Cross-Evaluation of Gamagree as Learning Platform in Teaching SVA Rudiments to Grade 7 Students of Talipan National High School

Abstract

INTRODUCTION

Teaching grammar to Filipino students who are non-native speakers of English is a challenging work for language teachers. The paper-and-pen application of basic subject-verb agreement proves to be difficult. For learning must incorporate "plays, games, and constructive occupations" (Ord as cited in Smith, 2012), a board game called "Gamagree" was designed and tested. This study was undertaken to cross-evaluate the material as a learning platform in teaching SVA rudiments to Grade 7 students of Talipan National High School.

METHODS

The study used experimental and descriptive methods. Subjects were selected purposively, 50 students for the control group and 53 for the experimental. Pretest and post-test procedures were employed. A survey was also administered to solicit feedback from the subjects, including 10 English teachers, in terms of platform acceptability (i.e. content, clarity, appeal, and originality). Standard statistical tools include percentage rating, WAM, and t-test for dependent and independent samples.

RESULTS

The study revealed that before experimentation, both groups have Fairly Satisfactory performance in SVA application, which subsequently became Very Satisfactory after, though the amount of improvement of the treatment group fared better than its counterpart. A significant difference in the mean performance of the control (83.60) and experimental (88.21) groups were found after experimentation, supported by the computed t-value of 5.34 higher than its critical value of 1.984. Asregards cross-evaluation, Gamagree is Highly Acceptable obtaining the grand WAM values of 3.52 and 3.64 respectively based on the evaluations made by teachers and students. It is shown in their WAM values of 3.54 and 3.66 (Content, which had the highest acceptability level); 3.48 and 3.63 (Clarity, which had the lowest acceptability level); 3.50 and 3.63 in terms of Appeal; and 3.54 and 3.62 in terms of Originality.

DISCUSSIONS

The results imply that teaching SVA rudiments using Gamagree as a learning platform is an effective strategy to make students learn subject-verb agreement. This can also be an alternative of language teachers to break down the monotony of board drills and paper tests. While the Gamagree revealed high level of acceptability, there isstill a need to improve the following: a) sufficiency and organization of game icons (content); b) responsibility of players and game moderator (clarity); c) use of colors on the board game (appeal); and d) uniqueness of design (originality).