Abstract

This action research identified the proficiency level of two groups of participants – control and manipulative, the significant difference between pretest and posttest results, and confidence levels in answering their test before and after the discussion. A total of 30 pupils participated, and a gamified place valuing tool was developed and used as intervention. Quasi-experimental research methodology was used. Frequency, percentages, mean, standard deviation, dependent and independent t-value were used to analyze the data at a 0.05 level of significance. Results revealed that proficiency level of the manipulative group improved by at least 58% in their posttest after using the innovation, while control group who did not use the innovation improved in posttests by at least 41%. Results also exposed a significant difference between pretest results, with a mean of 3.60 for manipulative group and 2.13 for control group. Meanwhile, study also revealed a significant difference in the posttest of the manipulative with a recorded mean of 9.40 and the control group with a mean of 6.20. Results showed that manipulative group was more confident in answering their posttest than the pretest after the discussion using the innovation, with a recorded mean of 4.19 and 3.07, respectively. Data implies that use of gamified place valuing tool improves the proficiency level of manipulative group than control group and their confidence level. This means that the use of innovation affects and helps the learning and understanding skills of the pupils in Mathematics – specifically in place valuing.

Keywords: gamified instruction, mathematics, action research, manipulative, place valuing skill

 

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