Basic Calculus (BACAL) Damath Strategy and the Academic Performance

of Grade 12 STEM Students

A Quantitative Research

Presented to the Faculty of Senior High School Department

ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Calapan City

Bolaños, Jessica

De Leon, Aegio

Magsino, Pauline Mae

Malicsi, Mike David

Rubio, Mark Daniel

Tamayo, Hannah Beatrice

OCTOBER 2018

1
 APPROVAL SHEET

This quantitative research paper hereto attached, entitled “Basic Calculus

(Bacal) Damath Strategy And The Academic Performance Of Grade 12 Stem
Students” prepared and submitted in fulfilment of the requirements for Practical
Research II (Quantitative Research), has been examined and recommended for
acceptance and approval for

Jessica Bolaños Aegio De Leon

Member Member

Pauline Mae Magsino Mike David Malicsi

Member Member

Mark Daniel Rubio Hannah Beatrice Tamayo

Member Member

PANEL OF EXAMINERS

Mark Jeffry V. Coz Junjun A. Villanueva

Date Date
Jay-R DC. Osorio
Date

Recommending approval and acceptance in partial fulfilment of the requirements for

Practical Research 2: Quantitative Research

Norman F. Magsino
Subject Group Head- STEM

Alain A. Mendoza, Ed. D.

SHS Assistant Principal II

2
 ACKNOWLEDGEMENT

Glory and appraisal to God, our Creator and our Heavenly Father, for his divine

providence, mercy, love and guidance.

Acknowledgement is given to Sir Jay-R Osorio for giving suggestions that truly

improved the study as well as for helping and guiding the researchers throughout the

whole process. The proponents would also like to thank Sir Norman Magsino for his

utmost support upon the accomplishment and successful conduct of this study.

Deepest gratitude is given to the proponents’ families and the respondents for

letting them explore the boundaries of quantitative research and formulate a whole new

concept that they have reaped from bits of ideas existing in their young minds.

Appreciation is extended to the proponents’ fellow classmates, friends, OMNHS

officials, teachers, and school personnel.

3
 DEDICATION

The researchers would like to dedicate this piece of work, first and foremost, to our

Beloved God, for giving us the light as a guide in completing this research paper.

To our families, who were always there to help, for their understanding and

overwhelming support, morally and financially.

To our fellow students and classmates, hope that we can improve and develop

their memorization capability for a higher examination results and mostly for a brighter

and better future

And lastly, to all the people who contributed much in the success of this research

paper.

4
 ABSTRACT

Learning has always been essential to the growth of an individual. People learn

through strategic teaching and immersive experiences. Despite the efforts exerted by

numerous instructors, students still struggle in their subjects and face predicaments that

result in poor academic performance. Games and other innovative learning activities have

been an excellent way in teaching content, creating a stimulating environment, and

enhancing students’ critical thinking abilities.

This research study dealt mainly with the use of mathematical games, BACAL

Damath Strategy, in learning the different topics in Basic Calculus. This study used pre-

test-post-test quasi experimental research design which utilized t-test and descriptive

statistics in analyzing the data. Purposive sampling was used to determine the

respondents of this study and pre-tests and post-tests provided by the subject teacher

were utilized.

The pre-test scores of the groups signify that the students’ computational

competence in Basic Calculus is low. The post-test scores of the groups significantly differ

resulting to higher scores for the experimental group. It means that the computational

competence of experimental group is superior compared to the control group. This was

the result of exposure of both groups to different strategies and intervention programs. It

could be concluded that mathematical games are effective in improving the computational

competence of STEM students in Basic Calculus.

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 TABLE OF CONTENTS

TITLE PAGE …..…………………………………………………………….….………………1

ABSTRACT………………………………………………………………………………………5

TABLE OF CONTENTS …..…………………………………………………...……..……….6

PROBLEM AND ITS SETTING ..…………………………………………….………….……8

Introduction …………………………………………………………………………….8

Conceptual Framework ………………………………………………………………11

Statement of the Problem …..……………………………………….…………..…..11

Statement of the Hypothesis .………………………………………………....…….12

Significance of the Study .………………………………………………...….…..….13

Scope and Limitations ………………………………………………….……………13

Definition of Terms ……………………………………………………………………14

REVIEW OF RELATED LITERATURE ……………………………………………………..15

RESEARCH METHODOLOGY ……………………………………………………...………20

Research Design ………..……………………………………………….……………20

Research Locale .……………………………………………………………………..20

Respondents ……………………….…………………………………………….……21

Sampling Technique ……..…………………………………………………....….….21

Research Instrument …..……………………………………………………..………21

6
 Statistical Treatment of Data ………………………………………………………..22

RESULTS AND DISCUSSION ………………………………………………………………23

CONCLUSION AND RECOMMENDATION ………………………………….……………30

REFERENCES ……………………………………………………………….……………….33

APPENDICES………………………………………………………………………………….35

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 CHAPTER I

PROBLEM AND ITS SETTING

INTRODUCTION

A large number of students in the Philippines struggle with Mathematics and the

concepts behind it. A downward trend has been displayed by 4th year high school students

in Mathematics from school year 2013-2014 to school year 2014-2015 with a discrepancy

of 2.7% based on National Achievement Tests. (Rodriguez, 2016)

Games and other innovative learning activities have been an excellent way in

teaching content, creating a stimulating environment, and enhancing students’ critical

thinking abilities. They also promote active, student-centered learning as students interact

freely to solve problems.

Learning has always been essential to the growth of an individual. People learn

through strategic teaching and immersive experiences. Despite the efforts exerted by

numerous instructors, students still struggle in their subjects and face predicaments that

result in poor academic performance.

Challenges mainly revolve in the difficulty of academic subjects. Frequently,

students can’t perform well on subjects that they find relatively difficult. Both internal and

external factors play a role in the performance of an individual. These may include lack

of interest, insufficient number of activities, pace of transition in discussions, etc.. The root

of the cause varies from one person to another and may result to different outcomes.

Mathematics appears to be one of the most difficult subjects in the history of man. It has

been the source of various predicaments that the students painstakingly face every day

8
in an academic year. A large percentage of individuals seem to “despise” the very idea of

solving and answering Math problems. It has been perceived as difficult even when one

lays his/her eyes on different concepts and variables for the first time.

Recent articles (Givvin et al., 2011; Stigler et al., 2010) report a string of shocking

findings where students are asked a set of questions regarding their perception of

Mathematics. One of the most enlightening questions the students were asked was not a

Math problem. They were asked (Givvin et al., 2011) what it means to be good at

Mathematics. Here are some of their responses (quoting Richland et al., 2012): “Math is

just all these steps.”; “In math, sometimes you have to just accept that that’s the way it is

and there’s no reason behind it.”; “I don’t think [being good at math] has anything to do

with reasoning. It’s all memorization.”

In all, 77% of the students seemed to believe that Math was not something that

could be figured out, or that made sense. It was just a set of procedures and rules to be

memorized. This is, of course, exactly the opposite of true (Nate Kornell, 2012).

Grade 12 Science, Technology, Engineering and Mathematics (STEM) students

take up Basic Calculus in the first semester as one of the specialized subjects under the

K-12 Curriculum. Generally, it includes Limits and Continuity, Derivatives, and Integration.

The subject description specifically states that at the end of the course, the students must

know how to determine the limit of a function, differentiate, and integrate algebraic,

exponential, logarithmic, and trigonometric functions in one variable, and to formulate and

solve problems involving continuity, extreme values, related rates, population models,

9
and areas of plane regions. Basic Calculus covers only a few topics but involves a lot of

learning competencies that the students need to acquire and cope with.

Game environments have great potential to support immersive learning

experiences. Games meet tests for effective learning environments: they are active

experiences, and they have the capacity to provide intrinsic motivation. In a traditional

instructional design practice, motivation is often considered as a preliminary step in the

instructional process. Intrinsic motivation, however, focuses on the development of

motivation throughout the entire instructional process.

To learn, students need to be motivated, and an appropriate level of challenge

combined with a clear and attainable goal is highly motivating. Learning environments

have been limited to the classroom model: the teacher stands in front of a class and

transmits knowledge to a listening group of students. To support a flow state, a learning

environment must closely match each student’s skill level and provide tasks with clear

goals and immediate individual feedback.

A stimulating environment should be prioritized in order to ensure a smooth flow

of information and proper discussion. Students must find learning fun and interesting,

specifically in subjects with intense difficulty like Basic Calculus. It is for this reason that

the researchers have conducted the study, Basic Calculus (BACAL) Damath Strategy and

the Academic Performance of Grade 12 STEM Students.

10
 CONCEPTUAL FRAMEWORK

With the use of BACAL Traditional Teaching Strategy

DAMATH Strategy *Pre-Test
l
*Pre-Test *Post-Test
*Post-Test

Hypothesized comparison between the independent variables

This figure represents the difference between the independent variables. The

independent variables are the determination of the scores in the pre-test and post-test of

the students with and without the use of the BACAL Damath Strategy.

Statement of The Problem

This study aims to determine the relevance of mathematical games in learning the

topics in Basic Calculus. Specifically, it seeks to answer the following questions:

1. What is the level of Academic Performance of the respondents using traditional

teaching strategy and BaCal Strategy in terms of:

1.1 Pre-test

1.2 Post-test

11
2. Is there a significant difference be\tween the pre-tests of students under Traditional

Teaching Strategy and BACAL Damath Strategy?

3. Is there a significant difference between the post-tests of students under Traditional

Teaching Strategy and BACAL Damath Strategy?

4. Is there a significant difference between the pre-test and post-test under Traditional

Teaching Strategy?

5. Is there a significant difference between the pre-test and post-test under BACAL

Damath Strategy?

6. Is there a significant difference between the BACAL Damath Strategy and Traditional

Teaching Strategy?

Statement of the Hypotheses

1. There is no significant difference between the pre-tests under Traditional Teaching

Strategy and BACAL Damath Strategy.

2. There is no significant difference between the post-tests of Traditional Teaching

Strategy BACAL Damath Strategy.

3. There is no significant difference between the pre-test and post-test under Traditional

Teaching Strategy.

12
4. There is no significant difference between the pre-test and post-test under BACAL

Damath Strategy.

5. There is no significant difference between the Traditional teaching Strategy and BACAL

Damath Strategy.

Significance of the Study

This is mostly beneficial to STEM Students for this will serve as a technique in

coping up and enhancing skills in Basic Calculus.

Educators will be guided by the study in adjusting a traditional teaching strategy

and transition to an effective BACAL Damath Strategy that aligns with the demands on

learning competency and develops good quality educators.

Scope and Delimitation

This study focuses on comparing and determining the scores of pre-test and post-

test of the students with the use of Traditional Teaching System and BaCal Damath

Strategy.

It is only limited to Grade 12 STEM Students of OMNHS who are currently taking

up Basic Calculus.

This study covers the results obtained by the researchers after the students’

completion of pre-test and post-test using Traditional Teaching Strategy and BACAL

Damath Strategy.

13
Definition of Terms

BACAL Damath Strategy: the strategy what will be used by the students to improve their

skills in Basic Calculus

Post-Test: a test given to students after completion of an instructional program or

segment and often used in conjunction with a pretest to measure their achievement and

the effectiveness of the program

Pre-Test: a preliminary test administered to determine a student's baseline knowledge or

preparedness for an educational experience or course of study. A test taken for practice.

The advance testing of something, such as a questionnaire, product, or idea.

Traditional Teaching Strategy: used by the respondent, serves as the basis of the

researchers in determining if the BACAL Damath Strategy has a significant difference

from the strategy used by the respondent

14
 CHAPTER II

REVIEW OF RELATED LITERATURE

This section discusses the related studies of the study after the thorough and in-

depth search done by the researchers.

Teaching styles have changed significantly over the years. Traditional teaching

methods are one of the few teaching styles that are still being adapted today. The

traditional way of teaching mainly revolved in several recitations and memorization

techniques.

The back-to-basics traditional education method, also known as conventional

education, is still widely used in schools. The old-fashioned way of teaching was all about

recitation. For example, students would sit in silence, while one student after another

would take turns in reciting the lesson. The way in which traditional methods was taught

ensured that students were rewarded .for their efforts, used class periods efficiently and

exercised clear rules to manage students’ behavior. They were based on established

customs that had been used successfully in schools over many years. The teachers

communicated the knowledge and enforced standards of behaviour (Cambridge Centre

for Sixth-form Studies, 2017).

Schools need to put more effort into evaluating what makes effective teaching, and

ensure that discredited practices are rooted out from classrooms, according to a new

study published by the Sutton Trust and Durham University (2014). The study suggests

that some schools and teachers should continue using methods that cause little or no

improvement in student progress, and rely on anecdotal evidence to back fashionable

15
techniques such as “discovery learning,” where pupils are meant to uncover key ideas for

themselves, or “learning styles”. Several traditional styles that reward effort, use class

time efficiently and insist on clear rules to manage pupil behavior, are more likely to

succeed, according to the report. The research suggests that teachers with a command

of their subject, allied with high-quality instruction techniques such as effective

questioning and assessment, are the most likely to impart the best learning to their pupils.

On a similar note, traditional teaching has been around for thousands of years, shaping

the minds of so many scholars, workers and ordinary men and women. At a young age,

a person is expected to attend a formal education, which involves a teacher and a set of

students convening in a classroom. Through formal education using traditional teaching

methods, students learn what they needed to succeed in the real world. The advantage

of obtaining an education in a classroom setting is that a student receives formal

education and learns to focus on the subject at hand (Arzel Online, 2013).

Despite the usual familiarity emerging from a traditional teaching system,

traditional teaching methods lack in imposing interest among the students. The discussion

is quite monotonous and extremely systematic. According to Jaebi, traditional classroom

training displays many drawbacks. For one, it inherently places the most value on

standards, curriculum and passing tests as opposed to student -focused learning.

Student-focused learning places value on the student and builds the curriculum

around the questions young people need answered in order to understand the

material. Constructivist learning builds on the knowledge students already have

allowing them to form concrete associations to new information, which improves

retention. Traditional classroom training does not encourage critical thinking

16
skills, the ability to apply information gained through experience and reasoning.

Instead, traditional training emphasizes the ro le of teachers as knowledge

dispensers and students as repositories. This style of learning does not allow

students to acquire deeper levels of understanding required for complex

concepts and lifelong learning. Moreover, it emphasizes passing tests, whethe r

or not students are under testing material. The learning process is thus

devalued, and students are not encouraged to understand the methods,

techniques and skills required to find answers. Constructivist learning holds the

process as important as the results because it stimulates skills important long

after schooling. Traditional training emphasizes individual student work and

projects and is poor preparation for a student's future endeavors, which are likely

to include working on teams and collaborating with colleagues. Under this

training model, students receive few opportunities to practice group dynamics

and teamwork.

The claims presented for the disadvantages of Traditional Teaching were most

persuasive and reliable since the dilemma already exists. A traditional teaching system

puts the greatest value on technicalities and word per word memorization of data instead

of active learning and application. Standardized tests and well-determined curriculum

guides cloud the traditional setting and discourage critical thinking and interactivity.

With the main objective of weighing the bounds of traditional teaching strategies,

the researchers found the literature tied to the current study in the course of highlighting

the need to strategize and devise a new strategy that will create a stimulating environment

for the students. Anchored on evidences and existing facts, the findings proved reliable

17
to the desired topic. The study mainly revolves on understanding the relevance of a new

teaching method through understanding the flaws of a traditional teaching system.

Games are a ubiquitous part of life in our culture, and experts suggest they will

become even more deeply embedded in the coming years. Games help people develop

a disposition toward collaboration, problem solving, communication, experimentation, and

exploration of identities, all attributes that promote success in a rapidly changing,

information-based culture. The study also revealed that simply playing board games in

the classroom or on family game night helps brain development. It also suggests that

board games can be helpful in building social skills and self-esteem, as well as teach kids

about rules, competition, fair play, and values (Horizon Report, 2011).

Persistence in didactic games allows students to overcome problems, see them

as effort on their way to success. It increases motivation and optimism concerning

learning new things, rules and dependencies. Therefore, participants of games are not

discouraged by difficulties and learn from their failures. Such an attitude allows them to

develop another competence, which is readiness to cope with risk and running risk

(Catapano, 2017).

According to Schwartz (2013), playing in school can be a problem. You either

change the games, or make it school-related games. Like in this study, the researchers

come up to make a strategic material that can help the students in studying their Basic

Calculus subject. Schwartz adds, “Games allow us to measure learning in ways we

couldn’t do before.” In this study, the researcher will measure the results they will be get

from the pre-test and post-test of the respondents. The researcher also wants to know

18
how the students enjoy playing while studying. Like McKay said, “Knowledge is not the

outcome we want; we want students to learn how to make choices.” Interactive games

are very useful in studying or in the learning process because it makes studying more fun

and active. In support to this statement, according to the panelists at Stanford “Games

help us develop non-cognitive skills, which are as fundamental as cognitive skills in

explaining how we learn and if we succeed”. This type of learning enable students to

amass deeper levels of understanding needed for complicated ideas and womb -

to-tomb learning. Moreover, it emphasizes passing tests, whether or not or not

students are under testing materials.

According to an associate professor of digital media at University of Wisdom-

Madison, “…it turns out games are hard”, where people think that this thing is like a cog

in a machine or having a specific system to follow than to have an interactive environment,

free and “let-them-wander-around” aura. This system requires a higher worth of

memorization and active learning and application of those techniques to solve and finish

the game.

Having the process of assessing the bounds of interactive game strategies, the

researchers found the literature tied to the current study in the course of highlighting the

need to manipulate and develop a game strategy that will create a collaborative endeavor

in learning, especially in Mathematics. Anchored on evidences and existing facts, the

findings proved reliable to the desired topic. The study mainly revolves on understanding

the relevance of a new teaching method through understanding the flaws of a traditional

teaching system.

19
 CHAPTER III

RESEARCH METHODOLOGY

This section presents the research design, respondents of the study,

instrumentation, sampling techniques to be used, scaling and quantification construction

of the instrument, data gathering procedures, data analysis and interpretation.

Research Design

The study employed descriptive-comparative methods of research. According to

Walter (2005), descriptive research, also known as statistical research, describes data

and characteristics about the population phenomenon being studied.

This design will be appropriate because the intention is to describe the relevance

of a creative teaching strategy. Comparisons are made between traditional teaching

strategy and Basic Calculus DAMATH strategy to determine if the DAMATH strategy has

actual impact to the results of the post-test.

Research Locale

The study was conducted in two (2) selected sections of Grade 12 STEM Students

in OMNHS. The Oriental Mindoro National High School is the flagship campus and the

largest public high school in Oriental Mindoro. It was established in 1921 and is located

in San Vicente East, Calapan City. It offers Junior and Senior High School. The school is

headed by Dr. Nimrod Bantigue. It was formerly named Oriental Mindoro High School

and Jose J. Leido, Jr. Memorial National High School.

20
Respondents

The respondents were composed of 74 students of Grade 12 STEM, 38 students

from STEM Euclid and 46 students from STEM Euler. They were selected from the total

population of 667 Grade 12 students in OMNHS.

Sampling Technique

Purposive sampling was used to determine the respondents of this study. The

basic principle behind this sampling method is to determine a very specific group of

students for reasons of feasibility or efficiency. This can help the researcher identify very

specific eligibility criteria that are evident across the sample.

Research Instrument

The main instrument of the study was in a form of pre-test and post-test provided

by the Basic Calculus subject teacher.

PRE-TEST POST-TEST

Traditional Teaching Strategy Traditional Teaching Strategy

BACAL DAMATH Strategy BACAL DAMATH Strategy

Statistical Treatment of Data

The data gathered were treated statistically using the comparative statistics such

frequency, percentage and arithmetic mean. The following formulas were used:

21
Frequencies and Percentage

Formula: Where:

𝑛
Percentage = × 100 𝑛 = number of respondents per category
𝑁

𝑁 = total number of respondents

Arithmetic Mean

Formula: Where:

∑fx
x̅ = 𝑥 = Arithmetic mean
N

𝑁 = Total number of respondents

∑ 𝑓𝑥 = Summation of function of x

T-test

Formula: Where:

̅̅̅1= Mean of first set of values

𝑋

̅̅̅2= Mean of second set of values

𝑋

S1 = Standard deviation of first set of values

S2 = Standard deviation of 2nd set of values

N1 = Total number of values in first set

N2 = Total number of values in second set

22
 CHAPTER IV

RESULTS AND DISCUSSION

In this section, the results of the data analysis are presented. The data were

collected and then processed in response to the problems posed in chapter 1 of this study.

1.1 What is the level of Academic Performance of the respondents using traditional

teaching strategy in terms of Pre-test?

Table 1. Mean of Pre-test Scores of the Control Group and Experimental Group

Test Group Mean SD MPS Verbal

Interpretation

Pre- Control 15.22 2.24 31.25 Low Mastery

test Experimental 15.95 3.10 32.64 Low Mastery

Shown in Table 1 is the mean of pre-test scores of the students in the control group

and experimental group. It shows the mean score of control and experimental groups of

15.22 and 15.95 respectively. There is a slight difference of 0.73 which might not possibly

affect the results of the study.

The standard deviations’ results of 2.24 and 3.10 are not that big which signify that

both classes are less variable; it means that the students were of differing level of

intelligence. The results suggest that the two groups included in the study are almost the

same.

23
 In terms of the mean percentage score (MPS), control group has 31.25 percent

while experimental group has 32.64 percent both interpreted as low mastery. These

scores are good indicators to test the possible impact of the instruments/materials on the

computational competence of the students.

The analysis result of the pre-test showed no statistically-significant differences,

which in turn proves the equivalence of the two groups.

1.2 What is the level of Academic Performance of the respondents using traditional

teaching strategy in terms of Post-Test

Table 2. Mean of Post-test Scores of the Control Group and Experimental Group

Test Group Mean SD MPS Verbal Interpretation

Control 26.2 4.12 64.25 Average Mastery

Post-test
Experimental 31.25 3.42 76.36 Moving Toward Mastery

It could be inferred from Table 2 that the mean score in post-test of the control

group is 26.2 and the mean score of the experimental group is 31.25. There is a

difference of 5.05 that indicates that the computational competence of the students under

experimental group is higher than the control group after the intervention of the

mathematical games, BACAL Damath Strategy.

In terms of the mean percentage score (MPS), control group has 64.25 percent

interpreted as average mastery while experimental group has 76.36 percent interpreted

as moving towards mastery. These indicate improvement on the computational

24
competence of both groups in Basic Calculus after the application of different strategies

to impart the various learning competencies of the subject. However, it was observed that

there was a higher mean gain score in the experimental group than the control group.

2. Is there a significant difference between the pre-tests of students under Traditional

Teaching Strategy and BACAL Damath Strategy?

Table 3. Significant Difference between the Mean Pre-test of the Control Group and

Experimental Group

Test Group Mean df t-value P-value Decision

Control 15.22 Accept

Pre-test 82 2.45 0.6510
Exp’l 15.95 Ho

Results show that the p-value or significant value of 0.6510 is greater than the 0.05

level of significance with a degree of freedom of 82. Hence, the null hypothesis is

accepted.

The results indicate that the difference between the mean pre-test scores of the

control and experimental groups is not significant.

This result is good because this proves that the students have a quite similar

computational competence prior to the use of mathematical games which will be very

crucial in determining the outcomes based on teaching approach. The data suggest that

the groups are very ideal for the group since they possess similarities prior to the

experiment.

25
3. Is there a significant difference between the post-tests of students under Traditional

Teaching Strategy and BACAL Damath Strategy?

Table 4. Significant Difference between the Mean Post-test Score of the Students

in Control and Experimental Group

Test Group Mean df t-value P-value Decision

Post- Control 26.2

82 -5.13 0.000 Reject Ho
test Experimental 31.25

From the data, it is very clear that the difference in scores in the post-test favor the

students in the experimental group which were subjected to intervention using

mathematical games.

The results indicate that the difference between the mean post-test scores of the

control group and experimental group is significant. It means that the group of students

who were treated with mathematical games performed better than those students who

learned through the traditional approaches. This result simply implied that mathematical

games could increase the performance of the students. Hence, it is valid to say that

mathematical games are effective based on the data obtained.

26
4. Is there a significant difference between the pre-test and post-test under Traditional

Teaching Strategy?

Table 5. Significant Difference between the Mean Post-test of the Students in Control

Group

Group Test Mean df t-value P-value Decision

Pre-test 15.22
Control Group 41 10.15 0.00 Reject Ho
Post-test 26.2

The table reveals that from the computed t-value of -10.15 and degrees of

freedom of 41, the obtained p-value or significant value is 0.00 which is less than the 0.05

level of significance. Hence, the null hypothesis is rejected.

The results indicate that the difference between the mean pre-test and post-test

scores of the control group is significant.

The results also reveal that the traditional methods and approaches in teaching

Calculus enhance students learning. But the increase or gain on the mean score is not

quite large to say that the students have mastery on the subject matters or topics included

in the study.

27
5. Is there a significant difference between the pre-test and post-test under BACAL

Damath Strategy?

Table 6. Significant Difference between the Mean Pre-test and Post-test of the Students

in Experimental Group

Group Test Mean df t-value P-value Decision

Experimental Pre-test 15.95

41 -14.17 0.00 Reject Ho
Group Post-test 31.25

Table 6 shows that the obtained p-value or significant value of 0.00 is obtained

from the computed t-value of -14.17 and is less than the 0.05 level of significance with a

degree of freedom of 41. Hence, the null hypothesis is rejected.

The result indicates that the difference between the mean pre-test and post-test

scores of the experimental group is significant.

The result also shows that mathematical games dramatically enhanced

mathematical competence of the students. And that making use of other methods or

approaches could improve the performance of the students. And with practice through

the use of mathematical games, achievement level can be increased; the control group

improve their efficiency by doing practice.

28
6. Is there a significant difference between the BACAL Traditional Teaching Strategy and

Damath Strategy?

Table 7. Significant Difference between the Mean Score of the Students

in Control and Experimental Group

Test Group Mean df t- P-value Decision

value 𝜶 = 𝟎. 𝟎𝟓

Control 26.2 Reject

82 5.09 0.000000
Experimental 31.25 Ho

From the data, it is very clear that the significant difference in scores was in favor

of the students in the experimental group which were subjected to intervention using

mathematical games.

The results indicate that the difference between the mean scores of the control

group and experimental group is significant. It means that the group of students who

utilized mathematical games performed better than those students who learned through

the traditional approaches. This result simply implied that mathematical games could

increase the performance of the students. Hence, it is valid to say that mathematical

games are effective based on the data obtained.

29
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The computational competence of the students in Basic Calculus who were under

the experimental group increased from “low mastery” to “moving towards mastery” after

the implementation and use of the mathematical games BACAL Damath Strategy. There

was also an increase in the computational competence of the students in control group

from “low mastery” to “average mastery”.

There is no significant difference between the mean pre-test score of students of

the control group and experimental group. It means that the experimental and control

group have almost the same computational competence in Basic Calculus before the

intervention of mathematical games.

There is a significant difference between the mean pre-test and post test scores of

the students in control group. This is because of the increase on the mean score of the

group after using other conventional strategies to enhance the performance of the

students.

There is a significant improvement from pre-test to post-test scores of the students

in the experimental group. It means that there is an increase on the computational

competence of the students after the intervention. It also indicated that the instrument

used for mathematical games is effective.

The post-test scores of the groups significantly differ resulting to higher scores for

the experimental group. It means that the computational competence of experimental

30
group is greater compared to the control group. This was the result of exposure of both

groups to different strategies and intervention programs. It could be concluded that

mathematical games are effective in improving the computational competence of STEM

students in Basic Calculus.

CONCLUSIONS

Based on the preceding summary of findings, the researchers present the

conclusions that follow:

1. The initial level of understanding and knowledge in Basic Calculus is

almost the same between the experimental and control groups.

2. The level of competency of the students quite improved through the

conventional approach.

3. The level of competency improved greatly through the use of

mathematical games.

4. There is a higher probability of improving computational competence and

attaining higher scores through interventions.

RECOMMENDATIONS

Teachers and other instructors can modify the BACAL Damath Strategy based on

the students’ preference and level of interest. It can also be developed to be more flexible

in order to fit other subjects with a different set of topics and learning competencies.

The games can be incorporated on a day-to-day schedule as part of a larger

program with a greater number of students. Various activities other than pre-tests and

31
post-tests can be utilized to accurately determine if there is a significant difference

between conventional and innovative games.

32
 REFERENCES

Kornell, N. (2012, November 27). Us Math Achievement: How Bad Is It? Retrieved July,

2018, From Https://Www.Psychologytoday.Com/Us/Blog/Everybody-Is-Stupid-Except-

You/201211/Us-Math-Achievement-How-Bad-Is-It

Rodriguez, F. (2016, March 15). In Numbers: #Phvote And Ph Education. Retrieved

July, 2018, From Https://Www.Rappler.Com/Nation/Politics/Elections/2016/125903-Ph-

Education-In-Numbers

Teaching Methods: Traditional Vs Modern. (2017, July 31). Retrieved July, 2018, From

Https://Www.Ccss.Co.Uk/News/Traditional-Vs-Modern-Teaching/

Mackay, R. F. (2013, March 1). Playing To Learn: Panelists At Stanford Discussion Say

Using Games As An Educational Tool Provides Opportunities For Deeper Learning.

Retrieved From Https://News.Stanford.Edu/2013/03/01/Games-Education-Tool-030113/

Adams, R. (2014, October 31). Education Study Finds In Favour Of Traditional

Teaching Styles. Retrieved July, 2018, From

Https://Www.Suttontrust.Com/Newsarchive/Education-Study-Finds-In-Favour-Of-

Traditional-Teaching-Styles/

33
Are Traditional Teaching Methods Still Effective? (2013, June 25). Retrieved July, 2018,

From Https://Arzelonline.Wordpress.Com/2012/06/25/Are-Traditional-Teaching-

Methods-Still-Effective/

34
APPENDICES

35
DAMATHS BOARDS

36
ALGEBRAIC BOARD

TRIGONOMETRIC BOARD

POSITION OF CHIPS(Algebraic/Polynomial Functions)

37
⨜(x4-2)dx ⨜(x4-2)dx ⨜(x4-2)dx ⨜(x4-2)dx
 𝑑𝑥 𝑑𝑥
∫ ∫ ∫(1 + 𝑒 𝑥 )3 𝑒 𝑧 𝑑𝑥 ∫(3 − 2𝑥)5 𝑑𝑥
𝑥 6𝑥 + 7

4
⨜(x −
-2)dx 𝑑𝑥
⨜(x∫4-2)dx
∫(2𝑥 1)3 𝑑𝑥 2𝑥 𝑑𝑥
⨜(x∫4-2)dx 42𝑥 𝑑𝑥
⨜(x∫4-2)dx
𝑥𝑙𝑛 𝑥

∫(3𝑥
4
⨜(x -2)dx
+ 2)𝑑𝑥 ∫(𝑥4-2)dx
⨜(x − 3)𝑑𝑥 ⨜(x4-2)dx
∫(2𝑥 − 1)𝑑𝑥 ⨜(x∫4-2)dx
𝑥𝑑𝑥

POSITION OF CHIPS (Trigonometric Functions)

⨜(x 4-2)dx ⨜(x 4-2)dx ⨜(x4

∫ cos 𝑥 𝑑𝑥 ∫ sin 𝑥 𝑑𝑥 ∫ cos
⨜(x 4𝑥 𝑑𝑥
4-2)dx ∫ sin-2)dx
3𝑥 𝑑𝑥

4-2)dx ⨜(x 4-2)dx

⨜(x
∫ 𝑠𝑒𝑐 2
𝑥𝑑𝑥 ∫ 𝑐𝑠𝑐 2
𝑥𝑑𝑥 2
4-2)dx 1
4-2)dx
2
⨜(x
∫ 𝑠𝑒𝑐 3𝑥𝑑𝑥 ∫⨜(x
𝑐𝑠𝑐 𝑥𝑑𝑥
4

4 4-2)dx 4-2)dx
∫⨜(x
4
sec -2)dx
𝑥 tan 𝑥 𝑑𝑥 ∫⨜(x
csc 𝑥-2)dx
cot 𝑥 𝑑𝑥 ⨜(x
∫ sec 𝑥 𝑑𝑥 ⨜(x
∫ csc 𝑥 𝑑𝑥

Lesson Plan

38
39
40
41
42
 Table 1. Mean of Pre-test Scores of the Control Group and Experimental Group

Test Group Mean SD MPS Verbal

Interpretation

Pre- Control 15.22 2.24 31.25 Low Mastery

test Experimental 15.95 3.10 32.64 Low Mastery

Table 2. Mean of Post-test Scores of the Control Group and Experimental Group

Test Group Mean SD MPS Verbal Interpretation

Control 26.2 4.12 64.25 Average Mastery

Post-test
Experimental 31.25 3.42 76.36 Moving Toward Mastery

Table 3. Significant Difference between the Mean Pre-test of the Control Group and

Experimental Group

Test Group Mean df t-value P-value Decision

Control 15.22 Accept

Pre-test 82 2.45 0.6510
Exp’l 15.95 Ho

Table 4. Significant Difference between the Mean Post-test Score of the Students

in Control and Experimental Group

Test Group Mean df t-value P-value Decision

Post- Control 26.2

82 -5.13 0.000 Reject Ho
test Experimental 31.25

43
 Table 5. Significant Difference between the Mean Post-test of the Students in Control

Group

Group Test Mean df t-value P-value Decision

Pre-test 15.22
Control Group 41 10.15 0.00 Reject Ho
Post-test 26.2

Table 6. Significant Difference between the Mean Pre-test and Post-test of the Students

in Experimental Group

Group Test Mean df t-value P-value Decision

Experimental Pre-test 15.95

41 -14.17 0.00 Reject Ho
Group Post-test 31.25

Table 7. Significant Difference between the Mean Score of the Students

in Control and Experimental Group

Test Group Mean df t- P-value Decision

value 𝜶 = 𝟎. 𝟎𝟓

Control 26.2 Reject

82 5.09 0.000000
Experimental 31.25 Ho

44
 JESSICA BOLAÑOS
XEVERA, CALAPAN CITY

Cellphone Number: 09556283522

E-mail Address: jessicasheeran@yahoo.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: September 26,2000

BIRTHPLACE: Roxas, Oriental Mindoro
AGE: 18
NATIONALITY: Filipino
RELIGION: Church of Christ
CIVIL STATUS: Single
FATHER’S NAME: Robinson Bolaños
MOTHER’S NAME: Grace Bolaños

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: MASAGUISI NATIONAL HIGH SCHOOL

Junior High School Completer
Masaguisi, Bongabong

PRIMARY: FIDEL REYES MEMORIAL ELEMENTARY SCHOOL

Elementary Graduate
Mina De Oro, Bongabong

45
 AEGIO A. DE LEON
BALITE, CALAPAN CITY

Cellphone Number: 09452696186

E-mail Address: aegiodeleon18@gmail.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: March 18,2001

BIRTHPLACE: Calapan City, Oriental Mindoro
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Celso M. De Leon
MOTHER’S NAME: Flordeliza A. De Leon

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Junior High School Completer
San Vicente East, Calapan City

PRIMARY: ADRIATICO MEMORIAL SCHOOL

Elementary Graduate
San Vicente West, Calapan City

46
 PAULINE MAE F. MAGSINO
GUINOBATAN, CALAPAN CITY

Cellphone Number: 09772154049

E-mail Address: paulimagsino@gmail.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: June 30,2001

BIRTHPLACE: Calapan City, Oriental Mindoro
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Norman F. Magsino
MOTHER’S NAME: Fe F. Magsino

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Junior High School Completer
San Vicente East, Calapan City

PRIMARY: ARK OF THE COVENANT MONTESSORI CHAMBER OF LEARNING COLLEGE

Elementary Graduate
Poblacion I, Victoria, Oriental Mindoro

47
 MIKE DAVID C. MALICSI

WAWA, CALAPAN CITY

Cellphone Number: 09663844799

E-mail Address: mikedavidmalicsi08@gmail.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: October 8, 2000

BIRTHPLACE: Calapan City, Oriental Mindoro
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Leo M. Malicsi
MOTHER’S NAME: Carmelita C. Malicsi

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Junior High School Completer
San Vicente East, Calapan City

PRIMARY: WAWA ELEMENTARY SCHOOL

Elementary Graduate
Wawa, Calapan City

48
 MARK DANIEL A. RUBIO
TAWIRAN, CALAPAN CITY

Cellphone Number: 09166943861

E-mail Address: rubiomarkdaniel@yahoo.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: July 31, 2000

BIRTHPLACE: Calapan City, Oriental Mindoro
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Romeo M. Rubio
MOTHER’S NAME: Erlinda A. Rubio

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Junior High School Completer
San Vicente East, Calapan City

PRIMARY: SAN LORENZO RUIZ ACADEMY

Elementary Graduate
Ubas St., Lalud, Calapan City

49
 HANNAH BEATRICE A. TAMAYO
NACOCO LOPEZ, CALAPAN CITY

Cellphone Number: 09972022501

E-mail Address: htamayo74@gmail.com

PERSONAL INFORMATION:___________________________________________________

BIRTHDAY: February 5, 2001

BIRTHPLACE: Santa Cruz, Laguna
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Benjamin P. Tamayo Jr.
MOTHER’S NAME: Florence A. Tamayo

EDUCATIONAL BACKGROUND:_______________________________________________

SECONDARY: ORIENTAL MINDORO NATIONAL HIGH SCHOOL

Junior High School Completer
San Vicente East, Calapan City

PRIMARY: SANTA CRUZ ELEMENTARY SCHOOL

Elementary Graduate
Santa Cruz, Laguna

50