1

Chapter 1

INTRODUCTION

Context and Rationale

Mathematics plays a central role in building the cognitive and analytical abilities

of learners, equipping them with the logical reasoning and problem-solving skills

necessary to navigate academic demands and real-world situations. In the Philippine K–

12 curriculum, mathematics education aims to develop mathematical proficiency, which

includes conceptual understanding, procedural fluency, strategic competence, adaptive

reasoning, and productive disposition. These dimensions ensure that learners do not

simply memorize procedures, but also demonstrate a deep understanding of

mathematical concepts and apply them in varied contexts. Among the foundational

competencies at the secondary level, mastery of integer operations holds critical

importance. It marks the formal transition from concrete whole-number arithmetic in

elementary grades toward more abstract symbolic manipulation and algebraic reasoning

in junior high school.

Despite its importance, mastering integers remains a consistent challenge

among learners. Mathematics is an essential discipline that forms the foundation for

logical reasoning, critical thinking, and problem-solving. It equips learners with skills

necessary to navigate academic challenges and real-life situations, fostering cognitive

development that extends beyond the classroom. Among the topics introduced in

secondary education, integers are particularly crucial, as they serve as the basis for

algebra, number theory, and other higher-level mathematical concepts. Integers involve

understanding positive and negative numbers and performing operations such as

addition, subtraction, multiplication, and division. Mastery of these concepts enables

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learners to develop procedural fluency, conceptual understanding, and problem-solving

skills. According to the Department of Education (DepEd, 2016), proficiency in integer

operations is a prerequisite for success in higher mathematics, and gaps in this area can

hinder learners’ progress in more advanced topics.

Based on local studies, Filipino Grade 7 learners consistently encounter

difficulties in mastering integer operations. The study by Vilog, Lastierre, and Servinas

(2021) revealed that learners frequently struggle with subtraction, often misapplying the

rules for negative numbers and confusing which number to subtract in a given problem.

Students also tend to commit errors when subtracting a larger number from a smaller

number, demonstrating a lack of conceptual understanding despite memorizing

procedural rules. Similarly, Flores, Cunanan, Serminio, Mercurio, and San Miguel (2024)

found that while learners performed adequately in addition, multiplication, and division,

they consistently showed errors in subtraction, particularly when negative numbers were

involved. In addition, Apsay, Batinga, Dumangas, Tadeo Jr., Tuceno, and Flores (2025)

reported that approximately 65.8% of Grade 7 learners in Iba District scored below

mastery in subtraction of integers, reflecting a widespread challenge across different

school contexts.

The study by Campanilla (2024) further indicated that learners often misinterpret

positive and negative signs, relying on rote memorization rather than understanding the

underlying concepts. Such misconceptions frequently lead to errors in operations and in

solving integer word problems. Similarly, the research of the Leon Parami High School

team (2024) highlighted that students struggle to transfer procedural knowledge to

contextualized situations, indicating difficulty in applying their understanding of integers

in real-life problem-solving. According to Layug, Velario, and Capones (2021), learners’

difficulties are compounded by insufficient reinforcement in the classroom, limited

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practice opportunities, and lack of interactive strategies, which often result in repeated

errors and low self-confidence in mathematics. Collectively, these studies demonstrate

that subtraction, sign interpretation, and conceptual understanding remain persistent

areas of difficulty for Filipino Grade 7 learners, emphasizing the need for effective

instructional interventions.

In response to these challenges, educators have explored the use of Damath, a

Filipino board game that integrates mathematical operations into gameplay, as an

innovative strategy for teaching integer operations. Buhay and Tandog (2025) reported

that learners who participated in enhanced Damath activities demonstrated significant

improvement in their mastery of integers, as well as enhanced strategic thinking and

problem-solving skills. Similarly, mobile Damath interventions, as reported in AJESS

(2024), were shown to improve posttest scores in integer operations while fostering

learner engagement and motivation. In addition, Galon and Valdez (2025) conducted a

quasi-experimental study using a mobile Damath game, finding significant improvements

in students’ integer operation performance after just three weeks of gameplay. Although

engagement was measured, they noted that it did not strongly predict achievement,

suggesting that even minimal play can yield mathematical benefits. Moreover, Baog,

Bartolome, Hayo, Agbon, and Roferos (2024) carried out a qualitative case study with

Grade 10 learners, who reported that regular use of the Damath strategy enhanced their

problem-solving skills, critical thinking, and overall confidence in mathematics. These

findings support the use of Damath not only to build procedural fluency but also to foster

deeper cognitive growth and positive attitudes toward mathematics.

The effectiveness of Damath can be explained through several educational

theories. Vygotsky’s social constructivist theory (1978) emphasizes that learners

construct knowledge through interaction with more knowledgeable peers or teachers,

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within their Zone of Proximal Development (ZPD). In Damath, learners collaborate,

negotiate strategies, and solve problems with guidance from peers or the teacher, which

facilitates internalization of integer concepts. Additionally, Bruner’s cognitive theory of

learning (1966) supports the use of discovery-based activities like Damath, suggesting

that learners acquire knowledge more effectively when actively engaged in problem-

solving and when provided opportunities to manipulate abstract concepts in concrete

ways. Similarly, Piaget’s theory of cognitive development (1973) argues that learners

progress through stages of thinking, and activities like Damath allow learners in the

concrete operational stage to practice logical reasoning, classification, and seriation in a

structured yet playful manner. Furthermore, game-based learning theory (Prensky,

2003) posits that learning through games increases motivation, engagement, and

retention, providing a meaningful context for learners to apply mathematical concepts.

Collectively, these theories provide a strong pedagogical foundation for employing

Damath as an intervention in teaching integer operations.

The goal of this study is to develop and improve Grade 7 learners’ mastery in

solving integers, particularly in operations where difficulties are most evident, such as

subtraction and the proper application of positive and negative signs. By integrating

Damath into mathematics instruction, the study aims to enhance learners’ procedural

fluency, conceptual understanding, problem-solving skills, and engagement. The

interactive and collaborative nature of Damath provides learners with opportunities to

practice in a motivating environment, while simultaneously promoting strategic thinking

and cooperative learning.

Despite the documented benefits of Damath, a research gap remains in the

literature. Most studies have focused on a combination of grade levels or on whole-

number operations rather than specifically on Grade 7 learners and integer mastery.
 5

Furthermore, limited research examines the retention of learning, conceptual transfer,

and the long-term effects of Damath interventions on learners’ performance. Therefore,

there is a need for a study that investigates the use of Damath specifically for Grade 7

learners’ mastery of integers, providing evidence that is locally relevant and applicable to

the Filipino classroom context.

Action Research Questions

The study will determine the effectiveness of Da IntegMa as an intervention tool

enhancing student performance in solving integers.

Specifically, the study will answer the following questions:

1. What is the level of proficiency of Grade 7 learners in solving integers before and

after the intervention?

1.1. Pre-test scores

1.2. Post-test scores

2. What is the significant difference between pre-test and post-test?

3. What is the practical significance of the Da IntegMa strategy on the integer

proficiency of Grade 7 learners based on effect size results?

Proposed Innovation, Intervention, and Strategy

For the enhancement of learners’ skills in solving mathematical operations,

particularly integers, the researchers will propose the implementation of the Da IntegMa

strategy, an educational board game that combines the traditional Filipino checker game

dama with mathematical rules. Unlike conventional drills and paper-based activities, this
 6

interactive approach will provide a child-friendly, challenging, and engaging environment

where learners will actively apply mathematical rules while immersed in a game setting.

The Da IntegMa strategy will blend local culture, education, and interactive

gameplay to make mathematics learning more accessible and enjoyable. Through

repeated exposure to operations involving addition, subtraction, multiplication, and

division of integers, learners will be encouraged to develop computational fluency and

accuracy. This strategy will also foster critical thinking, decision-making, and

collaborative learning as players will not only solve operations correctly but also use

strategy to maximize their points and outperform their opponents. Da IntegMa game will

bring the fun and excitement of a board game into the classroom, while also helping

learners strengthen their integer-solving skills. It will turn learning into a more engaging

and hands-on experience, making mathematics feel less intimidating and more

enjoyable for learners.

The gameplay of Da IntegMa will be designed to merge traditional board game

dynamics with a focused educational intervention aimed at improving learners’ integer

skills.

Game Setup

● The board is a 5×5 grid of points, with four points in each row that alternate

positions so that each row ends with a point on either the left or right edge.

The points are connected with diagonal lines.

● Each player starts with 12 chips places on the first three rows closest to

them.
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● Each chip has an integer value written on it.

● A score sheet and pen are prepared to record each move’s result.

Basic Rules

1. Turns- Players take turns moving one chip at a time.

2. Movement:

● Chips move diagonally forward along the lines to an adjacent unoccupied

point along the lines.

● Dama chips can slide diagonally forward or backward to adjacent

unoccupied points

3. Capturing:

● A chip may capture an opponent’s chip by jumping over it to the next

unoccupied point on the same line.

● Multiple captures in a single turn are allowed if the next capture is

immediately available.

4. Operation Points

● Each point on the board has a math operation symbol (+, -, ×, ÷).

● When a chip captures, perform the operation using the capturing chip’s

and captured chip’s integers.

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Example: If a chip “-2” captures “+4” on a “×” point → (-2) × (4) = -8.

Record -8 on the score sheet.

5. Multiple Colors:

Color Effect Description

Red Double Chip Value (×2) The chip’s number

becomes twice its

value.

Example: -1 → -2

Blue Triple Chip Value (×3) The chip’s number

becomes three times

its value.

Example: 2 →6

Green Double Operation Result (×2) The operation result is

doubled.

Example: 2 × 3 =

6→12

Yellow Triple Operation Result (×3) The operation result is

tripled.

Example: 2+3 =

5→15
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6. Becoming a Dama:

● A chip is declared a Dama if it stops in any of these points of the opponent:

(1,0), (3,0), (5,0), (7,0).

● Similarly, the opposing player’s chip is declared a Dama if it stops in (0,7),

(2,7), (4,7), (6,7).

● Dama movement: Can move diagonally forward or backward to adjacent

unoccupied points.

7. Dama Power: Chip Recovery

● When a chip becomes a dama, the player may exchange it with one of their

chips that was captured by the opponent.

● The chosen captured chip will return to the board, replacing the newly

crowned dama.

● The chip that was used to become a dama will go to the captured pile

instead.

Example: If your -2 chip reaches the opponent’s end and becomes a dama, and

your chip 10 was previously captured, you may swap your dama (-2) with your

captured (10) chip.

End of the Game

The game ends when:

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● The time limit (20 minutes) is reached,

● A player has no more chips left,

● The moves become repetitive, or

● A player’s chip is cornered and cannot move.

At the end:

● Add the scores from all recorded operations.

● Add the values of remaining chips on the board.

● The player with the highest total score wins the game.

Strategy

To implement this gameplay, the following strategy will be used:

Introduction: Learners will be briefed on the rules and objectives of Da IntegMa. The

facilitator will explain how the game will support their learning in solving problems

involving integers.

Playing the Game: Learners will play the game during scheduled class periods and will

be encouraged to play during their free time. The teacher will act as a facilitator and

observer to ensure the proper application of rules and accuracy in solving integer

operations.
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Assessment: Prior to the official implementation, a pre-test will be administered to

evaluate the learners’ existing skills in integer operations. This will help establish a

baseline for comparison. Students will then be grouped into pairs for gameplay. During

the implementation, a formative assessment will also be conducted. The facilitator will

utilize an observation checklist during the game, and short open-ended reflection

questions after the students play Da IntegMa, to monitor their engagement, accuracy in

performing integer operations, adherence to game rules, and cooperation with their

partners. This process will provide real-time feedback and help track learners’ progress

throughout the intervention sessions.

Implementation: The intervention will be carried out over the course of the Third

Quarter to Fourth Quarter. During this period, learners will engage in regular gameplay

sessions facilitated by the teacher, who will ensure that the rules are properly applied

and that mathematical operations are solved correctly. The results of the formative

assessment will be used to guide the facilitator in providing immediate support and

interventions as needed.

Post-Test: After the implementation period, a post-test will be administered to assess

the improvement in the learners’ integer-solving skills and evaluate the effectiveness of

the Da IntegMa strategy.

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Figure 1.

This study presents the Integer Da IntegMa, inspired by the traditional

Filipino dama, where points on the board are connected by lines. Each point

is labeled with a mathematical operation (+, −, ×, ÷) to guide players in

solving integer problems during gameplay. Pieces move diagonally along the

connecting lines according to the game’s rules, and each capture requires

learners to perform the indicated integer operation. Designed as a child-

friendly and interactive tool, Da IntegMa strategy promotes computational

fluency, accuracy, and problem-solving skills with integers. As a visual and

hands-on instructional tool, it supports the study’s aim of enhancing Grade 7

learners’ mastery of signed numbers through engaging and meaningful play.

Chapter II

Action Research Method

Participants and/or Other Sources of Data and Information

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The participants in this study will be Grade 7 learners enrolled at Agoo

Vocational National High School during the School Year 2025–2026. One intact

section comprising 40 students will be purposively selected to participate in the

study. All students will undergo instruction incorporating the Da IntegMa strategy,

a modified game-based approach designed to enhance learners’

Additional sources of data will include pre-test and post-test results. These

sources will provide quantitative evidence of learners’ integer skills and

engagement of Da IntegMa strategy. Parental consent and approval from the

school principal will be obtained prior to the conduct of the study to ensure ethical

compliance.

Data Gathering Methods

The study will employ a quantitative approach to determine the impact of Da

IntegMa strategy on learners’ integer skills. Pre-test and post-test scores will be

collected to measure students’ performance before and after the intervention. The 30-

item tests will include items on addition, subtraction, multiplication, and division of

integers. The pre-test will be administered prior to the implementation to establish

baseline proficiency, while the post-test will be administered after the intervention to

determine improvement in learners’ integer skills. These test results will serve as the

primary source of quantitative data to evaluate the effectiveness of the Da IntegMa

strategy.
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Data Analysis Plan

For the quantitative analysis, pre-test and post-test scores will be analyzed using

descriptive and inferential statistics. Mean Percentage Scores (MPS) will be computed to

determine learners’ mastery level in integer operations. A paired-samples t-test will be

used to compare the pre-test and post-test results and determine whether the Da

IntegMa strategy produced a statistically significant improvement in learners’ integer

skills. Additionally, effect sizes will be calculated to assess the practical significance and

magnitude of improvement resulting from the intervention. These statistical analyses will

provide a clear and objective evaluation of the effectiveness of the Da IntegMa strategy

in enhancing the mastery of integers among Grade 7 learners.

Action Research Work Plan and Timelines

The conduct of this action research will take place during the 3rd to 4th Quarter

of School Year 2025–2026 at Agoo National Vocational High School, involving the

Grade 7 learners. The research will span approximately eight weeks, covering the

stages of planning, preparation, implementation, data gathering, analysis, and report

writing.

During the planning and preparation phase in the 3rd quarter, the researchers

will secure administrative and parental approval, prepare Da IntegMa and finalize

research instruments such as pre-test and post-test questionnaires, observation

checklists, and semi-structured interviews. Coordination with the mathematics teacher

will also be done to set the class schedule for the intervention.

The implementation phase will take place during the early part of the 3rd quarter.

Students will undergo a pre-test, followed by two weeks of intervention sessions

integrating the Da IntegMa strategy into their mathematics lessons. Gameplay sessions
 15

will include an orientation and guided practice. During these sessions, the facilitator

(researcher) will provide clear instructions, manage session time, guide students through

the rules and objectives of the game, monitor participation and engagement, and clarify

any questions to ensure proper understanding. A post-test will be administered at the

end of the intervention to assess learners’ improvement in mastery of integers,

particularly signed numbers.

Following the intervention, the pre-test and post-test results will be analyzed and

interpreted. The final report will then be prepared and written for presentation at the end

of the 4th quarter.

Action Plan

GOAL: To enhance the performance and understanding of Grade 7 learners in the

mastery of integers, particularly signed numbers, through the implementation of the Da

IntegMa Strategy, a combination of Damath and integers.

Objectives:

1. Conduct a pre-test to assess the initial performance of Grade 7 learners in

solving integer operations before the implementation of the Da IntegMa strategy.

2. Integrate the Da IntegMa strategy, an integration of Damath and integers

learning strategy, as an instructional enhancement tool in teaching integers.

3. Conduct a post-test to evaluate the effectiveness of the Da IntegMa strategy in

improving the learners’ performance in integer operations.

4. Analyze and compare the pre-test and post-test results to determine the learners’

improvement and level of engagement after the use of the Da IntegMa strategy.
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Action Steps

Table 1. Action Research Work Plan and Timelines (3rd-4th Quarter, S.Y. 2025-2026)

Integrating Da IntegMa as instructional enhancement tool.

Stage Activities Responsible Time Frame

Person(s)

Planning and - Secure approval Researchers, Week 1- 2

Preparation from the school Principal,

principal and Mathematics

parental consent Teacher

- Prepare Damath

game materials and

student activity

sheets

- Develop pre-test

and post-test

instruments

-Coordinate with

the classroom

teacher for

scheduling

Pre-Test - Conduct pre-test Researchers, Week 3

Administration to determine
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baseline integer Teacher, Students

skills of students

- Record and

tabulate scores for

analysis

Implementation of Conduct orientation Researchers, Week 3-4

Da IntegMa session to Teacher, Students

Strategy introduce rules and

objectives of

Damath

- Conduct guided

gameplay sessions

integrating integer

operations

- Monitor and

facilitate student

participation

Post-Test - Administer post- Researchers, Week 6

Administration test to measure Teacher, Students

improvement in

integer skills

Data Analysis - Analyze Week 7

quantitative data
 18

using descriptive

statistics and

paired-samples t-

test

Report Writing - Prepare research Week 8

and report integrating

Dissemination findings,

discussion,

conclusions, and

recommendations

- Present findings

to school

stakeholders or

submit for

academic

evaluation

Cost Estimates

Using Da IntegMa Game for Enhancing of Integers Skills

Activities Nature of Expenses Amount Total

Item Unit Cost (Item x unit)

Production and 3 pieces of 10.00 30.00

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printing for folder

proposal
3 copies of 25.00 75.00

manuscript

(chapter 1 and
135.00
chapter 2)

3 pieces of 10.00 30.00

pencil

Production and 1 ream of long 225.00 225.00

printing of 2 pages bond paper

pretest and

posttest 40 copies of 2.00 160.00

pretest and

posttest
390.00
(consist of 2

pages)

1 box of 10.00 10.00

staple

Printing of letters 3 copies of 2.00 206.00 206.00

validation

letter,

50 copies of
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consent and

assent forms

Production of Spray Paint, 120.00 120.00 790.00

Da IntegMa

Acrylic 30.00 120.00

Paint(4colors),

Cabinet 50.00 50.00

Handle,

Varnish, 120.00 120.00

Birch Wood, 450.00 450.00

Bottle cap 0 0

(tanzan),

Hinge 30.00 30.00

Giving of letters Fare 30.00 60.00 60.00

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Production and 4 copies of 2.00 8.00 48.00

Printing of manuscript

manuscripts for
4 pieces of 10.00 40.00
final presentation
folder

Printing of final 2 reams of 275.00 550.00 950.00

manuscripts short coupon

bond

4 copies of 2.00 400.00

manuscript

Book bind 4 copies 40.00 1600.00 1600.00

Plans for Dissemination and Utilization

The results of this action research will be disseminated and utilized to

enhance teaching practices and learning outcomes in Mathematics, particularly

in teaching integers using the Da IntegMa strategy.

1. School-level Dissemination

The findings of the research will first be presented to the faculty and

Mathematics teachers of Agoo National Vocational High School during a

departmental or faculty meeting. The presentation will highlight the

implementation of the Da IntegMa strategy, including its objectives, procedures,

and results. The researcher will discuss how the strategy enhanced students’
 22

mastery of integers and improved their overall performance in integer operations.

Additionally, the researchers will conduct the study and implement the

intervention during the learners’ Catch-up Fridays or available vacant time,

ensuring that regular subject classes are not disrupted and that the intervention

is carried out ethically and efficiently.

2. Institutional Dissemination

After the school-level presentation, the researcher will present the study

to a broader audience within the Schools Division of La Union or during

academic research and education conferences. This institutional dissemination

seeks to share the research outcomes, findings, and recommendations with

other educators, research advisers, and school administrators. Through this

activity, the study hopes to encourage other Mathematics teachers to adopt or

adapt the Da IntegMa strategy as a supplementary teaching tool in teaching

integers and other related topics.

3. Utilization of Findings

The results of this research will serve as a foundation for enhancing

classroom instruction and designing enrichment and review activities that

promote active learning. The study will be used as a reference for developing

instructional materials that integrate the Da IntegMa strategy to improve learners’

conceptual understanding and problem-solving skills in integers. The integration

of the Da IntegMa strategy into teaching practices will help sustain learner

engagement, collaboration, and motivation, ultimately contributing to improved

mathematical performance and appreciation.

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