A Game "CONCEPTO CARD" an Innovation in Teaching and Learning Grade 7 Mathematics

Abstract

INTRODUCTION

Learning mathematics presents various challenges for many children. Interactive, immersive games can consume children's attention for hours while providing them with practical instruction and an engaging learning experience. Games have been widely used to promote children's mathematics achievement in various domains, including problem-solving and algebra skills (Abramovich, 2010). According to Tucker(2012), as cited by Yumul (2018), students engaged themselves to work with the concepts which are advanced and resulted in collaborative learning. In this matter, the teacher keeps on searching for strategies and approaches that needs of the learners. Teachers must serve as facilitators and shift from the traditional way of teaching. In improving the performance of students in mathematics like the present study, group activity gears learning to student needs. This study determines to use a game "CONCEPTO CARD" in teaching and learning Grade 7 Mathematics to help improve the performance level of the students. Mathematics teacher introduces games to encourage students to learn and improve their learning skills and abilities.

METHODS

This study is a descriptive research design. Simple random sampling is used to determine the participants of the study. Forty students from Grade 7 of Camp Vicente Lim Integrated School and G7 Mathematics Teacher will use a game using "CONCEPTO CARD." This study will implement in the first grading period of the school year 2018-2019. It will use quantitative analysis and also utilize the one group pre-test and post-test research design. The "CONCEPTO CARD" is develop aligned with the given competencies for the K to 12 Program from the first grading period.

RESULTS

The study disclosed that there is a significant difference between the mean performance of the students in the pretest and posttest after the utilization of a game "CONCEPTO CARD" in teaching and learning. The developed materials in Grade 7 Mathematics is by the competencies as prescribed by the K to 12 Basic Education Curriculum.

DISCUSSIONS

Students engaged themselves to work with the concepts which one advanced and resulted in collaborative learning. The findings of the study may provide Mathematics teachers and School Head guidance and direction on what to consider as necessary elements in the improvement of teaching mathematics. Mathematics teachers of CVLIS will utilize the materials.