Logic Games in Mathematics

Abstract

INTRODUCTION

Logic and math games can be very powerful educational tools which stimulate and motivate learning. Logic Games in Mathematics was a developed learning material consisted of different logic games and math puzzles modified by the researcher. It promoted understanding and use of math and the development of logical thinking, encourage the development of self-esteem, explains math with fun situations and boosts the development of collaboration and teamwork.

METHODS

The descriptive research design was used in testing the hypothesis and systematically analyzed the data gathered from the ratings for developed learning material on logic games. Mean and standard deviation was used to compute the mean ratings of the teachers and experts on the validation of components of logic games and technicality of the game. The T-test for correlated samples was used to determine the difference between the ratings of the teachers and experts.

RESULTS

The overall mean rating of the teachers and experts on the validation of the components of logic games in terms of description (4.73 and 4.28); players (4.69 and 4.36); objectives (4.72 and 4.36); and instructions (4.70 and 4.28) which are all interpreted as very evident. On the other hand, the following were the evaluators' rating on the validation on technicality of the game: the overall mean rating of the teachers and experts on the validation on technicality of logic games in terms of clarity (4.72 and 4.30); appropriateness (4.69 and 4.48); attainability (4.74 and 4.49); and adaptability (4.72 and 4.32) which are all interpreted as very evident. It is concluded that there is no significant difference among the ratings of the teachers and experts on the assessment on the components of logic games in terms of descriptions, objectives, and instructions. While, in terms of players, there is no significant difference among the ratings of the teachers and experts on the assessment on the components of logic games. Moreover, there is no significant difference among the ratings of the teachers and experts on the assessment on the technicality of the game in terms of attainability. While, in terms of clarity, appropriateness, and adaptability, there is no significant difference among the ratings of the teachers and experts on the assessment on the technicality of the game.

DISCUSSIONS

It is recommended that primary and secondary teachers are encouraged to develop highly acceptable learning material through the help and guidance of experts and authors in order to cater to the needs of the students. Administrators must also be creative and resourceful in implementing programs and seminars for teachers in developing different instructional materials for the benefit of the students.