LEVELING UP LEARNERS MATH SKILLS: THROUGH INTEGRATING

GAME-BASED ACTIVITIES, OPEN-ENDED QUESTIONS,

AND MANIPULATIVES

An Action Research
Presented to the
Faculty of College of Education
CARAGA STATE UNIVERSITY
Ampayon, Butuan City

In Partial Fulfillment
of the Requirements for the Course
FIELD STUDY II
Participation and Teaching Assistantship

SHANTAL MAE C. CONDE

JAMAICA C. SOLIANO
CHRISTIANNE GHEE D. SUMAGPAO
KENNETH ANGELO S. VELOS

December 2024
I. CONTENT AND RATIONALE

Mathematics o Sipnayan in Filipino is a fundamental subject that

encompasses the study of numbers, shapes, patterns, and logical relationships.

It plays a crucial role in various fields, including science, engineering, finance,

and everyday life. Hence, it is important for children to be adept and comfortable

with mathematical concepts and skills from an early age. Developing a strong

foundation in mathematics can unlock numerous opportunities and enhance

problem-solving abilities, which are essential for success in both academic and

professional pursuits.

However, based on the recent results from the Programme for

International Student Assessment (PISA), the Philippines has consistently ranked

near the bottom, not just in reading and science, but particularly in mathematics.

Additionally, based on the last 2022 PISA results and findings, Filipino children

were found to have low levels of creative thinking skills, with only 6% performing

at the top proficiency levels (PISA Results 2022 (Volume III) - Factsheets:

Philippines, 2024).

Creative thinking skills are the ability to generate new ideas, solve

problems uniquely, and develop innovative solutions (Ayu et al., 2023). It

involves the ability to think outside the box, come up with innovative approaches,

and find unique ways to solve problems. Creative thinking is a crucial component

of success in subjects like mathematics, where problem-solving and innovation

are key. The lack of proficiency in both mathematics and creative thinking among

Filipino students highlights a critical gap that hinders their ability to progress or
advance to higher levels of mathematics that require logic and reasoning. The

underperformance of Filipino students in mathematics and in this critical 21st

century skill is a pressing concern that requires immediate attention and

intervention.

Aside from struggling with creative thinking, Grade 8 students at Ampayon

National High School in Butuan City, Agusan del Norte, Philippines, during the

2024-2025 school year, also found it challenging to solve problems involving

polynomial factors. These learners demonstrated a poor understanding and

solving polynomial factorization, which has been identified as the least-learned

competency for this grade level in their first grading. This is a significant issue as

polynomial factorization is a fundamental skill that underpins advanced

mathematics concepts and is essential for success in higher-level courses.

This challenge correlates to the study of Ekamornaroon et al. (2023), that

also shows that students from Bangkok, often face difficulties when solving

polynomials. The study found out that although most students grasped the

principles of polynomial operations, they frequently misapplied this knowledge,

such as mistakenly combining non-similar terms, reflecting a deeper conceptual

misunderstanding that contributed to ongoing errors. In consequence, enhancing

the creative thinking skills of learners and improving competency in polynomial

factorization are both critical areas that require more effective teaching and

learning strategies to help students overcome these challenges and develop a

stronger foundation in mathematics.

 To address these issues, this study will implement a mathematical game-

based approach intervention that uses open-ended questions to enhance the

understanding and problem-solving skills of the learners in factoring polynomials,

including creative thinking skills. An intervention in education refers to a strategic

action or program designed to improve student learning outcomes. It often

involves direct teaching methods and aims to address specific educational

problems, fostering professional development and enhancing self-learning skills

among students. (Alcaraz & Ley, 2023).

Game-based learning is an educational approach that actively engages

students through games, helping them understand complex concepts while

acquiring transferable skills (Zuluaga & Arias, 2024). According to, game-based

learning not only fosters cognitive skills but also encourages critical thinking and

problem-solving abilities (Renganathan et al., 2024), making it a valuable

alternative to traditional teaching methods (Cayang & Ursabia, 2024). Research

shows that integrating educational games into the learning process makes it

more engaging and interactive, leading to increased student motivation and

learning outcomes before and after implementation (Meng & Tseng, 2024).

Meanwhile, open-ended questions are inquiries that allow respondents to

provide answers in their own words, without restrictions on the scope or format of

their responses (Canché, 2022). In the study of Monrat et al. (2022) found out

that open-ended questions, combined with activities tailored to students' learning

preferences, effectively developed mathematical critical thinking skills across all

achievement levels, particularly enhancing engagement and participation in

 learning activities among students. By incorporating these strategies, this study

aims to empower learners to become more confident and competent in factoring

polynomials, while simultaneously nurturing their creative thinking skills.

II. ACTION RESEARCH QUESTIONS

This study aims to enhance the creative thinking skills and problem-

solving abilities of Grade 8 students in solving problems involving factors of

polynomials through using manipulatives and a game-based activities integrated

with open-ended questions. Specifically, the study seeks to answer the following

questions:

1. What are the unmastered mathematical skills of Grade 8 learners at

Ampayon National High School during the 1st Grading Period of School

Year 2024-2025?

2. What is the level of learners' creative thinking and problem-solving skills in

relation to polynomial factorization before and after implementing the

manipulative and game-based learning approach?

3. Is there a significant difference between the learners' pretest and post-test

scores after the integration of manipulatives, game-based learning, and

open-ended questions?

4. What are the learners’ perceptions of the effectiveness of integrating

manipulatives, game-based learning, and open-ended questions in

enhancing their creative thinking and problem-solving skills?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Game-based learning has become an increasingly popular approach in

education, as it leverages the engaging and interactive nature of games to

facilitate learning and enhance the educational experience. By incorporating

elements of gameplay, such as challenges, rewards, and a sense of progression,

game-based learning can capture students' attention, foster active engagement,

and promote the acquisition of knowledge and skills in a more enjoyable and

immersive manner.

The researchers aim to enhance learners problem-solving skills and

creative thinking through game-based approach combined with open-ended

questions. By incorporating games and open-ended inquiries, the researchers

seek to foster active engagement, promote the acquisition of knowledge and

skills, and cultivate learners' ability to think critically and creatively. The games

will encourage learners to explore solutions, analyze information, and develop

innovative ideas to tackle the challenges presented. Through this dynamic and

interactive learning environment, the researchers hope to empower students to

become more resourceful problem-solvers and creative thinkers.

To address the identified least-learned competency, which was Solving

Problems Involving Factors of Polynomials, the researchers have designed a

game called PolyMaze Quest. The game combines elements of existing puzzles

and math-themed activities, where students will be divided into groups and

assigned to different stations. At each station, they will encounter a polynomial

problem to solve or a mathematical concept to apply. The problems are

 presented in an open-ended format, allowing students to explore various

solutions and approaches. After each group finishes answering their respective

stations, they will face a quick obstacle, where they must solve another problem

or engage in an interim discussion before proceeding to the next station. At each

station, the researchers or facilitators will reward the learners with a puzzle piece

leading to the treasure if they answer the questions correctly. With a total of 5

stations, once the learners have collected all the puzzle pieces, they will

assemble the puzzle and answer a final question. The group that solves the final

question first will receive the prize accordingly.

The nature of the proposed game combines both collaborative and

competitive aspects, creating a dynamic and exciting learning experience.

Students work together with enthusiasm to solve puzzles and challenges,

fostering teamwork and shared problem-solving. At the same time, the

competitive element motivates students to perform their best, as they strive to

outdo their peers and earn rewards. This balance of collaboration and

competition not only enhances engagement but also encourages both social

learning and individual achievement, making the learning process more

interactive and enjoyable.

IV. ACTION RESEARCH METHOD

A. The Participants

The participants of the study will be the entire section of Grade 8-STE of

Ampayon National High School, Ampayon, Butuan City. A total of thirty-nine (39)

students are expected to take part of the study.

B. Data Gathering Method

This study will use a quasi-experimental design. This method assesses

the effects of the intervention by comparing the outcomes of the intervention

group before and after the implementation of the intervention. The use of a pre-

test and post-test design allows for the evaluation of changes over time and the

determination of the impact of the intervention (Reichardt et al., 2023).

The researchers will use a complete enumeration sampling technique

where all members of the target population will be included in the study. This

method eliminates sampling errors and provides accurate, reliable results, which

ensure that the sample is representative of the population and minimize selection

bias (Das et al., 2022).

After receiving approval for the research proposal, the researchers will first

authorize a letter to validate the Pre-Test and Post-Test Questions with experts.

This will ensure the questions are appropriate and accurately measure the

intended outcomes. Then, the researchers will conduct a Pilot-Test at Los

Angeles National High School to assess the reliability of the validated questions.

Subsequently, the researchers will tally the results and consult a statistician to

analyze the reliability of the questions using the Cronbach's Alpha statistical tool.

Once the reliability of the instruments is confirmed, the researchers will

seek approval from the school administrators to conduct the actual study. As the

participants are from Ampayon National High School, the researchers will write to

the principal and resource teacher to implement the proposed intervention. Upon

receiving approval, the researchers will administer the pre-test, then proceed with
the lesson or discussion, and finally introduce the mechanics of the game-based

approach during the intervention. After the implementation, the researchers will

administer the post-test to evaluate the effect of the treatment on the participants'

learning outcomes.

The researchers will then tally the results and consult a statistician to

analyze the data using a paired-samples t-test. This statistical analysis will allow

them to determine the significant difference between the learners' pre-test and

post-test scores. This approach is appropriate as the study involves a single

group measured at two time points (Dumdumaya et al., 2024), enabling the

evaluation of the impact of the intervention period.

C. Data Analysis Plan

The data gathered in this study will be analyzed using quantitative

methods and qualitative methods to evaluate the effectiveness of the game-

based learning and open-ended questions intervention. The study will use the

following statistical treatments in analyzing the data:

Mean. It can be used to calculate the average score of the learners before

and after the intervention, offering a general overview of performance

improvement.

Standard Deviation. It can be used to measure the spread or variability of

the learners' scores, helping to assess the consistency of their performance

before and after the intervention.

 Paired-Samples T-Test. It can be used to compare the pre-test and post-

test scores of the same group of students to determine if there is a statistically

significant difference in their performance after the intervention.

V. ACTION RESEARCH WORK PLAN AND TIMELINE

The table below shows the activities to be undertaken and their

corresponding time frame.

VI. COST ESTIMATE

The table below reflects the materials which will be used in the conduct of

this research with their corresponding estimated costs of expenses.

Materials Price

1 rem Bond paper 350

10 pcs Cartolina 100

1 pc Glue 60

Snack/ Prices 200

Total: 710

VII. PLANS FOR DISSEMINATION AND UTILIZATION

VIII. REFERENCES

Alcaraz, F. M., & Ley, K. V. L. (2023). Educational intervention and its

application in the development of higher-level self-learning skills. South
Florida Journal of Development, 4(8), 2954–2965.
[Link]
Ayu, N., Suharno, N., & Suryandari, K. C. (2023). Exploration: Creative
Thinking skills in writing Essays Media-Based Image Series. International
Journal of Elementary Education, 7(1), 1–7.
[Link]

Canché, M. S. G. (2022). Machine driven classification of open-ended

responses (MDCOR): An analytic framework and no-code, free software
application to classify longitudinal and cross-sectional text responses in
survey and social media research. Expert Systems With Applications, 215,
119265. [Link]

Cayang, J. A., & Ursabia, E. M. (2024). Leveling-up mathematical skills: The

effectiveness of game-based learning. Journal of Interdisciplinary
Perspectives, 2(7). [Link] Journal of
Interdisciplinary Perspectives, 2(7). [Link]

Das, B. K., Jha, D. N., Sahu, S. K., Yadav, A. K., Raman, R. K., & Kartikeyan,
M. (2022). Concept of sampling methodologies and their applications. In
Concept Building in Fisheries Data Analysis (pp. 17–40).
[Link]

Dumdumaya, C. C., Nahial, W. L., Sabacajan, B. T., & Morados, A. N. (2024).

Effect of Strategic intervention materials on the learning competencies of
learners. International Journal of Multidisciplinary Applied Business and
Education Research, 5(6), 2088–2094.
[Link]

Ekamornaroon, T., Ngiamsunthorn, P. S., Phaksunchai, M., & Chonchaiya, R.

(2023). Identifying common errors in polynomials of eighth grade students.
International Journal of Evaluation and Research in Education (IJERE), 13(1),
57. [Link]

May, M. -D. & Tseng, K. -A. Learning effectiveness of digital game-based

learning for university interdisciplinary programs. 2024 IEEE 7th Eurasian
Conference on Educational Innovation (ECEI), Bangkok, Thailand, 2024, pp.
276-279, doi: 10.1109/ECEI60433.2024.10510864.

PISA Results 2022 (Volume III) - Factsheets: Philippines. (2024, June 18).
OECD. [Link]
factsheets_041a90f1-en/philippines_68d369a7-[Link]

Reichardt, C. S., Storage, D., & Abraham, D. (2023). Quasi-Experimental

research. In Cambridge University Press eBooks (pp. 292–313).
[Link]
Renganathan, K. K., Karuppiah, J., Lakshminarayanan, J., & Pathinathan, M.
(2024). Enhancing algorithmic reasoning and critical thinking through game-
based learning: A graph theory approach. Multidisciplinary Reviews, 7(10),
2024233. [Link]

Zuluaga, S. M. Y., & Arias, M. P. (2024). Games and arts as tools for
developing generic skills in engineering students. International Journal of
Engineering Pedagogy (iJEP), 14(3), 36–52.
[Link]

APPENDICES
APPENDIX 1: APPROVAL LETTER
APPENDIX 2: PRE-TEST
APPENDIX 3: POST-TEST
 APPENDIX 4: ANSWER KEY

Pre-Test Post-Test
1. C 1. C
2. C 2. C
3. B 3. B
4. B 4. B
5. B 5. B
6. C 6. C
7. C 7. C
8. B 8. B
9. C 9. C
10. B 10. B
11. D 11. D
12. B 12. B
13. A 13. A
14. B 14. B
15. D 15. D
16. B 16. B
17. D 17. D
18. A 18. A
19. C 19. C
20. B 20. B