖𝑛 𝐶
𝑎 𝑏 𝑐
 112

For this problem:

● A = 90° (because the ship's initial course is

due north)
● B = 180° (because the sum of angles in a
triangle is 180°)

𝑆𝑖𝑛 90
= 𝑆𝑖𝑛 180−65 = 𝑆𝑖𝑛 65 4. In the triangle below, a = 6,b = 7,
120 90 𝑐
90 𝑆𝑖𝑛 65 and c = 11. Find angle C.
𝑐=
115
c ≈ 90 𝑘𝑚
4. We choose the version of the Law of
Cosines that uses angle C.
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 112
= 62 + 72 − 2(6)(7) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 121 5. Triangle ABC has the measures a =
= 36 + 49 − 84 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 36 19 cm, b = 16 cm, and c = 26 cm.
= −84 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 Find the measure of the smallest
−3 = cos C
7 angle.
−3
𝐶 = 𝑐𝑜𝑠−1 = ≈ 115.4°
7

5. To find the measure of the smallest angle in

triangle ABC. Answers:
● Identify the shortest side b = 16 cm.
● Use the Law of Cosines: 1. When you are given only the sides, you
2 2 2
cos C = 19 +16 − 26 have to use the Law of Cosines to find one
(2)(19)(16)
−59 angle and then you can use the Law of Sines
𝐶 = 𝑐𝑜𝑠−1 ≈
608 to find another.
𝐶 ≈ 95.53° 152 = 222 + 282 − 2 (22) (28) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
225 = 1268 − 1232 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
−1043 = −1232 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
−1043
= cos A
−1232
1043
𝑐𝑜𝑠−1 = ≈ 32.16°
1232

2. Now that we have an angle and its

opposite side, we can use the Law
of Sines.
𝑠𝑖𝑛𝑠𝑖𝑛 32.16 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵
15 22
15 (sin B) = 22 (sin (32.16))
Sin B = 22 𝑠𝑖𝑛 32.16
15
−1 22 𝑠𝑖𝑛 32.16
𝑠𝑖𝑛 = ≈ 51. 32°
15

3. Given:

● Initial course: 120 km due north.

● Second course: 65° east of north,
sailing 90 km.

Using the Law of Sines:

𝑆𝑖𝑛 𝐴
= 𝑆𝑖𝑛 𝐵 = 𝑆𝑖𝑛 𝐶
𝑎 𝑏 𝑐

For this problem:

● A = 90° (because the ship's initial
course is due north)
● B = 180° (because the sum of
angles in a triangle is 180°)
 113

𝑆𝑖𝑛 90
= 𝑆𝑖𝑛 180−65 = 𝑆𝑖𝑛 65
120 90 𝑐
𝑐 = 90 𝑆𝑖𝑛 65
115
c ≈ 90 𝑘𝑚.

4. We choose the version of the Law

of Cosines that uses angle C.

𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 112

= 62 + 72 − 2(6)(7)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 121
= 36 + 49 − 84
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 36
= −84 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶
−3 = cos C
7
−3
𝐶 = 𝑐𝑜𝑠−1 = ≈ 115.4°
7

5. To find the measure of the

smallest angle in triangle ABC.

● Identify the shortest side b = 16 cm.

● Use the Law of Cosines:
2 2 2
cos C = 19 +16 − 26
(2)(19)(16)
−59
𝐶 = 𝑐𝑜𝑠 ≈ −1
608
𝐶 ≈ 95.53°

G. Developing mastery (Leads to The teacher will ask random students to answer the following questions after the activity.
formative assessment3)
1. From the activity, what method/ strategies did you use to solve the problem?
2. Were you able to incorporate the Law of Cosines in the problem?
3. When can you use the concepts of Laws of Sines and the concepts under the Laws of Cosines?

4. Finding practical applications of

concepts and skills in daily living

5. Making generalizations and

abstractions about the lesson

6. Evaluating Learning

7. Additional activities or remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% of

the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remediation lesson work?

No. of learners who have caught up
with the lesson.

D. No. of learner who continue to

require remediation.
 114

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation of localized

materials did I wish to share with
other reachers.

School Grade Level Grade 9

Teacher Learning Area Mathematics

Session 4 Quarter Fourth

I. OBJECTIVES

A. Content Standards Demonstrate understanding of the basic concepts of trigonometry

B. Performance Standards Is able to apply the concepts of trigonometric ratios to formulate and solve the real-life problems with
precision and accuracy

C. Learning Competencies / Learning Competencies: Solves problems involving oblique triangles (M9GE-IVh-j-1)
Objectives
Learning Objectives:

1. State the law of sine

2. Apply the law of sine to solve for unknown sides and angles in oblique triangles
3. Collaborate with peers to solve word problems problems using the law of sine, discussing strategies and
solutions

II. CONTENT Solve Problems that Involve Oblique Triangles (Law of Sine)

III. LEARNING RESOURCES

References

1. Teacher’s Guide pages

2. Learner’s Materials pages 488 - 489

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

Other Learning Resources

IV. PROCEDURES

A. Review previous lesson or Activity: Unscramble Me

presenting the new lesson
Instructions: A set of jumbled letters will be flashed. Rearrange the letters and provide the correct answer.

1. BOQEULI IGRNLATE
2. WLA FO NEIS
3. GNELA
 115

4. AEERMUNETSM
5. WLA FO CISNEO

Answers:

1. Oblique Triangle
2. Law of Sine
3. Angle
4. Measurement
5. Law of Cosine

The teacher will explain how these words are connected to the previous topics, Laws of Sine and Cosine, then
ask questions.

1. What is the equation for the law of sine?

2. Using the law of cosine, how can we obtain the value of a? of b? of c?

B. Establishing a purpose for the The teacher will recall what the Law of Sine is and how it can be used to measure the sides and angles of
lesson triangles. Then, the teacher will introduce how it can be applied in solving word problems involving oblique
triangles.

C. Presenting examples/ instances The teacher presents examples of an oblique triangle that can be solved using the law of sine.
of the new lesson

The teacher asks the students the following :

1. What kind of triangle is ∆𝐴𝐵𝐶?

2. What are the given data of ∆𝐴𝐵𝐶?
3. What are the missing part of measurements in ∆𝐴𝐵𝐶?

Answers:

1. ∆𝐴𝐵𝐶 is an obtuse triangle .

2. ∠B = 50° ; ∠C = 45° ; 𝐴𝐶 = 24
3. ∠ A , 𝐴𝐵 ; 𝐵𝐶

D. Discussing new concepts and The teacher will explain what is an oblique triangle.
practicing new skills #1
What is an oblique triangle?
● An oblique triangle is a triangle which does not contain a right angle.
● An oblique triangle is either acute if all the angles are between 0 and 90°, or obtuse if one angle is
between 90° and 180°.

The teacher presents and discusses an example that shows how to solve problems that involve oblique
triangles using the law of sine.

𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶

The equation for the Law of Sine is = = .
𝑎 𝑏 𝑐

In applying the law of Sines, any of the two conditions must hold true:
1. two angles and a side are known (AAS or ASA), or
2. two sides and an angle opposite one of them are known (SSA)
 116

To find the missing part measurements of the given triangle, the teacher discusses to the students that they
will be using the law of sine because the conditions when to use this law of sine are present.
The teacher with the students solves the missing part measurements of the given triangle.

Example:
Given △ABC, what is a, c, and m∠A?

Solution:

To solve for a:

𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 85° 𝑠𝑖𝑛 𝑠𝑖𝑛 50° 𝑠𝑖𝑛 𝑠𝑖𝑛 85° (24)
= = 𝑎= 𝑎 = 31.21
𝑎 𝑏 𝑎 24 𝑠𝑖𝑛 𝑠𝑖𝑛 50°
To solve for c:

𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐶

=
𝑏 𝑐

𝑠𝑖𝑛 𝑠𝑖𝑛 50° 𝑠𝑖𝑛 𝑠𝑖𝑛 45° 𝑠𝑖𝑛 𝑠𝑖𝑛 45 °(24)

= 𝑐= 𝑐 = 22
24 𝑐 𝑠𝑖𝑛 𝑠𝑖𝑛 50°

To solve for ∠A:

∠𝐴 + ∠𝐵 + ∠𝐶 = 180°
∠𝐴 + 50° + 450 = 180°
∠𝐴 = 180° − 95°
∠𝐴 = 85°

E. Discussing new concepts and Using the equation for the Law of Sine, we will now use this to solve world problems involving oblique
practicing new skills #2 triangles.

Example:

In the same depth of the water, two scuba divers who are 20 meters apart spot a shark that is at the deeper
part of the sea. The angles of depression of the shark from diver 1 and diver 2 are 470 and 400, respectively.
How far is each diver from the shark?

Solution:

Given the measures of one side and two angles of a triangle (ASA case), we can find the measure of the third
angle using the fact that the sum of the angles in a triangle is always 180 degrees. Then, we can use the Law
of Sines to solve for x or y.

Solving for the value of y,

𝑦 20
=
𝑠𝑖𝑛 𝑠𝑖𝑛 47° 𝑠𝑖𝑛 𝑠𝑖𝑛 93°

20 𝑠𝑖𝑛47°
𝑦= 𝑦 = 14.65 𝑚
𝑠𝑖𝑛 𝑠𝑖𝑛 93°
 117

Solving for the value of x,

𝑥 20
=
𝑠𝑖𝑛 𝑠𝑖𝑛 40° 𝑠𝑖𝑛 𝑠𝑖𝑛 93°

20 𝑠𝑖𝑛40°
𝑥=
𝑠𝑖𝑛 𝑠𝑖𝑛 93°

𝑥 = 12.87 𝑚

Example:

Due to old age, a tree leans as shown below. Trish and Joey decided to attach ropes from a point on the tree
to two different points on the ground to keep the tree from falling further. From Joey’s location, the rope
makes an angle of 40° with the ground and from Trish’s spot, the rope makes an angle of 55° with the
ground. If the distance between Joey and Trish is 6 m, find the length of each rope.

Solution:

Given in the problem are measures of the interior and exterior angles and one side, with respect to the obtuse
triangle formed by the two ropes and the ground. If you will analyze the figure, the angle adjacent to 55° angle
measures 125°. Since two angles and one side are given, we will use the Law of Sines.

Solving for the value of x,

𝑥 6
=
𝑠𝑖𝑛 𝑠𝑖𝑛 125° 𝑠𝑖𝑛 𝑠𝑖𝑛 15°

6 𝑠𝑖𝑛125°
𝑥=
𝑠𝑖𝑛 𝑠𝑖𝑛 15°

𝑥 = 18.99 𝑚

Solving for the value of y,

𝑦 6
=
𝑠𝑖𝑛 𝑠𝑖𝑛 40° 𝑠𝑖𝑛 𝑠𝑖𝑛 15°

6 𝑠𝑖𝑛40°
𝑦= 𝑦 = 14.90 𝑚
𝑠𝑖𝑛 𝑠𝑖𝑛 15°

Example:

A solar panel was installed on the roof of a house and set to an angle that optimizes the energy produced. The
length of the panel is 1.96 m and the length of the leg supporting it is 0.68 m. If the support leg makes an angle
of 117° with the roof, what is the optimal inclination angle of the solar panel?

Solution:

Since two side lengths and an angle measure are known, we apply the Law of Sines to solve for the missing
angle measure.
 118

𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵

=
𝑎 𝑏

𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝑠𝑖𝑛 117°

=
0.68 1.96
𝑠𝑖𝑛 𝑠𝑖𝑛 117°
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 = (0.68)
1.96
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 = 0.31
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴−1 (0.31) = 18.1
m∠A ≈ 18.1°

Example:

Two cellphone towers detect a smartphone in use. One tower finds that the smartphone is about 650 m away
at an angle of 41°. The second tower is at an approximate distance of 534 m from the smartphone at an angle
of 53°. Find the distance between the cellphone towers.

Solution:

The missing side length could be found by using the Law of Sines if the measure of ∠C were known, so let's
start by finding m∠C. This can be done by using the Interior Angles Theorem.

41°+ 53° + m∠C = 180°

m∠C = 86°

Now that m∠C is known, we can use the Law of Sines to write a proportion and solve for the distance
between the towers c.

𝑎 𝑐
=
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐶

534 𝑐
=
𝑠𝑖𝑛 𝑠𝑖𝑛 41° 𝑠𝑖𝑛 𝑠𝑖𝑛 86°

534
𝑐= (𝑠𝑖𝑛 𝑠𝑖𝑛 86 °)
𝑠𝑖𝑛 𝑠𝑖𝑛 41°

𝑐 ≈ 812

F. Developing mastery (leads to

formative assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and The teacher asks the following questions to the students:
abstractions about the lesson
1. What is the law of sine?
2. What data are required for solving oblique triangle using the law of sine?

Answers:

1. The law of sine - sine of an angle of a triangle divided by its opposite side is equal to the sine of any other
angle divided by its opposite side.
2. The data required for solving oblique triangle using the law of sine are:
 119

● two angles and a side are known (AAS or ASA), or

● two sides and an angle opposite one of them are known (SSA)

CONTROL GROUP EXPERIMENTAL GROUP

I. Evaluating Learning Activity: Think Pair Share Group Task - TIC TAC TOE

Instructions: Choose a pair and answer the following

questions with your complete solution. Write you answer
on a one whole sheet of paper.

1. A surveyor makes the measurements shown to

determine the length of a bridge to be built across a small
lake from the North Picnic Area to the South Picnic Area.
Find the length of the bridge.

Instructions: The class will be divided into two.

There will be 5 questions. For each question, the
group shall have one representative play the game
"Tic Tac Toe" in front of the class. Whoever wins
the round will have a chance to answer the
2. When we see the top P of the mountain from two points question flashed on the screen. Five points for
A and B which are separated by 2km, the angles are every correct answer. If the winner of the round
∠PAB = 75° and ∠PBA = 60°. In addition, the angle of answers incorrectly, the chance will be given to the
elevation of the mountain top P from the point A is 30°. opponent. If they still get it wrong, no points will be
What is the height of the mountain? awarded to both groups.

After every round, the representative will change to

allow everyone to play. No coaching is allowed
from the rest of the members. Only the
representative of the round is allowed to play the
3. Two forest rangers are in their stations, S and T, 30 game and answer the question. Otherwise, a
miles apart. On a certain day, the ranger at S sees a fire deduction of 5 points will be imposed. After the
at F, at an angle of 38° with segment ST. The ranger at game, the group should write their total score on a
T sees the same fire at an angle of 64° with ST. Find the 1/4 sheet of paper to serve as their quiz for the day.
distance from station T to the fire.
Procedure: There are nine chips that the players
can use, labelled from 1 to 9. A coin toss will be
done to determine which player puts a chip on the
board first. The two players take turns placing one
piece at a time. They can choose any number and
any color that is still available. They can put any
number anywhere, except number 5 in the middle.
4. A wall that is 1.4m long has started to lean and now The game’s objective is to complete a horizontal,
makes an angle of 80° with the ground. A 2m board is vertical, or diagonal line in which the sum equals
jammed between the top of the wall and the ground to 15 for a player to win a round.
prop up the wall. What angle does the board make with
the ground? * A video will be played to help you understand the
game better.

1. A surveyor makes the measurements shown to

determine the length of a bridge to be built across
a small lake from the North Picnic Area to the
South Picnic Area. Find the length of the bridge.

5. An overhead crane is suspended from a ceiling

by two chains. One chain is 4.6m long and
forms an angle of 60° with the ceiling. The
other chain is 6.4m long. What angle does the
larger chain make with the ceiling?
 120

2. When we see the top P of the mountain from

two points A and B which are separated by 2km,
the angles are ∠PAB = 75° and ∠PBA = 60°. In
addition, the angle of elevation of the mountain top
P from the point A is 30°. What is the height of the
Answers: mountain?

1. m∠B = 180° − 71° − 60° = 49°

3. Two forest rangers are in their stations, S and T,

30 miles apart. On a certain day, the ranger at S
sees a fire at F, at an angle of 38° with segment
ST. The ranger at T sees the same fire at an angle
of 64° with ST. Find the distance from station T to
2. the fire.

3. 4. A wall that is 1.4m long has started to lean and

now makes an angle of 80° with the ground. A 2m
board is jammed between the top of the wall and
the ground to prop up the wall. What angle does
the board make with the ground?

4.

5. An overhead crane is suspended from a ceiling

by two chains. One chain is 4.6m long and forms
an angle of 60° with the ceiling. The other chain is
6.4m long. What angle does the larger chain make
with the ceiling?

5.

Answers:

1. m∠B = 180° − 71° − 60° = 49°

 121

2.

3.

4.

5.

The teacher instructs the students to bring their own scientific calculator for the next meeting.
J. Additional activities or remediation

2. REMARKS

3. REFLECTION

A. No. of learners who earned 80% of the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%

C. Did the remedial lesson work? No. of

learners who have caught up with the
lesson.

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/ discover which I wish to share with
other teachers

School Grade Level Grade 9

 122

Teacher Learning Area Mathematics

Session 5 Quarter Fourth

I.OBJECTIVES

A. Content Standards Demonstrate understanding of the basic concepts of trigonometry

Is able to apply the concepts of trigonometric ratios to formulate and solve the real-life problems with
B. Performance Standards precision and accuracy

C. Learning Competencies / Learning Competencies: Solves problems involving oblique triangles (M9GE-IVh-j-1)
Objectives
Learning Objectives:

1. State the law of cosine

2. Apply the law of cosine to solve for unknown sides and angles in oblique triangles
3. Collaborate with peers to solve word problems problems using the law of cosine, discussing strategies and
solutions

II.CONTENT Solve Problems that Involve Oblique Triangles (Law of Cosine)

III.LEARNING RESOURCES

erences

1. Teacher’s Guide pages

2. Learner’s Materials pages 489

2. Textbook pages

3. Additional Materials from Learning

Resource (LR) portal

arning Resources https://www.mathopolis.com/

IV.PROCEDURES

A. Review previous lesson or The teacher presents different figures of triangles and let the students to determine whether the law of cosine
presenting the new lesson is applicable in solving the missing parts or not.

Activity: Thumbs Up, Thumbs Down

Instructions: THUMBS UP if the law of cosine is applicable, THUMBS DOWN if it is not.

1. 2. 3. 4.

Answers:

1. NO 2. YES 3. NO 4. YES

B. Establishing a purpose for the The teacher will recall what the Law of Cosine is and how it can be used to measure the sides and angles of
lesson triangles. Then, the teacher will introduce how it can be applied in solving word problems involving oblique
triangles.

C. Presenting examples/ instances of

the new lesson
 123

D. Discussing new concepts and The Law of Cosines

practicing new skills #1
The Law of Cosines can be used to find the measures of the other parts of an oblique (non-right) triangle
when either the lengths of two sides and the measure of the included angle are known (SAS) or the lengths
of the three sides (SSS) are known.

In triangle ABC with angles A, B, and C and corresponding opposite sides a, b, and c ,

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑏2 = 𝑎2 + 𝑐2 − 2𝑎𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

In applying the Law of Cosine, any of the two conditions must hold true:

1. Three sides (SSS)

2. Two sides and their included angle (SAS)

Example:
Solve for the value of a on ΔABC with A = 60°, b = 20, and c = 30.

Solve for a:

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑎2 = 202 + 302 − 2(20)(30) 𝑐𝑜𝑠 𝑐𝑜𝑠 60 °
𝑎2 = 400 + 900 − 1200 (0.5)
𝑎2 = 700𝑎 = 26.5

Example:

Solve for the value of a on ΔABC.

Solution:

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑎2 = 152 + 102 − 2(15)(10)115°
𝑎2 = 451.79𝑎 = 21.26

Example:

Solve the triangle ΔABC given A = 30°, b = 4, and c = 5.

Solution:

We will use the Law of Cosines to find a, use it again to find B, then use C = 180° − A − B.

First, we have
𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
𝑎2 = 42 + 52 − 2(4)(5) 𝑐𝑜𝑠 𝑐𝑜𝑠 30° 𝑎2 = 6.36𝑎 = 2.52

Now we use the formula for 𝑏2 to find B:

𝑐2 + 𝑎2 − 𝑏2
𝑏2 = 𝑐2 + 𝑎2 − 2𝑐𝑎 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵 =
2𝑐𝑎
52 + (2.52)2 − 42
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵 =
2(5)(2.52)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵 = 0.6091
 124

B = 52.5°
Thus, C = 180° - A – B
= 180° - 30° - 52.5°
= 97.5°

E. Discussing new concepts and Using the equations for the Law of Cosine, we will now use these to solve world problems involving oblique
practicing new skills #2 triangles.

Example:

Jack and Jill both start at point A. Each walk in a straight line and their paths form an angle of 105°. If after
45 minutes Jack has walked 4.5 kmand Jill has walked 6 km, how far apart are they from each other?

Solution:

In this problem, we are given with the measures of two sides and the included angle of the triangle that is
determined by their paths from the starting point and their locations after 45 minutes.
Since the given information define the SAS case of a triangle, hence, to solve for the value of x which is the
distance between them after 45 minutes, we can use the Law of Cosines.
Solving for the value of x in the figure,
𝑥2 = 62 + (4.5)2 − 2(6)(4.5) 𝑐𝑜𝑠 𝑐𝑜𝑠 105 °
𝑥2 = 70.2262
𝑥 = 8.38 𝑘𝑚

Example:

A satellite orbiting the Earth emits a signal to calculate the distance between itself and Earth. It found that the
distances between itself and two cities are 398 km and 361 km, respectively, and that the angle between
them is 5°. Find the distance between the cities.

Solution:

Because two sides lengths and the included angle measure are known, we can apply the Law of Cosines to
solve for the missing side length representing the distance between the cities.
Let's use the Law of Cosines to solve the distance.
𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴
𝑎 = 398 + 361 − 2(398)(361) 𝑐𝑜𝑠 𝑐𝑜𝑠 5° 𝑎2 = 2462.48𝑎 = 49.62
2 2 2

Example:

A security camera has been installed in one of the corners in a room. The diagram shown below indicates
the area that is visible in the camera's recording. What is the angle of the camera's field of vision?

Solution:
 125

Examining the diagram, we see that the field of vision can be modeled using a non-right triangle where all
side lengths are known.
Because of this, the Law of Cosines can be used to find m∠A, which corresponds to the desired field of
vision angle.
𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 (4.2)2 = (8.1)2 + (5.0)2 − 2(8.1)(5.0) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴 = 0.9009 (0.0009)
= 25.72
A = 25.72°

Example:

A pitcher’s mound on a women’s softball field is 43 ft. from

home plate and the distance between the bases is 60 ft.
How far is the pitcher’s mound from first base?

Solution:

In triangle HPF, H = 45°, f = 43, and p = 60.

Using the Law of Cosine, we have
ℎ2 = 𝑓2 + 𝑝2 − 2𝑓𝑝 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐻ℎ2
= 432 + 602 − 2(43)(60) 𝑐𝑜𝑠 𝑐𝑜𝑠 45 °
ℎ2 = 1800.0ℎ = 42.43 𝑓𝑡.

Example:

Two ships leave a harbor at the same time, traveling on courses that have an angle of 140° between them.
If the first ship travels at 26 miles per hour and the second ship travels at 34 miles per hour, how far apart are
the two ships after 3 hours?

Solution:

𝑥2 = 782 + 1022 − 2(78)(102) 𝑐𝑜𝑠 𝑐𝑜𝑠 140° 𝑥2 = 28677.29918𝑥 = 169.34 𝑚𝑖𝑙𝑒𝑠

F. Developing mastery (leads to

formative assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and The teacher asks the following questions to the students
abstractions about the lesson
1. What is the law of cosine?
2. What data are required for solving oblique triangle using the Law of Cosine?

Answers:

1. The Law of Cosine – the square of any side of a triangle is equal to the sum of the square of the other two
sides minus the product of these sides and the cosine of their included angle.
2. The data required for solving oblique triangle using the law of cosine are:
● two sides and the included angle are known
● three sides are known

CONTROL GROUP EXPERIMENTAL GROUP

I. Evaluating Learning Activity: Number Heads Together

Instructions: The class will be divided into six groups.

Group Task - DARA
A question will be flashed on the screen, and students
discuss the answer together. Then, the teacher calls
out a number, and the student with that number from
each group must stand up and provide their group's
 126

answer. The group who cannot provide an answer

within an allotted time will earn no points for that round.

Questions:

1. During a hurricane, an old tree is damaged and is

leaning off to one side. To secure the tree, an anchor
post is placed in the ground 5 m from the tree. A 9 m
rope is attached to the anchor and wrapped around the
tree 6 m from the base of the tree. At what angle is the Instructions: The class will be divided into two.
tree leaning? There will be 5 questions. For each question, the
group shall have one representative play the game
"Dara" in front of the class. Whoever wins the round
will have a chance to answer the question flashed
on the screen. Five points for every correct answer.
2. Tom, Den, and Harry are camping in their tents. If If the winner of the round answers incorrectly, the
the distance between Tom and Den is 153 ft., the chance will be given to the opponent. If they still get
distance between Tom and Harry is 201 ft., and the it wrong, no points will be awarded to both groups.
distance between Den and Harry is 175 ft., what is the
angle between Den, Harry, and Tom? After every round, the representative will change to
allow everyone to play. No coaching is allowed
from the rest of the members. Only the
representative of the round is allowed to play the
game and answer the question. Otherwise, a
deduction of 5 points will be imposed. After the
3. A triangular playground has sides of lengths a = 475 game, the group should write their total score on a
ft., b = 595 ft., and c = 401 ft. What are the measures 1/4 sheet of paper to serve as their quiz for the day.
of the angles between the sides?
Procedures: Each player has 12 chips. Players
start by taking turns placing their chips on the
board. Once all chips are placed on the board, the
goal is to be the first to capture four of their
4. To find the distance across a lake, a surveyor took opponent’s chips. A player can capture by moving
the following measurements as seen in the figure. one of their chips to make a row of 3. Then they
What is the distance across the lake? can choose their opponent’s piece to capture.
Rows of three can be made vertically or
horizontally, but chips can never move diagonally.
Remember that even if they have multiple rows of
three, they can only capture one of their opponent’s
5. Emily is building a fence in her backyard that is chips at a time.
shaped like a triangle. She has already built two sides
of the fence with lengths 6 ft. and 7 ft., but she needs When making a move, a player cannot immediately
to know how long to make the third side. Assuming that follow it by moving the same chip back to the same
the angle between the two built sides is 110°, what space again. It must be moved to a new space first.
length does the third side need to be? They cannot have four or more consecutive chips.
They also can’t capture an opponent’s chip during
the placement phase even if they’ve made a row of
three.

* A video will be played to help you understand the

game better.
Solutions:

1. Questions:
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 92
= 62 + 52 − 2(6)(5) 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 1. During a hurricane, an old tree is damaged and
−20
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 = 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶60 is leaning off to one side. To secure the tree, an
1 1 anchor post is placed in the ground 5 m from the
= − 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶−1(− )
3 3 tree. A 9 m rope is attached to the anchor and
= 109.5° wrapped around the tree 6 m from the base of the
tree. At what angle is the tree leaning?
 127

2.
𝑑2 = 𝑡2 + ℎ2 − 2𝑡ℎ 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷 2012
= 1532 + 1752 − 2(153)(175)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷
= 0.2546 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷−1(0.2546)
= 57.6°

3.
A = 52.70°, B = 85.12°, C = 42.27° 2. Tom, Den, and Harry are camping in their tents.
If the distance between Tom and Den is 153 ft., the
4. distance between Tom and Harry is 201 ft., and the
𝑑2 = 72 + (8.5)2 − 2(7)(8.5) 𝑐𝑜𝑠 𝑐𝑜𝑠 37 °𝑑2 = 26.21𝑑 distance between Den and Harry is 175 ft., what is
= 5.12 𝑚𝑖𝑙𝑒𝑠 the angle between Den, Harry, and Tom?
5.
𝑐2 = 62 + 72 − 2(6)(7) 𝑐𝑜𝑠 𝑐𝑜𝑠 110 °
𝑐2 = 113.7𝑐 = 10.7 𝑓𝑡.

3. A triangular playground has sides of lengths a =

475 ft., b = 595 ft., and c = 401 ft. What are the
measures of the angles between the sides?

4. To find the distance across a lake, a surveyor

took the following measurements as seen in the
figure. What is the distance across the lake?

5. Emily is building a fence in her backyard that is

shaped like a triangle. She has already built two
sides of the fence with lengths 6 ft. and 7 ft., but
she needs to know how long to make the third side.
Assuming that the angle between the two built
sides is 110°, what length does the third side need
to be?

Solutions:

1.
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 92
= 62 + 52 − 2(6)(5)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶
−20
=
60
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶
1 1
= − 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶−1(− )
3 3
= 109.5°

2.
𝑑2 = 𝑡2 + ℎ2 − 2𝑡ℎ 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷 2012
= 1532 + 1752 − 2(153)(175)
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷
= 0.2546
𝑐𝑜𝑠 𝑐𝑜𝑠 𝐷−1(0.2546) = 57.6°
 128

3.
A = 52.70°, B = 85.12°, C = 42.27°

4.
𝑑2 = 72 + (8.5)2 − 2(7)(8.5) 𝑐𝑜𝑠 𝑐𝑜𝑠 37 °𝑑2
= 26.21𝑑 = 5.12 𝑚𝑖𝑙𝑒𝑠
5.
𝑐2 = 62 + 72 − 2(6)(7) 𝑐𝑜𝑠 𝑐𝑜𝑠 110 °
𝑐2 = 113.7𝑐 = 10.7 𝑓𝑡.

J. Additional activities or remediation

C. REMARKS

D. REFLECTION

H. No. of learners who earned 80% of the

evaluation

I. No. of learners who require additional

activities for remediation who scored below
80%

J. Did the remedial lesson work? No. of learners

who have caught up with the lesson.

K. No. of learners who continue to require

remediation

L. Which of my teaching strategies worked well?

Why did these work?

M. What difficulties did I encounter which my

principal or supervisor can help me solve?

N. What innovation or localized materials did I

use/ discover which I wish to share with other
teachers

School Grade Level Grade 9

Teacher Learning Area Mathematics

Session 6 Quarter Fourth

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations.

B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-
life problems involving quadratic equations.
 129

C. Learning Competencies/ Learning Competency: Solves problems involving oblique triangles. (M9GE-IVh-j-1)
Objectives
Learning Objectives:

1. State the laws of sine and cosine

2. Identify when to use the laws of sine or cosine in word problems with oblique triangles
3. Solve word problems involving oblique triangles using the laws of sine or cosine

ONTENT Solve Problems that Involve Oblique Triangles (Law of Sine and Law of Cosine)

EARNING RESOURCES

A. References

eacher’s Guide 297-319

2. Learner’s Materials 477-505

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple
ways to learn new things, practice the learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.

A. Review previous lesson or The teacher asks the learners what their previous topic was all about.
presenting the new lesson
1. Can you recall the formula for the Law of Cosines?
2. Give one example of the formulas for the Law of Cosines.
3. When would you use the Law of Cosines to solve a triangle problem?

B. Establishing a purpose for The teacher lets the learners realize that objects around them may take the shape of an oblique triangle and
the lesson that the Law of Sine and Law of Cosine are very important in solving real-life problems involving this kind of
triangle.

C. Presenting examples/ instances

of the new lesson

𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶

D. Discussing new concepts and The equation for the Law of Sine is = = .
practicing new skills #1 𝑎 𝑏 𝑐

In applying the law of Sines, any of the two conditions must hold true:

1. two angles and a side are known (AAS or ASA), or

2. two sides and an angle opposite one of them are known (SSA).

The equations for the Law of Cosine are:

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑏2 = 𝑎2 + 𝑐2 − 2𝑎𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐵
𝑐2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐶

In applying the Law of Cosines, any of the two conditions must hold true:
 130

1. Three sides (SSS)

2. Two sides and their included angle (SAS)

Again,

To solve a triangle is to find the lengths of each of its sides and all its angles. The sine rule is used when we
are given either a) two angles and one side, or b) two sides and a non-included angle. The cosine rule is used
when we are given either a) three sides or b) two sides and the included angle.

Activity: True or False

Instruction: State whether the following questions are TRUE or FALSE.

1. In measuring the side of an oblique triangle, you can use the Law of Sine or the Law of Cosine depending
on your preference.
2. You can use either the Law of Sine or the Law of Cosine in measuring the side of a right triangle.
3. The rules on how to use the Law of Sine and the Law of Cosine are exactly the same.

Answers:

1. False
2. False
3. False

E. Discussing new concepts and Now that the students have mastered the Law of Sine and the Law of Cosine, it is time for them to distinguish
practicing new skills #2 when to use the Law of Sine and the Law of Cosine when solving word problems.

Example:

A farmer wants to fence off a triangular piece of land. The lengths of two sides of the fence are 72 m and 55
m, and the angle between them is 83°. Find the perimeter of the fence.

Solution:

This is a problem for the Law of Cosines. We know two side lengths (72m and 55m) and the included angle
(83°), which fits the criteria for using the Law of Cosines to find the missing third side of the fence.

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 𝑐𝑜𝑠 𝑐𝑜𝑠 𝐴

𝑎2 = 552 + 722 − 2(55)(72) 𝑐𝑜𝑠 𝑐𝑜𝑠 83 °
𝑎2 = 552 + 722 − 2(55)(72) 𝑐𝑜𝑠 𝑐𝑜𝑠 83 𝑎2 = 7243.79𝑎 = 85.11𝑚

Hence, the perimeter of the triangle is

P=a+b+c
P = 85.11 m + 55 m + 72 m
P = 212.11 cm

Example:
 131

To approximate the length of a lake, a surveyor starts at one end of the lake and walks 245 yards. He then
turns 110º and walks 270 yards until he arrives at the other end of the lake. Approximately how long is the
lake?

Solution:

This scenario requires the Law of Cosines. We know two sides (245 yards and 270 yards) and the included
angle (110°) to find the missing side (the length of the lake).

𝑥2 = 2702 + 2452 − 2(270)(245)𝑐𝑜𝑠70°𝑥2 = 87675.74𝑥 = 296.1 𝑦𝑎𝑟𝑑𝑠

Example:

An overhead crane is suspended from a ceiling by two chains. One chain is 4.6 m long and forms an angle of
60° with the ceiling. The other chain is 6.4 m long. What angle does the larger chain make with the ceiling?

Solution:

The problem requires the use of Law of Sines since the given values are 4.6m long and 6.4m long, and an
angle of 60°.

𝑎 𝑏
=
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵
6.4 4.6
=
𝑠𝑖𝑛 𝑠𝑖𝑛 60° 𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵
4.6 𝑠𝑖𝑛 𝑠𝑖𝑛 60°
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵 =
6.4
= 0.622
𝑠𝑖𝑛 𝑠𝑖𝑛 𝐵−1(0.622) = 38.46°
∠B = 38.46°

Example:

Three fishing ships in a fleet are out on the ocean. The Chester is 32 km from the Angela. An officer on the
Chester measures the angle between the Angela and the Beverly to be 25°. An officer on the Beverly measures
the angle between the Angela and the Chester to be 100°. How far apart, to the nearest kilometer are the
Chester and the Beverly?

Solution:

The angle at the Angela is 180°−100°−25° = 55°.

𝑠𝑖𝑛 𝑠𝑖𝑛 55° 𝑠𝑖𝑛 100° 32 𝑠𝑖𝑛 𝑠𝑖𝑛 55°

= 𝑥= = 27 𝑘𝑚.
𝑥 32 𝑠𝑖𝑛 𝑠𝑖𝑛 100°

F. Developing mastery (leads to

formative assessment 3)
 132

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and The teacher summarizes the mathematical concepts about oblique triangles through questions:
abstractions about the lesson
1. In solving problems involving oblique triangles, what are the two laws that are used?
2. In applying the Law of Sines, what are the two conditions?
3. In applying the Law of Cosines, what are the two conditions?

Answers:

1. Law of Sine and Law of Cosine

2. two angles and a side are known (AAS or ASA), or two sides and an angle opposite one of them are known
(SSA).
3. two sides and the included angle are given (SAS), or three sides are given (SSS).

CONTROL GROUP EXPERIMENTAL GROUP

I. Evaluating Learning Activity: Spot the Not Group Task - DARA

Instructions: In each number, there are three

statements. Two statements will be true, and
one statement will be false. The goal is to
identify which is false, and why. Write your
answers on a ½ crosswise sheet of paper.

1.
a. The Law of Sines (or Sine Rule) is used Instructions: The class will be divided into two. There will be
when you know two angles and a side (AAS or 5 questions. For each question, the group shall have one
ASA) of a triangle. representative play the game "Dara" in front of the class.
b. The Law of Cosines (or Cosine Rule) is Whoever wins the round will have a chance to answer the
used when you know two sides and the question flashed on the screen. Five points for every correct
included angle (SSA) of a triangle. answer. If the winner of the round answers incorrectly, the
c. Both the Law of Sines and Cosines can be chance will be given to the opponent. If they still get it wrong,
used to solve for missing sides or angles in no points will be awarded to both groups.
any triangle.
After every round, the representative will change to allow
2. everyone to play. No coaching is allowed from the rest of the
a. The Law of Sines can be used to find the members. Only the representative of the round is allowed to
measures of the sides of a triangle when the play the game and answer the question. Otherwise, a
measures of two angles and one side are deduction of 5 points will be imposed. After the game, the
known. group should write their total score on a 1/4 sheet of paper to
b. The Law of Cosines can only be used to find serve as their quiz for the day.
the measures of the angles of a triangle when
the measures of all three sides are known. Procedures: Each player has 12 chips. Players start by
c. The Law of Sines is expressed as a/sin(A) = taking turns placing their chips on the board. Once all chips
b/sin(B) = c/sin(C) in a triangle with sides a, b, are placed on the board, the goal is to be the first to capture
and c and opposite angles A, B, and C. four of their opponent’s chips. A player can capture by
moving one of their chips to make a row of 3. Then they can
3. choose their opponent’s piece to capture. Rows of three can
a. The Law of Sines can be used to solve be made vertically or horizontally, but chips can never move
oblique triangles when given two angles and a diagonally. Remember that even if they have multiple rows
side. of three, they can only capture one of their opponent’s chips
b. In an oblique triangle, the side opposite the at a time.
largest angle is the longest side.
c. An oblique triangle can have two obtuse When making a move, a player cannot immediately follow it
angles. by moving the same chip back to the same space again. It
must be moved to a new space first. They cannot have four
4. or more consecutive chips. They also can’t capture an
a. 𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶 opponent’s chip during the placement phase even if they’ve
𝑎 𝑏 𝑐
 133

made a row of three.

b. The Law of Sines can be used to find the
lengths of sides in any triangle. * A video will be played to help you understand the game
c. If two angles and a side opposite one of better.
these angles are known, the Law of Sines can
be used to find the other sides and angles of 1.
the triangle. a. The Law of Sines (or Sine Rule) is used when you know
two angles and a side (AAS or ASA) of a triangle.
5. b. The Law of Cosines (or Cosine Rule) is used when you
a. The Law of Cosines can be used to find know two sides and the included angle (SSA) of a triangle.
the length of a side of a triangle when two c. Both the Law of Sines and Cosines can be used to solve
sides and the included angle are known. for missing sides or angles in any triangle.
b. The Law of Cosines is also known as the
Cosine Rule.
c. The Law of Cosines is always used to find 2.
a missing side length. a. The Law of Sines can be used to find the measures of the
sides of a triangle when the measures of two angles and one
Answers: side are known.
b. The Law of Cosines can only be used to find the measures
1. Statement C is false. While both Laws are of the angles of a triangle when the measures of all three
powerful tools, they have specific use cases. sides are known.
We cannot use either Law universally for any c. The Law of Sines is expressed as a/sin(A) = b/sin(B) =
triangle problem. c/sin(C) in a triangle with sides a, b, and c and opposite
angles A, B, and C.
2. Statement B is false. The Law of Cosines
can be used to find the measures of the sides
or the angles of a triangle, given different 3.
combinations of known sides and angles. It is a. The Law of Sines can be used to solve oblique triangles
not limited to only finding the measures of the when given two angles and a side.
angles when all three sides are known. b. In an oblique triangle, the side opposite the largest angle
is the longest side.
3. Statement C is false. An oblique triangle can c. An oblique triangle can have two obtuse angles.
have at most one obtuse angle, as the sum of
angles in any triangle is 180 degrees.
4.
4. Statement B is false. The Law of Sines can a. 𝑠𝑖𝑛𝑠𝑖𝑛 𝐴 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐵 = 𝑠𝑖𝑛𝑠𝑖𝑛 𝐶
𝑎 𝑏 𝑐
only be used to find the lengths of sides in non-
right triangles, not any triangle.
b. The Law of Sines can be used to find the lengths of sides
in any triangle.
5. Statement C is false. The Law of Cosines
c. If two angles and a side opposite one of these angles are
can also be used to find a missing angle if you
known, the Law of Sines can be used to find the other sides
know all three side lengths (SSS case).
and angles of the triangle.

5.
a. The Law of Cosines can be used to find the length of a
side of a triangle when two sides and the included angle are
known.
b. The Law of Cosines is also known as the Cosine Rule.
c. The Law of Cosines is always used to find a missing side
length.

Answers:

1. Statement C is false. While both Laws are powerful tools,

they have specific use cases. We cannot use either Law
universally for any triangle problem.

2. Statement B is false. The Law of Cosines can be used to

find the measures of the sides or the angles of a triangle,
given different combinations of known sides and angles. It is
not limited to only finding the measures of the angles when
 134

all three sides are known.

3. Statement C is false. An oblique triangle can have at most

one obtuse angle, as the sum of angles in any triangle is 180
degrees.

4. Statement B is false. The Law of Sines can only be used

to find the lengths of sides in non-right triangles, not any
triangle.

5. Statement C is false. The Law of Cosines can also be used

to find a missing angle if you know all three side lengths (SSS
case).

J. Additional activities or
remediation

1) REMARKS

2) REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
What else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned

80% of the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lesson work? No. of

learners who have caught up with the
lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers
 APPENDIX H
TABLE OF SPECIFICATIONS
Republic of the Philippines
Department of Education
Region XII- SOCCKSARGEN
Division of General Santos City
MINDANAO STATE UNIVERSITY - GENERAL SANTOS

(Proficiency Test)

Subject: Mathematics Quarter: 4th Quarter Grade level: Grade 9

Lesson: Trigonometry

Learning No. of Placemen Distribution of Items Tot al Percentage

competencie hours t of Items no. of
s spent Ite ms
on the Analy Infe Evalu Induc Deduc
topic sis rence ation tion tion

Illustrates 3 1, 4, 6, 1, 6, 14 8, 18 4,12 10, 16 10 50%

the laws of 8, 10, 12, 20
14, 16, 18,
sines and 20
cosines

Solves 3 2, 3, 5, 15, 2, 17, 3, 13 7, 19 5, 11 10 50%

problems 7, 9, 11, 9
involving 13, 15, 17,
oblique 19
triangles

Total 6 4 4 4 4 4 20 100%
 136

APPENDIX I

PROFICIENCY TEST
(PRETEST & POSTTEST)

Instructions: Answer all questions by selecting the best choice. Write your answer in the space provided.

1. ∆ABC has sides a = 31, b = 29, and c = 20. What is m∠ A and m∠ B?

a. 38.8 ° and 39.9°, respectively

b. 76° and 65.2°, respectively
c. 48 ° and 29°, respectively
d. 76.8 ° and 65.9°, respectively

2. In a construction project, a non-right-angled triangular roof has side lengths of 6 meters, 8 meters, and 10 meters.
Which trigonometric law would likely be used by the architect to calculate the angle of inclination between two sides of
the roof?

a. Law of Sine
b. Law of Cosine
c. Law of Tangent
d. Pythagorean Theorem

3. In ∆ABC, angle A measures 50°, a = 8 units, and b = 10 units. If you were asked to solve for angle C, which of the
following steps would you take?

a. Apply the Law of Sine to find angle C directly.

b. Use the Law of Cosine to find side c, then apply the Law of Sine to find angle C.
c. Use the Law of Cosine to find angle C directly.
d. Apply the Law of Tangent to find angle C directly.

4. In ∆ ABC, m∠A = 114°, m∠B = 34°, and a = 31. Use the applicable trigonometric laws (Law of Sine
or Cosine) to find the length of side b and c.
 137

a. b = 20 and c = 19
b. b = 19 and c = 18
c. b = 20.5 and c = 19.5
d. b = 19.5 and c = 18.5

5. In a ∆ ABC, if side lengths a = 3 units, b = 4 units, and c = 5 units, what deduction can be made about the
relationship between the longest side and the largest angle?

a. The longest side is opposite the largest angle.

b. The longest side is adjacent to the largest angle.
c. The longest side is opposite the smallest angle.
d. The longest side is adjacent to the smallest angle

6. In ∆ ABC, angle A = 40°, angle B = 80°, and side a = 12 units. Analyze the given information and determine
whether the triangle is acute, obtuse, or right. Then, calculate the length of side b using the appropriate trigonometric
law.

a. Acute: b ≈ 15. 39 units.

b. Obtuse: b ≈ 14.6 units
c. Right: b ≈ 9.54 units
d. None of the above

7. Solve the triangle: a = 2, c = 1, and = 60°. Using the Law of Sine, which of the following best describes the
oblique triangle?

a. No triangle exists with the given measurements.

b. The illustration is incorrect, the triangle must be acute.
c. The illustration is incorrect, the triangle must be right-angled.
d. None of the above.

8. In ∆ ABC, angle C = 31°, angle B = 126°, b = 22, and c = 14. By using the Law of Sine which of the
following is the correct answer?

a. a = 106
b. a = 10.6
c. a = 1.06
d. a = 0.106
 138

9. The law of sines can be used to complete the solution of an oblique triangle and there are different ways in
which the required data may be made available. Which of the following is/are not included on these strategies/ways?

a. One side length and two angles (ASA or AAS)

b. Two sides and the included angle (SSA)
c. Two angles and the side opposite to one of them (SAA)
d. All of the above can be used with the Law of Sines.

10. A right triangle ABC has sides a, b, and c, and angles A, B, and C respectively. If a > b and angle B > angle
C. Then the following are incorrect except:

a. Side c is the longest side (c > a)

b. Side c is opposite the largest angle (c is opposite B)
c. Angle A is acute (A < 90°)
d. Triangle ABC must be right-angled (one angle is 90°)

11. In a triangle, given angle A= 50°, angle C = 30°, and side a = 10. From these, which of the following are
the measures or values for side b and side c?

a. b = 12. 9 and c = 6.5

b. b = 11. 9 and c = 7.5
c. b = 10.9 and c = 8.5
d. b= 12.8 and c = 6.6

12. You are sailing a boat and need to determine your position relative to two lighthouses. You know the
distance between the lighthouses is 5 kilometers (km) and measure the angles between your boat and each
lighthouse to be 45° and 75°, respectively. Which law (Sine or Cosine) would be most helpful to find the distance
between your boat and the closer lighthouse?

a. Law of Sine
b. Law of Cosine
c. Both Laws are equally helpful
d. Neither Law is applicable in this situation
 139

13. Which of the following best describes B under the Law of Cosine?

a. No triangle exists.
b. The triangle lacks information.
c. B is greater than angles A and C.
d. B is less than angles A but greater than C.

14. You wish to measure the distance across a River. You determine that C = 112.90°, A = 31.10°, and b =
347.6 ft. What can you infer about the distance across the river a?

a. The distance across the river is 305.5 ft.

b. The distance across the river a measures 304.5 ft.
c. The distance across the river a measures 303.5 ft.
d. The distance across the river a measures 302.5 ft.

15. A golfer takes two gentle strokes to get the ball into the hole. The first stroke rolls the ball 10.3 feet in the
northwest direction and the second stroke sends the ball due north 3.8 feet into the hole, creating a 135 angle. Which
of the following diagrams best illustrates the problem?

a. b. c. d.

16. An overhead crane is suspended from a ceiling by two chains. One chain is 4.6 m long and forms an
angle of 60° with the ceiling. The other chain is 6.4 m long. What angle does the larger chain make with the ceiling?

a. The angle must be less than 30°.

b. The angle is between 35° and 40°.
c. The angle must be exactly 60°.
d. The angle cannot be determined without further information.

17. Jack and Jill both start at point A. Each walk in a straight line and their paths form an angle of 105°. If after
45 minutes Jack has walked 4.5 km and Jill has walked 6 km, what can you infer about the distance between them?
 140

a. The distance between Mary and Maui must be 3.83 km.

b. The distance between Mary and Maui must be less than 5 km.
c. The distance between Mary and Maui must be 8.38 km.
d. The distance between Mary and Maui must be less than 4 km.

18. In applying the Law of Sines, which of the following conditions must hold TRUE?

a. Two sides and an angle are known (SSS or SSA)

b. Two angles and a side are known (AAS or ASA).
c. Two angles and a side opposite one of them are known (SSA)
d. If the triangle has an unknown shape.

19. The sum of the angles in any triangle is always 180 degrees. Consider a series of triangles where each
triangle has two equal angles (congruent angles), as x. What can you infer about the measure of the third angle (y in
degrees) in this series of triangles?

a. The measure of the third angle (y) will always be double the measure of the congruent angles (x).
b. The measure of the third angle (y) will always be a constant value regardless of the measure of x.
c. The measure of the third angle (y) will always be less than the measure of each congruent angle (x).
d. The measure of the third angle (y) must be equal to the sum of the two congruent angles (2x) to reach
180 degrees.

20. Which of the following statements best describes the relationship between the applications of
the Pythagorean Theorem to the Law of Cosine?

a. The Law of Cosine and the Pythagorean Theorem are completely unrelated formulas.
b. The Law of Cosine is a more complex version of the Pythagorean Theorem
c. The Law of Cosine is a more general formula while the Pythagorean Theorem is applicable only to
specific cases such as when one angle in the triangle is a right angle (90 degrees).
d. The Law of Cosines applies only to obtuse triangles, while the Pythagorean Theorem applies to
acute triangles.
 141

ANSWER KEY

1. B

2. A

3. B

4. B

5. A

6. A

7. A

8. B

9. D

10. B

11. A

12. A

13. A

14. A

15. A

16. B

17. C

18. B

19. D

20. C
 142

APPENDIX J

SUBJECT TEACHER OPBSERVATION SURVEY QUESTIONS

Effectiveness of Board Games in Math Instruction

1, In what ways do you believe board games have enhanced students' engagement with
math content compared to traditional teaching methods?

2. Have you noticed any changes in the students' collaborative problem-solving skills since
implementing the board games in math instruction?

3. How do you perceive the students' critical-thinking abilities evolving throughout the board
game intervention period?

4. Have you observed any improvements in students' retention of math concepts

following their participation in board game sessions?

5. Have you noticed any instances where certain students struggled to engage with the
board game intervention? If so, what factors do you think contributed to their disengagement?

6. Have you observed any improvements in students' retention of math concepts following
their participation in board game sessions? How do you think the use of board games has
contributed to a more interactive and dynamic learning environment in your classroom?
 143

APPENDIX K

PARTICIPATING STUDENTS OPBSERVATION SURVEY QUESTIONS

1. How do you feel the board game sessions have contributed to your understanding
of math concepts and critical-thinking skills.

2. Can you describe any specific instances during the board game sessions where you felt
challenged to think critically and strategize?

3. What aspects of the board game intervention do you believe have been most beneficial
for your learning in math?

4. Have you noticed any changes in your confidence levels in tackling math problems since
participating in the board game sessions?

5. What are your expectations for your performance in the post-assessment, considering
your engagement with the board game intervention?

6. How would you like to see board games such as Achi, Tic-Tac-Toe, and Dara continue
to be integrated into your math instruction in the future?
 144

APPENDIX L

STATISTICIAN’S CERTIFICATE

CERTIFICATION

This is to certify that I have thoroughly reviewed the statistical treatments and analyses of the paper
entitled “BOARD GAMES ON THE CRITICAL-THINKING SKILLS OF HIGH SCHOOL
STUDENTS” and the same has complied with the standard and acceptable statistical procedures.

This certification is issued upon the request of :

Gwyn Kryll J. Nabing

Tong Kim C. Luy

for whatever legal purposes if may serve the best.

Issued on the nth day of October 2024 at the Mindanao State University, Fatima Campus, General
Santos City.

(Sdg) Prof.
Accredited Statistician
 145

DOCUMENTATIONS

(CONTROL GROUP)
 146

DOCUMENTATIONS

(EXPERIMENTAL GROUP)
 147

DOCUMENTATIONS
 148

CURRICULUM VITAE

Gwyn Kryll J. Nabing

Purok 4 Santo Nino, Barangay Apopong

General Santos City

gwynkryll.nabing@msugensan.edu.ph

0946-190-8723

PERSONAL INFORMATION

Date of Birth: June 22, 2002

Place of Birth: General Santos City

Sex: Female

Nationality: Filipino

Marital Status: Single

Email: gknabing@gmail.com

Phone Number: 09461908723

EDUCATIONAL BACKGROUND

Tertiary: Mindanao State University

Fatima, General Santos City

Bachelor of Secondary Education Major in Mathematics

2021 - Present

Secondary: Mindanao State University - GSC

 149

Fatima, General Santos City

ABM Strand

Year 2019 - 2021

Mindanao State University - GSC

Fatima, General Santos City

Laurel Ave., Brgy. Dadiangas East, General Santos City

Year 2015 - 2019

Elementary: Dadiangas West Central Elementary School

Pres.Ramon Magsaysay Ave, General Santos City

Year 2009 - 2015

Pre-School: Roca Alliance Nursery-Kindergarten School

Roca Subdivision, Apopong, General Santos City, Philippines

Year 2006 - 2009

 150

CURRICULUM VITAE

Tong Kim C. Luy

Purok Buan, Upper Buan Village

General Santos City

tongkimcastilloluy@gmail.com

0949-398-7968

PERSONAL INFORMATION

Date of Birth: February 08, 2003

Place of Birth: General Santos City

Sex: Male

Nationality: Filipino

Marital Status: Single

Email: tongkim.luy@msugensan.edu .ph

Phone Number: 09777756850

EDUCATIONAL BACKGROUND

Tertiary: Mindanao State University

Fatima, General Santos City

Bachelor of Secondary Education Major in Mathematics

2021 - Present
 151

Secondary: New Society National High School

Marcos Avenue, Brgy. Apopong, General Santos City

STEM Strand

Year 2019 - 2021

Engarcia L. Valdomar National High School

Klinan 5, Brgy. Mabuhay, General Santos City

Year 2015 - 2019

Elementary: New Mabuhay Elementary School

Mabuhay Road, Barangay Apopong, General Santos City

Year 2014 - 2015