FILIPINO ETHNIC GAME-BASED ACTIVITIES: ITS EFFECT TO THE INTEREST
AND PHYSICS SKILLS OF STUDENTS
RAHIMA A. MACAGBA
MASTER OF ARTS IN TEACHING
(Major in Science)
CHAPTER 1
INTRODUCTION
Background of the Study
For a student to be successful in his studies, he should be interested in what he is
studying. It has been proven that interest improves the quality of learning. Numerous
studies suggests that interest fosters academic success by increasing attention and
engagement. (Hazari et al., 2020; Kang et al., 2019; Pugh et al., 2021; Renninger & Hidi,
2016). Moreover, interest is proven to be positively related to a range of non-cognitive
outcomes and even career choices. This asserts that increasing or at least maintaining
student’s interest in school subjects is therefore considered a key educational goal
(Harackiewicz et al., 2016; Reeve et al., 2015; Renninger & Hidi, 2016).
However, recent studies revealed that student interest in science, and particularly
in physics, declines substantially during secondary school. Quite an ample of evidence
shows that students’ interest and related variables decrease overtime in different school
subjects, often beginning in lower secondary school (Lazowski & Hulleman, 2016;
Renninger & Hidi, 2016).
This decline in interest is particularly strong in mathematics and science (Potvin &
Hasni, 2014). Several longitudinal studies also revealed a substantial decline in interest
in physics and chemistry as well as in interest-related constructs (e.g., Hӧft & Bernholt,
2019; Wang & Hazari,2018).
Physics is a vital subject for students as it provides quantitative and analytical skills
needed for analyzing data and solving problems. Such are important skills that a person
must possess. With this regard, it is alarming to note that in the Philippines, Filipino
students have a negative attitude toward learning Physics. Difficulty in computation in
problem sets and lack of motivation for class engagement are found to be the reasons
behind the negative attitudes of students toward learning (Guido, 2013).
The low student achievement in Physics of Filipino students is not a new trend in
Philippine education. The latest 2018 Programme for International Student Assessment
(PISA) result shows that Filipino students' Mathematical and Scientific Literacy falls below
the average standard set by the Organization for Economic Cooperation and
Development (OECD).
Others attributed negative learning attitudes in Physics to lack of motivation from
the teacher, lack of interest in the subject, negative view of the subject, lack of selfconfidence and inability to solve Physics problems (Tadele, 2016). The aforementioned
can be observed in a physics subject class which mainly uses lecturing method in the
form of theory description, elaboration of formulas with the aid of mathematical
operations, and solving the problems through calculation.
According to Kolb (2014), when learners combine theory and practice by
interacting with real-life components, learning takes place. However, students often have
difficulties in understanding abstract concepts as they fail to link conceptual knowledge
to real-life application, in the context of science learning, (Camarao & Nava, 2017).
Recently, studies have emerged on the usage of games as an approach in
teaching science. Defined as an approach in education where students are actively
engaged in the learning process is Game theory. The search for creative ways to enhance
the teaching and learning of science subjects, combined with the growing popularity of
games, has led to increased study of Game-Based Learning (GBL) in the classroom.
The use of games in the classroom has steadily increased as researchers and
educators alike become more convinced of their high potential to facilitate the learning of
science subjects (Morris et al., 2013) and to promote positive changes in the school
curriculum (Barton et al., 2018). This methodology has also been shown to promote social
development (Berland & Lee, 2012) and foster teamwork skills (Azizan et al., 2018).
The use of local traditional games could be an answer to this dilemma (Del Carmen
et al., 2015). They used these Philippine traditional games in teaching physics. For
instance, using local games in activities in Mechanics used as collaborative activity
allowed students to learn easier and can develop their communication skills. Also, the
improved activities of traditional games in teaching physics give a great potential to
improve and develop students thinking and understanding of the subject matter (Del
Carmen, Diano and Ole, 2015).
In the Philippines, local games refer to Filipino indigenous games. Such games
used in education will fall to the current trend in education which highlights two-way flow
of learning and culture. As UNESCO stressed, education should be global in perspective
but localized in approach to bring significant effects on sustainability. Learning according
to cultural background could promote sustainability and preservation of indigenous
knowledge (Morales, 2014). It was also affirmed that students’ cultural perspectives
influence how they construct knowledge while cultural background influences cognitive
style and motivation. With the diverse culture of the Philippines, it can be favorable both
to students and teachers to integrate culture in physics education.
The researcher observed that the students of Datu Embak Mangansing Memorial
High School have been performing particularly low in academic major subjects such as
Science. After examining several studies which suggested the effectivity of employing
games to the learning process of the students in improving their performance in Physics,
this researcher seeks to find the effects of employing games in the performance of her
students. This study aims to find if the positive results yielded on students internationally
and locally will also be true for the students of Datu Embak Mangansing Memorial High
School.
Conceptual Framework
The basic premise of the study is that the Filipino Ethnic Game-based
activities employed by the researcher can contribute to the acquisition and development
of the Interest and Physics skills among the students.
INDEPENDENT VARIABLES

Filipino Ethnic GameBased Activities
 Patience and
perseverance
 Strategizing
 Social skills
DEPENDENT VARIABLES


Interest
Physics Skills
 Conceptual skills
 Problem Solving
skills
 Decision-making
Skills
Figure 1. The Conceptual Framework of the study
The illustration indicates how the Filipino Ethnic Game-based Activities, and the
following skills develop when applying these games such as:
Patience and
perseverance, Strategizing and social skills can affect the Interest of grade- 9 students in
studying science as well as its’ effect to the Physics skills of the students in terms of; a.)
conceptual skills b.) problem-solving skills c.) decision-making Skills.
Statement of the Problem:
This study will be conducted to determine the effectiveness of Filipino Ethnic
Game-based Activities to the interest and physics skills of grade 9 students in Science.
Specifically, this study will answer the following questions:
1. What is the level of skills develop in Filipino Ethnic Game-based of the students in
Science 9 in terms of:
1.1.
Patience and perseverance,
1.2.
Strategizing, and
1.3.
Social skills?
2. What is the level of interest between male and female science 9 students before
and after administering the Filipino Ethnic Game-based Activities?
3. What is the level of Physics Skills between male and female science 9 students in
the pre-test and post-test in terms of:
3.1.
Conceptual Skills,
3.2.
Problem-Solving Skills, and
3.3.
Decision-making Skills?
4. What is the significant relationship between the developed skills of male and
female students from Filipino Ethnic Game-based Activities and the Interest of
Students?
5. What is the significant relationship between the developed skills of male and
female students from Filipino Ethnic Game-based Activities and the Physics Skills
of Students?
6. Is there a significant difference between the interest of male and female science 9
students before and after administering the Filipino Ethnic Game-based Activities?
7. Is there a significant difference between the b mean gain scores between the
physics skills of male and female science 9 students before and after administering
the FEGBA in terms of:
7.1.
Conceptual Skills,
7.2.
Problem-Solving Skills, and
7.3.
Decision-making Skills
Statement of Hypothesis
Based on the problems posted, the following hypothesis was formulated;
HQ1- There is no significant difference between the interest of male and female science
9 students before and after administering the FEGBA?
HQ2- There is no significant difference in the interest and physics skills of the control
and experimental group of grade-9 Students before and after administering
the FEGBA?
Significance of the Study
The results of this study will help the students improve their interest and physics
skills, particularly in their cognitive (conceptual skill), Psychomotor (Problem solving
skills), and affective (decision-making skills) in Science 9.
This will, likewise, provide teachers the basis for improving the methods of
teaching science 9. Findings of this research will serve as reference or guide in using
Game-based learning teaching method in science 9. Moreover, this study will update
methods and develop positive attitudes of teachers in teaching Science 9, especially
physics and other related fields and make them adopt, thereby, optimizing teaching as a
noble, easy and enjoyable profession.
.
Moreover, this would also help in improving the National Achievement Test in
Science.
Scope and Delimitation of the Study
The study will focus on determining the effects of Filipino Ethnic game-based
activities to the interest and physics skills in Science 9. The interest and physics skills
including Conceptual skills, problem-solving skills and Decision-making skills.
This study will be conducted at Datu Embak Mangansing Memorial high School,
Nunguan, Pikit, Cotabato, starting April 2022-2023
It utilizes a descriptive-quasi-experimental design. A researcher make tool will use
in the conduct of the study.
Operational Definition of Terms
The following terms were operationally defined during the course of the conduct of
the study:
Interest- a state of wanting to know or learn about something or someone.
Physics Skills- skills and qualities in physics
Conceptual Skills- are a demonstration of excellent cognitive abilities- being able to
formulate ideas and having the creative thinking needed to imagine scenarios and think
through ideas for new substance.
Problem Solving skills- are the ability to identify problems, brainstorm and analyze
answers, and implement the best solution.
Decision-making skills- are all of the skills you need to make an informed, rational
decision.
Game-based learning- is a teaching method that uses the power of games to define and
support learning outcomes.
Patience- is the ability to accept or tolerate delay, problems, or suffering without
becoming annoyed or anxious.
Perseverance- refers to continued steady belief or efforts in spite of discouragement or
difficulty and is one of the most difficult qualities to develop in this fast paced and impatient
world.
Strategizing-is to plan or create a plan or strategy for a specific reason or goal.
Social skills- is any competence facilitating interaction and communication with others
where social rules and relation are created, communicated, and changed in verbal and
nonverbal ways.
Pre-test- is the test administered before the introduction of the topics of instruction to
determine how far pupils have learned the lessons at that period of time.
Post-test- is the test administered at the end of the instructional period to determine how
far the pupils have achieved after instruction
Ethnic Games- traditional games of different ethnic group of people in the Philippines.