Effectiveness of Utilizing Enhanced Geonopoly as a Review Material on the Achievement and Engagement Levels of Grade 7 Learners in Geometry

Abstract

This study focused on the effectiveness of an enhanced Geonopoly as a review material on the learners’ achievement and engagement levels toward Geometry. Geonopoly came from two combined words “Geo” (Geometry) and “nopoly” (Mathonopoly) based on an existing game called Mathonopoly. With the use of quasi-experimental design, 40 learners from Acelo C. Badelles Sr. Memorial High School were the subjects of the study. To find out the game’s effectiveness, the learners were grouped into four groups with 5 members. Three groups were utilized as experimental treated with Geonopoly with the remaining learners were the control group. To ensure the learners’ comparability, mean grades on each group from the previous two grading periods were used as important data. Rubric, Achievement Test, and Engagement level questionnaires were used as research instruments. The significant result of ANOVA showed that Geonopoly made a significant difference in the mean scores shown in the Achievement and Engagement Levels between two groups. Utilizing Bonferroni comparison test, it was found out that only learners from Group 2 under experimental group have significantly higher achievement level when compared to the control group. Moreover, insights drawn from the learners were grouped into three themes. Learners were mostly happy with the game, some learners also said they enjoyed it and some said they learned. With these gathered results, learners’ responses showed that the board game Geonopoly made a significant impact on their behavioral, emotional, and cognitive.Therefore, enhanced Geonopoly is an effective way to improve the achievement and engagement levels of the Grade 7 learners towards Geometry.

Keywords: effectiveness, engagement, Geonopoly

DOI: 10.7176/JEP/14-18-06

Publication date:June 30^th 2023