Pogs and Increased Performance on Operations of Integers of Grade -7 Marangal in Pinaripad Nhs

Abstract

INTRODUCTION

Assessment of academic performance in number sense is deficient of standard based on low NAT results. A common mistake was positive or negative signs in number operations. To increase performance along with number sense, mastered skill in number operations is vital. Intrinsically, interest in numbers must also be developed. Learners now thirst for cool developments in and outside the classroom. The influence of a tech-driven environment minimizes essential firsthand experience on analysis, critical thinking, and numeracy due that a click of a finger, internet and machines take charge.

METHODS

The descriptive-comparative design was employed to determine the effect of POGS on operations of integers of Grade 7-Marangal students in Pinaripad National High School. Scores in the pre-test were the basis in assigning the dyads. POGS was done by the dyads in a 15-minute routine, three times a week for five months. Operations on integers were confined in addition and subtraction and limited to one-digit integer black (-) and white (+) faces. Score in the pre-test and post-test were utilized to compare significant differences and effect sizes in their performance before and after its implementation. Mean, standard deviation, paired sample t-test and eta squared were used as statistical tools. SPSS Package was used to analyze the data.

RESULTS

The mean difference between the scores during the pre-test and post-test after the implementation of POGS is 14.49. Increased performance on operations of integers was highly significant with a t-value of -2.861. Likewise, there is a strong effect of implementing POGS in the increased performance on integers as indicated by the p-value of 0.021. Furthermore, the implementation of POGS allowed the learners to gain mastery, accuracy, and speed in adding and subtracting integers. Standpoint revealed in this research on increased learner performance was the use of a strategic game that boosted the interest of the learners. This showed an affirmative impact in dealing integer operations due to the repeated experience and at the same time productive involvement of learners during the game.

DISCUSSIONS

The result suggests the importance of strengthened and regular use of games in mathematics instruction particularly in the mastery of skills along with integer operations. This implies strategic game-driven teaching and learning for the millennial learners today. For related studies in the future, focus on operations of fractions is highly recommended.