Game-Based Conceptual Approach in Improving Conceptual Understanding of Grade 7 Students
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 23, Issue 7
Abstract
The teaching-learning process has been profoundly changed by pedagogy and information technology. The study employed a game-based conceptual approach to assess students' conceptual grasp of mathematics in order to improve the teaching-learning process. The research methodology is aligned with the quantitative design, particularly quasi-experimental research. The study’s respondents were 60 grade 7 students in one of the public high schools in Senator Ninoy Aquino in Sultan Kudarat, Philippines. A researcher-made test questionnaire was used to assess the conceptual understanding of grade 7 students in mathematics, and the Evaluation of Instructional Technology Materials (EITM) was used to evaluate the game-based conceptual approach. After the intervention was administered, it was found that there was no significant difference between the two approaches. Based on the t-test result of the mean gain scores of the experimental and control groups, the result of the experimental group had a mean gain score of 16.60 and a standard deviation of 3.136, and the control group had a mean gain score of 15.03 with a deviation standard of 5.417. Since the t-computed value equals 1.37, which is less than ttab (0.05) = 2.002. The results revealed that the experimental group may likely have the same progress in conceptual understanding compared to the control group. This means that teaching topics in Mathematics 7 with a game-based conceptual approach is comparable to teaching them with a procedural approach. Moreover, a game-based conceptual approach may be a substitute for a procedural approach to teaching students mathematics 7. The use of the Game-Based Conceptual Approach and procedural approach are methods of improving the conceptual understanding of the students.
Authors and Affiliations
Jhon Mark Lalisan, Allan Jay Cajandig
Keywords
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- EP ID EP762031
- DOI 10.5281/zenodo.13310360
- Views 25
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