Abstract:
Mathematics education in the Philippines grapples with persistent challenges, evident in consistent underperformance in assessments such as the National Achievement Test (NAT), Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS) since 1999. Filipino students consistently rank among the lowest globally, underscoring the urgent need for grassroots-level improvements. Beyond academic proficiency, student attitudes towards mathematics significantly influence their learning outcomes.
Game-based learning (GBL) improves teaching across disciplines, but digital GBL's inaccessibility and technological anxiety remain as educational barriers. Educational board games (EBGs) offer simplicity and accessibility. This study explores GBL's potential, focusing on EBGs, to enhance Filipino students’ math attitudes and reduce anxiety. It aims to develop a practical framework for integrating EBGs into math education, enhancing student engagement, learning outcomes, and teacher efficacy. This approach leverages effective, accessible methods to address educational challenges in the Philippines.
We present an action research approach in two phases: 1) development of a design-and-implementation framework, and 2) integration of EBGs into mathematics problem-solving sessions. For Phase 1, our 5-step framework enhances previous GBL approaches by seamlessly integrating EBGs into classroom instruction, prioritizing teacher convenience while improving student engagement and learning outcomes. As a demonstration, we implemented this framework in a public high school, producing two EBGs which was positively reviewed by subject experts and administrators to align with the Philippine K-12 mathematics curriculum. Student participation in two-week GBL sessions yielded qualitative data, with thematic analysis revealing design preferences and game features enhancing their experiences. Both students and teachers reported positive learning experiences, highlighting increased engagement and improved outcomes.
For Phase 2, we employed a quasi-experimental pre-test/post-test design with 119 students to assess the impact of EBGs on attitudes and anxiety towards mathematics. Participants were divided into an experimental group (n=59) and a control group (n=60) to evaluate the effectiveness of the GBL sessions. Attitudinal and anxiety scales measured these effects. Results indicated significant improvements in the experimental group's attitudes towards mathematics, contrasting with no change in the control group. However, mathematics anxiety levels remained consistent across both groups. These findings underscore EBGs' potential to enhance mathematics learning through improved attitudes, suggesting integration into the curriculum could yield substantial educational benefits.
This study highlights the potential of EBGs in mathematics education. It provides insights into leveraging innovation, practicality, accessibility, and the sustained utility of familiar tools to assist mathematics students to cope amid a changing world.
Game-based learning (GBL) improves teaching across disciplines, but digital GBL's inaccessibility and technological anxiety remain as educational barriers. Educational board games (EBGs) offer simplicity and accessibility. This study explores GBL's potential, focusing on EBGs, to enhance Filipino students’ math attitudes and reduce anxiety. It aims to develop a practical framework for integrating EBGs into math education, enhancing student engagement, learning outcomes, and teacher efficacy. This approach leverages effective, accessible methods to address educational challenges in the Philippines.
We present an action research approach in two phases: 1) development of a design-and-implementation framework, and 2) integration of EBGs into mathematics problem-solving sessions. For Phase 1, our 5-step framework enhances previous GBL approaches by seamlessly integrating EBGs into classroom instruction, prioritizing teacher convenience while improving student engagement and learning outcomes. As a demonstration, we implemented this framework in a public high school, producing two EBGs which was positively reviewed by subject experts and administrators to align with the Philippine K-12 mathematics curriculum. Student participation in two-week GBL sessions yielded qualitative data, with thematic analysis revealing design preferences and game features enhancing their experiences. Both students and teachers reported positive learning experiences, highlighting increased engagement and improved outcomes.
For Phase 2, we employed a quasi-experimental pre-test/post-test design with 119 students to assess the impact of EBGs on attitudes and anxiety towards mathematics. Participants were divided into an experimental group (n=59) and a control group (n=60) to evaluate the effectiveness of the GBL sessions. Attitudinal and anxiety scales measured these effects. Results indicated significant improvements in the experimental group's attitudes towards mathematics, contrasting with no change in the control group. However, mathematics anxiety levels remained consistent across both groups. These findings underscore EBGs' potential to enhance mathematics learning through improved attitudes, suggesting integration into the curriculum could yield substantial educational benefits.
This study highlights the potential of EBGs in mathematics education. It provides insights into leveraging innovation, practicality, accessibility, and the sustained utility of familiar tools to assist mathematics students to cope amid a changing world.