Available Online: 24 January 2021
Alvarez, Joel I.*
College of Education, Nueva Ecija University of Science and Technology, Philippines (Alvarezjoel.email@example.com)
According to Cerulli and Mariotti (2014), developing students’ knowledge in transforming or simplifying radical expressions poses a significant challenge for teachers. The mastery of the said skill is needed on the proceeding topics on Grade 9 Mathematics such as the operations involving radical expressions. This study aimed at testing the effectiveness of integrating a game based learning in the form of a game board called Game of the Radicals in teaching simplifying radicals. It described the performance of group of students in simplifying radicals before and after a series of playing the Game of the Radicals using pre-test and post-test design and test whether there is significant difference between the pre-test and post-test scores of the subjects under study. This study was conducted to selected Grade 9 (15) students of College of the Immaculate Conception during the Academic Year 2019-2020. The study used the pretest-posttest experimental design of research. This study utilized T-test for dependent sample to test whether there is a significant difference between the pre-test and post-test scores of the groups. Results showed that, it made enough statistical evidence to have concluded that There is a significant difference in the problem solving skills of subjects in the pre-test and post-test of the group of subjects. Thus, this result implies that using Game of the Radicals in teaching simplifying radicals is a great tool to master the said competency. Also, curriculum developers may consider integrating the use of modified board games in teaching Mathematics.
Keywords: experimental; intervention; mathematical proficiency; problem solving skills; radicals
Cite this article:
Alvarez, J. I. (2021). Game of the radicals: Intervention in teaching simplifying radicals. International Journal of Research Studies in Education, 10(3), 73-80. https://doi.org/10.5861/ijrse.2021.5015