Laro-ng-Lahi-Modified Instructional Activities and Students' Performance in Mathematics

Abstract

INTRODUCTION

The Laro ng Lahi games encompass childhood experiences of people in the community, however as time goes by and with the advancement of technology, these games are slowly being eradicated in the culture of Filipino children.

METHODS

Hence, to revive these games and to practice effective contextualization of lessons in mathematics, the researcher introduced a set of lessons with these games and modified them to serve as a motivation as well as an assessment of students' learning. A quasi-experimental research design was employed for six weeks to two match-paired groups which serve as control and experimental groups. The games were given only every last day each week for the entire one-hour period for six weeks. These games (like Piko) which were modified and directed towards mathematics lessons in Probability and Statistics. There was a thematic analysis made to further support the findings of the study.

RESULTS

It was projected that the participants got "low" but gained "average" in the post-test of both groups. In the inferential analysis, it was found that both groups significantly gain in their performance as indicated on their mean gains, however, no significant differences noted on the performance of the two groups. This means that both, traditional and with LNL-modified games, teaching strategies are effective. This suggests that LNL-modified games can be an alternative to traditional teaching. It was also observed that employing the said games gives positive insights to students towards mathematics and also to the games they were not familiar with anymore.

DISCUSSIONS

The need for contextualizing teaching pedagogies, instructional materials, and learning environment has increased in the current educational setting. This research offers an alternative to contextualization as well as reviving the cultural games the Filipino community once had. The findings asserted this new strategy is as effective as the classic traditional teaching. LNL-modified instructional activities motivated students to become more enthusiastic in learning mathematics especially when culture-based materials or actions have been introduced to a serious and rigorous subject like mathematics.