Computer-Aided Games Approach in Enhancing the Academic Performance in Mathematics of Grade 8 Students

Abstract

INTRODUCTION

Various tools have been introduced in the education process to enhance teaching and learning activities. These tools play an important role in enriching students' learning experience on the learned subject. Throughout the past few decades, technology has been viewed as a lodestone for improving student academic performance and for increasing the flexibility of public schools. The researchers intended to urge students to be more participative and involved in learning Mathematics. Interactive multimedia games or activities will enhance the students to work together. A collaborative effort among the group members will instigate effective flow of the learning process by encouraging "experimentation, hypothesis and synthesis" which are all higher level of thinking.

METHODS

The study employed the descriptive method of research and utilized a questionnaire as a data gathering instrument which was administered to 104 Grade 8 students. The researchers designed and utilized various computer-aided games to enhance the academic performance of students. The game varies on the interests, needs, and level of students. Based on the core skills assessment, the students had difficulties in the three areas of Math namely Geometry, Quadratic, and Variations. Each category had three levels: easy, average, and difficult. Each level will instill critical and creative thinking between and among the learners. Rewards will also be given to the fastest group to finish the task. It is also applicable to the individual category. If the answer is not correct, the designed game will reveal various ways to arrive at a given answer.

RESULTS

The respondents perceived that the designed computer-aided game is a valid learning material and assessed as an excellent learning tool by mathematics teachers. The effectiveness was reflected in the students' improved performance after its utilization. This promises a great improvement in the teaching-learning process and on the students' academic performance. It is believed that the motivational effects of these materials spearhead the students' desire to learn better and the encrypting effect could help in the students' retention of the material contents.

DISCUSSIONS

The results revealed that there is a need to constantly innovating our teaching strategies to enhance the performance of the students. This innovation should always suit the interest, level, and nature of the learner. Moreover, there should be an evaluation of innovation in order to address the changing needs of our learners.