i
ABSTRACT
There is a growing interest in using games as a tool for teaching and learning in
educational settings. This approach, known as gamification, has been shown to increase
student engagement and motivation. Integrating game elements into lessons has the
potential to render learning more interactive and enjoyable for students. That said, this
study aimed to develop and evaluate a card game that can be used as supplementary
material in learning gas laws. A mixed- method approach using design and development
and pre-experimental design, wherein the data collected from Grade 10 students, were
analyzed to assess the card game’s effectiveness in enhancing the academic
achievement of the students and evaluate the card using the following criteria: goals
and objectives, card design, game components and organization, playability and
playfulness, and usefulness. From the results of the study, it was found that the
GasLawz Blitz card game is a highly effective learning tool in so far as the enhancement
of students’ knowledge in gas laws. This is evident by a statistically significant pre-post
test score increment with the calculated P-value is less than .0001. In terms of students’
evaluation, the results showed that n = 40, the respondents had a good overall
experience wherein they believe that game is valuable tool for learning and
engagement, and thus marks the attainment of this study. The researchers recommend
that future studies could focus on comparative study between GasLawz Blitz and
traditional methods to assess efficacy and student preference.
Keywords: Card game, Gas Laws, Gas Laws Card Game, Game-based learning,
Gamification
ii
UNIVERSITY OF SCIENCE AND TECHNOLOGY
Document Code No.
FM-USTP-ACAD-11
OF SOUTHERN PHILIPPINES
Alubijid | Cagayan de Oro | Claveria | Jasaan | Oroquieta | Panaon
Rev. No.
Effective Date
Page No.
01
12.01.21
2 of 85
APPROVAL SHEET
This Thesis entitled: “The GasLawz Blitz: A Card Game In Understanding Gas Laws”
prepared and submitted by Bri Azariah Roje L. Baculio, Brex M. Labajo, Melanie B. Dela
Peña, Erolyn Frances R. Salon in partial fulfillment of the requirements for the degree
Bachelor of Scecondary Education Major in Science has been examined and approved.
DR. RONNIE L. BESAGAS
Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade of PASSED.
DR. RONNIE L. BESAGAS
Chair
DR. ANGELO MARK P. WALAG
Member
MRS. FAITH M. GUIMARY
Member
Approved and accepted in partial fulfillment of the requirements for the degree
Bachelor of Secondary Education Major in Science
Approved:
DR. GRACE S. PIMENTEL
A
Name and Signature of Dean/Campus Director
May 10, 2024
a
Date of Final Defense
iii
UNIVERSITY OF SCIENCE AND TECHNOLOGY
OF SOUTHERN PHILIPPINES
Alubijid | Cagayan de Oro | Claveria | Jasaan | Oroquieta | Panaon
THE GASLAWZ BLITZ: A CARD GAME IN UNDERSTANDING GAS LAWS
A Research Paper
Presented to the Faculty of the
Department of Science Education
College of Science and Technology Education
University of Science and Technology of Southern Philippines
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education Major in Science
Bri Azariah Roje L. Baculio
Brex M. Labajo
Melanie B. Dela Peña
Erolyn Frances R. Salon
May 2024
iv
ACKNOWLEDGEMENT
We express our deepest gratitude to all those who have contributed to the
completion of this research project. Without your support, guidance, and
encouragement, this journey would have been far more challenging. We extend our
heartfelt thanks to:
Our Families: Your unwavering support and encouragement have been our
source of strength throughout this endeavor.
Dr. Ronnie L. Besagas (Research Adviser): We are immensely grateful for your
valuable advice, guidance, and support throughout the development of both our game
and research.
Dr. Angelo Mark Walag (Research Instructor): Your patience, wisdom, and
unwavering support have played a crucial role in helping us successfully carry out this
study.
University of Science and Technology of Southern Philippines - Senior High
School Department (USTP-SHS) and Misamis Oriental General Comprehensive High
School (MOGCHS): We extend our sincere appreciation to both institutions for
granting us the opportunity to conduct our pilot testing and data gathering procedures.
Teacher Evaluators from Misamis Oriental General Comprehensive High
School: We are grateful to Ms. Sheila Pimentel, Mrs. Jenny D. Ranalan, and Mrs. Judith
Mabao for generously offering your time and expertise to evaluate our work. Your
insights and feedback have been invaluable in shaping the outcome of this research. To
everyone mentioned above, as well as to all those who have supported us in various
ways, we offer our heartfelt thanks. Your contributions have been invaluable in the
successful completion of this research project.
TABLE OF CONTENTS
v
Page
Abstract………………………………………………………………………………...
i
Approval Sheet………………………………………………………………………...
ii
Title Page………………………………………………………………………………
iii
Acknowledgement……………………………………………………………………... iv
Table of Contents………………………………………………………………………. v
Chapter 1: The Problem
Introduction…………………………………………………………………
1
Conceptual Framework……………………………………………………...
4
Statement of the Problem……………………………………………………. 5
Hypothesis…………………………………………………………………... 5
Significance of the Study……………………………………………………. 6
Scope and Limitation………………………………………………………... 7
Definition of Terms…………………………………………………………. 7
Chapter 2: Review of Related Literature
Learning in Science…………………………………………………………. 9
Health, Psychological and Social Benefits of Playing Cards………………... 9
Game-Based as Pedagogy and its Effectiveness…………………………….. 11
Educational Card Games in Learning……………………………………….. 14
Chapter 3: Research Methodology
Research Design…………………………………………………………….. 18
Research Setting…………………………………………………………….. 21
Respondents and Sampling Scheme………………………………………… 22
vi
Developmental Stage………………………………………………………...
23
Research Instrument………………...………………………………………..
25
Data Collection……………………………………………………………….
25
Data Analysis………………………………………………………………...
27
Ethical Consideration………………………………………………………..
27
Chapter 4: Presentation Analysis and Interpretation of Data
Design and Development of GasLawz Blitz…………………………………
28
Students’ Evaluation………………………….……………………………… 37
Improvement in Students’ Achievement Score ……………………………… 45
Chapter 5: Summary and Finding, Conclusion, and Recommendation
Summary of Findings………………………………………………………...
48
Conclusion…………………………………………………………………...
48
Recommendation…………………………………………………………….
49
References………………………………………………………………………………
50
Appendices
A. Researcher – Made Validation form for the Researcher – Made Achievement
Test……………………………………………………………………………… 56
B. Card Game Evaluation Instrument……………………………………………… 59
C. Researcher-Made Achievement Test……………………………………………. 62
D. Pretest-Posttest Results…………………………………………………………. 70
E. Letter for Pilot Testing………………………………………………………….. 71
F. Letter for Data Gathering……………………………………………………….. 72
Curriculum Vitae………………………………………………………………………..
73
vii
List of Tables
Table 1. Design Consideration of GasLawz Blitz Card Game…………………………... 20
Table 2. Mean Score Interpretation Descriptors…………………………………………
26
Table 3. Main Card Component of GasLawz Blitz Card Game…………………………. 33
Table 4. Scoring Guidelines……………………………………………………………..
36
Table 5. Goals and objectives evaluation of GasLawz Blitz Card Game………………… 38
Table 6. Card Design evaluation of GasLawz Blitz Card Game………………………… 40
Table 7. Component and Organization evaluation of GasLawz Blitz Card
Game……………………………………………………………………………………... 41
Table
8. Playability and Playfulness evaluation of GasLawz
Blitz
Card
Game……………………………………………………………………………………..
43
Table 9. Usefulness evaluation of GasLawz Blitz Card Game…………………………..
44
Table 10. Overall Descriptive Evaluation of GasLawz Blitz Card Game………………… 45
Table 11. Significant Difference Between the Mean Score of the Pretest and
Posttest…………………………………………………………………………………...
45
viii
List of Figures
Figure 1. Schematic Diagram……………………………………………………………... 5
Figure 2. Development of GasLawz Blitz………………………………………………… 19
Figure 3. Map Depicting the location of MOGCHS………………………………………. 22
Figure 4. Prototype of GasLawz Blitz…………………………………………………….. 29
Figure 5. Question Booklet for Challenge………………………………………………… 40
Figure 6. Special Cards…………………………………………………………………… 31
Figure 7. GasLawz Blitz Cards……………………………………………………………. 32
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CHAPTER 1
THE PROBLEM
Over the past years, researchers have proved that engaging games in education
help students understand the lesson very well. Research on the confinements of
traditional lecture theaters and the limitations they place on teaching, depth of learning
and assessment opportunities as well as the challenges faced by increasingly large, and
more diverse, student populations (Arvanitakis, 2014; Biggs & Tang, 2011; Bligh,
2000; Petrovic & Pale, 2015). Interestingly, more recent research (Bates et al., 2018;
French & Kennedy, 2017; Sharp et al., 2017) approaches the subject from a realization
that lectures will remain as the dominant mode of delivery in higher education but
recognises that pedagogical practices need to be modified, and improved, to cater for
the changing nature of student cohorts, as a student it is very important for us to be
more engage in learning on hand than just reading it which game-based learning offers
players an environment learn by exploring, trying, acting in and interacting with a game
world, the active/ reflective dimension seems relevant (Hwang et al., 2015, Hwang et
al., 2012), because they learn with the use of material as it is tangible which they access
anytime and anywhere.
In fact, Ellington et al. (1981) observed that educational games have favorable
characteristics for use in science education. One of the primary reasons for using games
in science is to reaffirm basic facts and principles. Once the basic facts of a specific
lesson have been taught, it is often necessary to reinforce the knowledge the students
have just acquired by giving them some type of exercise in which they must
demonstrate their understanding of what they have learned by applying the knowledge
to a specific situation. Traditionally, such exercises had already taken the form of
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worked examples that students achieved on their own, either as seat work or as
homework assignments.
By catering to individual learning styles through game-based learning,
educators can create a more engaging and effective learning environment. This
personalized approach can not only enhance knowledge retention but also foster a
deeper understanding of the material. Ultimately, incorporating learning styles into
game-based learning can lead to improved academic performance and a greater desire
to continue learning. According to Mayer (2016), using game-based learning in tandem
with learning styles will help more individuals complete tasks, retain information, and
apply what they’ve learned to future projects and tasks as well as their lives outside of
the classroom or workspace. In addition, Felder and Spurling (2005), mentioned that
the assumption for using learning styles/preferences is that they can be used to design
personalized learning environments, which according to Chen (2014) and Jones,
Reichard, and Mokhtari (2003), in turn, will improve learning as well as motivation.
Gas Laws are important part of a student’ chemistry education, studies shows
that students are having difficulty in understanding its basic concepts such as pressure,
volume, and temperature. In the study conducted by Lin et al. (2000), the results showed
that although students remembered the formula of PV = nrt, they misused it, could not
give meaningful explanations to questions, and they had misconceptions. Consistent
results across more than a decade of chemistry education research suggest that both
high school and university students experience difficulties in the application of
conceptual understanding and problem-solving of gas law test items (e.g., Lin et al.,
2000; Coştu, 2007; Matijašević et al., 2016). Student difficulties and failures have been
attributed to rote memorization and misuse of chemical formula (Lin et al., 2000), or
Page|3
poor external representation and internal interpretation of a chemistry problem
(Matijašević et al., 2016).
This study is a response to help determine the effectiveness of a game-based
approach to make the learning effective. There is a limit to traditional learning, such as
opportunity, which has two outcomes: success and failure. But if we corporate gamebased learning, we can change that sequence into something great, and failure will
become part of achieving a great result, which, according to Kapur (2008) and Plass et
al. (2015), is not an undesirable outcome but rather expected and often considered
necessary for the learning process. In addition, according to Kim, Park, and Baek
(2009), the chance for multiple attempts at success also provides players with an
opportunity to regulate their own learning, as they are able to set goals, monitor their
achievement of these goals, and assess the effectiveness of strategies used in their
attempt to achieve their goals. The on-hand experience of learning that this research
aims to provide will help us determine how long the knowledge will remain if changes
in approach to learning, such as game-based learning, are introduced, given that we will
be using cards as our main instrument, which, according to Powell and Kalina's (2009)
Piaget and Vygotsky theories about instrumental learning, were the foundation of
cognitive constructivism and social constructivism.
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Conceptual Framework
The schematic diagram of this study is shown in Figure 1. The graph shows the
three frames of this study.
The first frame presents the study's input, which includes the instructional
content, which includes the gas laws and the card game characteristics. The second
frame depicts the study's process, which was divided into two phases: phase 1 was the
development of the educational card game, and phase 2 was the actual use, testing for
effectiveness, and evaluation of the developed card game. The third frame shows the
study's output, which is the educational card game developed.
This study is anchored in the theory of constructivist learning. Constructivism
is used to design effective learning environments. Students bring their prior experience
and knowledge to the classroom. The trainer creates learning situations in which
students can interact with one another to gain new knowledge and shape their own
needs and capacities. Rather than isolated activities, such as learning and practicing
separately, experience with complex tasks generates knowledge. Knowledge and skills
are best acquired in context. According to Vygotsky's theory, the problem-solving skills
of tasks can be graded based on: (1) those performed independently by a student; (2)
those that can be performed with help from others; and (3) those that cannot be
performed even with help. The constructivist theory was anchored by the researcher,
particularly the active progress in promoting collaboration and problem-solving. The
card game focuses more on the students’ interaction with each other and enhancing
their problem-solving skills.
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Figure 1. Schematic Diagram
Statement of the Problem
The study will seek to answer the following questions:
1. What card game design can be developed to teach gas laws equations?
2. Is there a significant difference between the students' academic performance
on gas laws before and after playing the game?
3. What is the student’s evaluation of the use of card games as a learning tool?
Hypothesis
H1: There is a significant difference between the students' academic performance
on gas laws before and after they played the game.
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Significance of the Study
This research study offers solutions for determining the most effective card
game to use in the research and educational processes of teaching organic
chemistry, specifically the gas law equations. This will also provide results in
assisting the students’ knowledge, comprehension, analysis, and application when
the teacher uses a game-based approach in delivering the lesson for the first quarter
and to measure the effectiveness of card games in terms of students' academic
performance when compared to traditional methods of teaching. It can also be used
as a reference for other researchers who are interested in gas law equations.
This study will be beneficial to the following:
Students. This study will improve students' academic performance and make them
more knowledgeable, interactive, and exciting.
Science Teachers. This study will assist science teachers in determining the
significant change in students' academic performance when learning the gas laws
and enhancing their teaching so that it is more visible in the learning process.
Proponents of the study. This study will support and inspire more researchers to
be more creative and innovative in their future endeavors, particularly when dealing
with gas law equations.
Future Science Teachers. This study will enable future science teachers to
incorporate and adopt this type of teaching strategy by providing access to it, and
they will be aware of its scientific accuracy.
Page|7
Future Researchers. This study will be used as a reference for conducting research
in the field of science, particularly organic chemistry. This will be used as a guide
to continue improving the research in relation to the variables used.
Scope and Limitation
The study focuses on designing and developing a card game that will be used as
a learning tool for understanding the gas law equations. Researchers will use a
specific method called purposive sampling to select participants, focusing on one
class section of grade 10 students who were officially enrolled in the school year
2023–2024. Each class group will consist of 7 members to effectively utilize the
card game, which includes separated formulas, descriptions, gas law proponents,
engaging special cards, and a question booklet for extra points. Hence, the chosen
school is Misamis Oriental General Comprehensive High School in Cagayan de Oro
City. The process involves administering a pre-test on the first day, followed by
traditional teaching sessions. Subsequently, there will be 3 days of gameplay among
grade 10 students, ending in a post-test on the final day to collect data. Additionally,
researchers will gather feedback through an evaluation form to acquire comments
and suggestions on the GasLawz Blitz card game. The study will be confined to a
specific cohort of Grade 10 students in one section, with parameters stemming from
time constraints, scarcity of resources, and the demanding workload of Performance
Tasks (PTs) among Grade 10 students across other subjects.
Definition of Terms
For a better understanding of this study, the following terms are defined
theoretically and operationally:
Page|8
Card. An object that comprises variables and the image of the proponent of the gas
law, will be used in this research study.
Gas laws. Are laws that relate the pressure, volume, and temperature of a gas that
will be inputted into the cards.
Academic performance. A result of how the research's use of card games as a
teaching method affected the academic performance of the students.
Perception. A result of how the students felt about the research's use of card
games as a teaching technique.
Efficacy in learning gas laws using a card game. A result of the effectiveness of
a card game for teaching gas laws.
Pre-test. We will conduct a preliminary test, given in advance of instruction or
evaluation, to determine their knowledge of the gas laws.
Post-test. We will assess student learning at the end of an instructional unit by
contrasting it with a benchmark or standard.
Card game. A card game that we decided to have the pupils/students play in
week 2 was influenced by tong-it's card game. Each student group will receive a
deck of cards to use in the game of Tong-it's Gas Law.
Game based learning. We will incorporate a teaching strategy that will show
students how games can be used to identify and support learning objectives.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Learning in Science
Science education gives students a greater understanding of how and why things
work, as well as problem-solving and scientific thinking skills. It is critical to develop
effective teaching and learning strategies that identify students' learning characteristics
as well as their conceptual understanding and how they relate concepts to one another.
As a result, chemistry subjects have inherent integrity; as a result, it is impossible to
generate information without first comprehending the fundamentals of a thought area.
In the field of chemistry education, students are having difficulties in
understanding the basic properties of gases and the concept “gas” (Ayyilidiz and
Tarhan, 2013; Aslan and Demircioglu, 2014). Furthermore, it was suggested that
knowledge levels and alternative frameworks for gases should be established in order
to address the concerns that students have in understanding the basic properties of
gases.
According to, Mete (2020), who studied 87 11th grade students, it stated that
students’ understanding level of gases was low and students were having difficulties in
explaining gas-related events. Moreover, T Nurhudua, D, Rusdiana and W Setiawan
(2017), who analyzed 32 11th grade students, also conveyed that students have
misunderstanding in learning kinetic theory of gases. Hence, Mete (2020), highlighted
that active learning methods should be applied to promote the conceptual and scientific
understanding of the students.
P a g e | 10
Health, Psychological and Social Benefits of Playing Cards
Card games are typically seen as enjoyable activities for both adults and kids.
Most people pick up a deck of cards to pass the time or to amuse visitors Gamesver
Team of researchers, writers, and editors stated that Playing card games can be a great
way to meet new people, have fun, and perhaps even learn something new. Although
most individuals don't give it any attention, playing card games has several pros and
benefits. Most people consider card games to be just another pastime activity, studies
indicate that playing card games can offer numerous educational, emotional as well as
psychological benefits, ranging from improved math skills to an increased sense of selfesteem. it wouldn't be accurate to suggest that playing a game of cards needs less skill
than other games, it is a wonderful option if you want to play while seated and with less
physical effort.
Moreover, playing cards keeps our brain busy and sharp it trains the brain to
solve problems. As you get older, it becomes more crucial than ever to use different
portions of your brain on a daily basis to stave off dementia and memory loss. Even just
becoming familiar with a new game's rules might help develop cognitive abilities like
communication and memorization (Stoun, 2019). according to studies, playing card
games helps our brain digest information more quickly and improves our problemsolving skills. Card games have been referred to be "brain training games" by some
academics, and it goes without saying that playing the correct card games may keep the
brain sharp. Card games come under the limelight as an example of a brain game,
according to Harvard Medical School (Gamesver Team, 2022).
Card games can exercise our minds, we need to keep our minds active to keep
them healthy. Puzzles, games, and other mental pursuits that make the brain work hard
P a g e | 11
and concentrate are optimal, while moderate exercise will assist. One approach to
stimulate the mind and aid with memory retention is to play card games (Muduo, 2019).
Also, card games Reduce Symptoms of Depression the activity improves mood and
promotes social connection, which are both excellent for reducing symptoms and
assisting people in feeling as normal as possible. Even playing solitaire by yourself can
be beneficial. After a challenging day, people need to engage in an activity that reduces
their stress. experiencing stress, anxiety and depression, which can have a negative
impact on your physical, emotional and mental health. You need relaxment in that case
playing cards can help you when you're playing, your attention is on the game's rules
(Stoun, 2019).
Playing cards improve hand eye coordination and other skills quickening the
reflexes when shuffling and dealing and improving both fine and gross motor skills
(Swieter, 2022). Consider picking up a game of cards as a new pastime that will enhance
both your social life and mental wellness. A cheap method to spend time with friends
and keep your mind blissfully engaged is to play cards. You may enhance your
psychological health by putting down your phone, turning off the TV, and taking up a
deck of cards (Stoun, 2019).
Game-Based as Pedagogy and its Effectiveness
Game-based learning and gamification are methods that are now being utilized
in education to promote the student motivation, emotional involvement and enjoyment.
The use of video games and elements related to game reality, content, subjects, and
images in the educational process is known as game-based learning. Gamification, on
the other hand, is the use of game mechanics, aesthetics, and thinking to attract and
motivate students to solve specific problems; it does not necessarily imply electronic
P a g e | 12
devices or video games, but rather presents any training or working process as a game
(Liu et al., 2020).
As many of us know and have experienced, our current education has shifted
from traditional to somewhat futuristic, virtual classrooms. As an individual who has
undergone the abrupt educational changes of learning, it has always been difficult,
intellectually stimulating, and uninteresting because it takes a long time to adapt and
keep up with what our educational system has implemented. It is true enough that
chemistry subjects have integrity in and of themselves, hence it is impossible to
generate information without first grasping the fundamentals of a thought area. Given
this fact, it is indispensable to provide and add ways to make learning more fun and
challenging now that we are gradually returning to the educational system we had
previously.
In relation to the foregoing, gamification and game-based learning are methods
that are increasingly being used in education to increase student motivation, emotional
involvement, and enjoyment. Teachers are, in fact, incorporating game-based learning,
which is distinguished by three core elements: narrative-centered learning, combined
learning context, problem-solving, and interactive storytelling (Rowe, Mott, & Lester,
2012).
We can see from what game-based learning has to offer that learning while
having fun is exactly what we need in these times. First and foremost, when users find
learning pedagogy enjoyable and appealing, they are more likely to connect with the
subject (Davis et al., 1992).
It has also been asserted that in game-based education, the course content is
mapped into the game to provide a scenario environment of learning, repeated self-
P a g e | 13
learning, and ongoing interaction and feedback to increase learning interest and
motivation (Cheng & Su, 2012). Gamification will also improve students' cognitive
abilities and skills by allowing them to consider and progress toward a goal (Guyton,
2011). These skills will be valuable, especially once they obtain a degree and begin
exploring the real world; they will help them adapt to situations they may encounter.
However, creating a game is incredibly hard because game-based learning is
impactful when it assesses learners while they play the game by providing detailed
insights into the learning process; tracking motivational, emotional, and metacognitive
features to understand behavior and final outcome; and providing immediate feedback
based on embedded assessment to identify areas that are challenging for learners to play
the game (Ifenthaler et al., 2012).
Other than that, incorporating games will challenge students' skills and
understanding, but it is also about the plan or process of creating them if it has a positive
impact on both students and teachers for easy comprehension of a specific topic. The
games should be designed in a way that allows learners to gain specific knowledge and
skills. To achieve the learning objectives, the game should include both motivational
and instructional design elements (Tobias et al., 2014).
Notwithstanding, learners who play educational games show more anxiety,
challenges, and interest in their learning process and also experience higher levels of
cognitive load compared to learners who adopt hypertext instructions (Stiller &
Schworm, 2019).
Collaboration, choice, feedback, and instructional design elements need to be
incorporated while designing games so that they will have a positive impact on the
students’ engagement in the learning process (Serrano, 2019).
P a g e | 14
Researchers and practitioners have been paying close attention to game-based
learning and 21st century skills. Given the numerous studies that support the positive
effects of games on learning, an increasing number of researchers are dedicated to
developing educational games to promote students' development of 21st century skills
in schools. However, little is known about how games affect student acquisition of 21st
century skills (Qian and Calrk, 2016). According to Qian and Clark (2016), a gamebased learning approach may be effective in facilitating students' 21st century skill
development, and it provided valuable insight into educational game design and
implementation in general.
In the study conducted by Hartt and Mostafapour (2020), it highlighted the
potential of game-based learning in planning education, but it hampered understanding
of how to incorporate games and use them effectively. The gamified lecture was
preferred and more engaging by students. Without the use of technology, the use of
games and gameplay in their most basic form involves social interaction, leadership,
creativity, and strategy. The incorporation of game-based learning into planning
curricula provides a once-in-a-lifetime opportunity for the mutual advancement of both
planning pedagogy and game-based learning techniques.
Hence, according to Li and Tsai (2013), the most common outcome investigated
in educational game studies was knowledge acquisition, with less than one-third of the
studies investigating problem solving skills, whereas affective and motivational
outcomes were investigated more frequently in entertainment studies. Despite the fact
that educational game studies show varying degrees of success depending on topic,
learner preferences, and participant age (Young et al., 2012). There is a scarcity of highquality empirical evidence regarding how games in the classroom might impact the
development of 21st century skills.
P a g e | 15
Educational Card Games in learning
Liu and Chen (2020) conducted a study on students' perceptions of an
educational card game and the benefits of card games in terms of learning performance.
The students demonstrated a positive attitude toward using the science card game and
felt that the approach contributed to their learning. The students also stated that learning
with an educational card game could help them gain scientific knowledge and that the
game-based learning method piqued their interest in modes of transportation and
energy.
Moreover, there are numerous science card games that could benefit a large
number of students in their studies. They investigate the effects of teacher-created
instructional card games and computer games on high school students' learning of
chemistry concepts. An experimental pretest/posttest study with a control group
revealed a significant difference between computer games taught traditionally and card
games created by teachers. However, there was no discernible difference between
computer games and teacher-created card games. Playing is an important part of helping
children learn abstract concepts, and it helps them understand chemistry concepts by
making them happy and excited, as well as engaging them with one another
(Rastegarpour & Marashi, 2012).
In the study conducted by Gutierrez (2014), it demonstrated that students who
used educational card games improved significantly more than students who used
traditional methods. It has been discovered that a student-centered approach, such as
educational card games, can improve student performance more than traditional
methods. The evaluation of the educational card game revealed that students in general
find the game to be very satisfactory as supplemental material for reinforcing acquired
P a g e | 16
knowledge and skills. Teachers should consider using the educational card game
developed in this study because it received very positive feedback from its users and is
statistically supported as an effective supplemental material for reinforcing learning.
Moreover, teachers are encouraged to create their own set of terms to include in the
deck of cards based on the reference material they are using. Educators should develop
additional rules in addition to the ones presented in this paper so that students can play
the game in a variety of ways.
According to the findings of the study by Rastegarpour and Marashi (2012),
card games and computer games are effective tools for learning chemistry concepts and
provide chemistry teachers and educators with insight into assisting students in creating
intangible associations between different topics and promoting meaningful learning of
chemistry concepts. Furthermore, Rastegarpour and Marashi, (2012) found that playing
games promoted active learning and concentration. The study's findings indicated that
games are effective in teaching abstract concepts, are enjoyable, and allow students to
benefit from the experiences of their classmates. Games have the potential to move our
educational system beyond traditional disciplines and toward a new model of
meaningful learning. Games in the classroom would undoubtedly increase student
engagement in their learning.
Furthermore, GasLawz Blitz: A Card Game in Understanding the Gas Law
Equations is a supplemental game we created that will help students understand various
gas laws while also allowing the teacher to make his/her discussion easy and fun. It isn't
about getting a win in our card games, but rather about understanding what you are
doing by utilizing what you have understood, attempting to find what you need to learn,
and understanding what you have just learned. It's all about progress. In fact, according
to Dweck, et al., (2015) a student with a fixed mindset believes that intellectual ability
P a g e | 17
is inherent and unchangeable; a student with a growth mindset believes that by working
hard, individuals can change and enhance their knowledge. Once children play a game,
they not only reflect their level of cognitive development, but they also strengthen the
skills, actions, and meanings that they have learned (Verenikina et al., 2003).
To sum it up, studies on the use of game-based learning have been found to be
effective and much better because they provide not only new ways to acquire
knowledge but also skills that, according to the researchers, we need to acquire in order
to mold into the person we are expected to be after we obtain a degree, such as
collaboration, communication, problem solving, and many more. We tend to believe
that learning occurs through discussion and reading, but as we dig deeper, researchers
suggest that corporate games have a positive impact on learning. However, as
previously stated, there are some things that must be considered, such as the methods,
process, effects, and rules that the instructor must implement. It is claimed that when
students face challenges in a fun way, they become more engaged in their learning.
Above all, most researchers discovered that the game-like environment was beneficial
in the school environment and led to higher productivity because it has been extensively
used to create higher learning systems that seek to improve students' concentration,
motivation, interaction, flow experience, and other great outcomes.
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CHAPTER 3
RESEARCH METHODOLOGY
Research Design
This study used two different research designs, including a pre-experimental
design and the Research and Development Model (R and D model). The researchers
will use the pre-experimental design because, from the students' mean post-test and
pretest scores, researchers will calculate a mean gain score for the experimental group.
To determine whether a mean gain score is sufficient to conclude that the students'
performance significantly improved after playing the educational game, at test for
dependent means will be used. If there was in fact a statistically significant difference
between the mean pretest and post test scores of the experimental group, a higher
computed t value and the critical t value also need to be established. It is the quickest
way for researchers to determine whether playing educational card games is an effective
adjunct to traditional methods of teaching. Additionally, the researchers used research
and development model for the first stage of the card game's development. This model
was applied using a methodical procedure that included field testing and evaluation up
until the product satisfied its particular, predetermined requirements. Based on the twophase development process, this GasLawz Blitz: A Card Game in Understanding Gas
Laws was created, verified, and assessed.
P a g e | 19
Gathering of Information about Gas Laws
Designing the GasLawz Blitz Card
Alpha Testing of the GasLawz Blitz Card
Revision of the GasLawz Blitz Card
Beta Testing of the GasLawz Blitz Card
Sampling of Respondents
Figure 2. Development of the GasLawz Blitz: A Card Game in Understanding Gas
Collecting of Data
Laws.
This study also employed a design-based research approach, as suggested by
Evaluating the result of the Study
Barab and Squire (2016). This sharpens the focus of the entire experimental design
process, as Schoenfeld (2009) explained that "the products of well-conducted design
experiments are improved interventions and improved understandings of the processes
that result in their productivity." The detailed considerations of this study are depicted
in Table 1.
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Table 1. Shows the design considerations of GasLawz Blitz: A Card Game in
Understanding Gas Laws.
Design-based
Details
consideration
Conducted in a classroom environment where the actual
Location of research
teaching and learning process took place in one schools and one
section, particularly the grade 10 students of MOGCHS.
Complexity of
Variables included are the formula, function and the proponents
variables
of those specific gas laws (e.g.,Boyle’s Law, Charles Law, Gay
Lussac’s Law, Combined Gas Law, Avogadro’s Law and Ideal
Gas Law)
Focus of research
Determining the significant difference between the student’s
academic performance on gas laws before and after they played
the game and the students perception of the educational card
game in understanding the gas law equation.
Unfolding of
The grade 10 students of a chosen section will be given a post-
procedures
test and pre-test that is composed of forty (40) multiple
questions. The topics covered will be Boyle’s Law, Charles
Law, Gay Lussac’s Law, Combined Gas Law, Avogadro’s Law
and Ideal Gas Law and will be taken for one (1) hour.
Characterizing the
There were three main aspects involved: assessing the student’s
findings
academic significance, through pre-test and post-test scores,
assessing the student’s perception of playing the card game, and
designing and developing the GasLawz Blitz card game.
Role of participants
Students were given the role of learners as they played the game
while the researchers facilitates.
P a g e | 21
Research Setting
Misamis Oriental High School (MOHS), now known as the Misamis Oriental
General Comprehensive High School (MOGCHS), took the lead and was founded by
the late Don Apolinar Velez y Ramos, the first elected governor of Misamis Province.
Misamis Oriental General Comprehensive High School is located on Apolinar Velez
Street in Cagayan de Oro City, Philippines (9000), a densely populated and highly
urbanized city in the region of Northern Mindanao.
In addition, the aforementioned school has a total area of 7.3629 hectares,
making it essentially a big school, where it educates and develops students'
competencies to prepare them for college and enables students to be agents of positive
change in the nation. According to the current assessment of this region, the land area
stretches from the Pelaez Sports Center, which is located on the north side of
MOGCHS, to the region surrounding the Provincial Capitol, which is a part of the
provincial government. Despite being an old school, it is tidy and serene. Currently,
Mr. Abdon R. Bacayana, Ph.D., a courteous principal, is in charge of this school. Our
study can be done at this school because it is situated in the "City of Golden Friendship,"
is a sizable institution with about 9,000 students, and is in a much more convenient
location for the researchers. More specifically, the respondents were chosen from just
one section of the entire class of grade 10 students.
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Figure 3. Map depicting the location of Misamis Oriental General Comprehensive
High School
Respondents and Sampling Scheme
The respondents of the study are students of Misamis Oriental General
Comprehensive High School (SY 2024–2025). One of the vital processes needed to
keep this study successful is that all of these participants were selected through the
purposive sampling technique. According to Arikunto (2010: 183), "purposive
sampling" is the process of selecting samples by taking subjects that are not based on
level or area but are taken based on the specific purpose; this is most effective when the
researcher needs to study a certain cultural domain. It occurs when a researcher chooses
a sample based on the needs of the study and includes qualified experts. The chosen
respondents are from the entire class of grade 10 students. 30–40 students, generally
belonging to Generation Z (or more commonly, Gen Z for short), colloquially known
P a g e | 23
as "zoomers," is the demographic cohort succeeding Millennials and preceding
Generation Alpha. between the ages of 15 and 23.
However, the researchers only accommodated one section of Misamis Oriental
General Comprehensive High School (MOGCHS). The chosen respondents are
composed of respondents from the selected section. The high school students were
chosen by the researchers because they are suitable and applicable to the study.
Developmental Stage
The instructional card game was created, and its efficacy was tested using the
following procedures:
1. Preparatory phase- This covered the development of the instructional materials'
conceptualization and planning. Together with the demands and issues
currently being faced in the teaching-learning process, the present instructional
methods were evaluated. In this stage of game development, research, material
preparation, and other important elements were established.
2. Game development. This included the design, development, and preimplementation of the educational card game. For this study, the researcher
selected the topic gas laws.
The steps utilized to create the instructional card game were as follows:
a) Card design. The design of the cards was influenced by the UNO card. The
researchers included small gas laws details for supplemental teaching of
chemistry. It was printed strategically on each of the four sides 3.5'' x 2.5''. These
cards are roughly 2.5” x 3.5” (Solitaire type). board paper. An iconic name,
P a g e | 24
function and formula for the topic was also included and was printed at the
center of the card.
b) Power ups card. The design was inspired using UNO card, this to add twist in
the game. There are four (4) power ups namely (Stupefy, swap, flex card,
rewind) each has different colors and purpose.
c) Game rules, Pilot testing, and Revision. The majority of the rules were adapted
from the well-known card game tong it's (famous Philippine card game). The
primary goal of the student-players is to build and justify combinations that
exhibit a clear combination of variables to form gas law equations on the
provided cards.
d) Review and Validation. After the initial development process was completed
and before the actual use of the game card the Science teacher aged 20-40,
Professionals, Graduated with a degree in Science. The section will be asked to
review and validate the educational card game based on its goals and objectives,
design, components and organization, playability and playfulness, and
usefulness. In the evaluation, the researcher discussed the goals, objectives, and
rules of the game before letting the students play the game in small groups. The
researcher will personally distribute and collect the evaluation instruments.
e) Testing for effectiveness. The researcher will utilize the pretest–posttest
experimental design to test the effectiveness of the card game. Science class at
Misamis Oriental General Comprehensive High School (MOGCHS) who were
enrolled for the S.Y 2022-2023 were the subjects for this part of the study.
P a g e | 25
Research Instruments
The researchers employed an evaluation instrument adapted from Gutierrez
(2014). The developed educational card game was graded on a five-point rating scale.
Following that, researchers made use of the pretest/posttest. The researcher prepared a
40-item multiple-choice test to evaluate the effectiveness of the educational card game.
After creating a table of specifications (TOS), the test was conducted. The questionnaire
was validated by our research instructor and two faculty members from the Science
Department of MOGCHS on the basis of the comments and recommendations, minor
adjustments were made. The pilot testing was conducted to Grade 12 Students of USTPCDO. The researchers used Kuder-Richardson Formula 20 (KR20) and KuderRichardson Formula 21 (KR21) for reliability testing which the result is .78 and .69
respectively. A teacher-prepared test must have a KR-20 and KR-21 result of at least
0.6 for it to be considered acceptably reliable.
The GasLawz Blitz card game was evaluated by 40 students who participated
in the experimental design using the following criteria: 1) Goals and objectives; 2)
Design; 3) Components and organization; 4) Playability and playfulness; and 5)
Usefulness. Tables 3 to 8 show the descriptive findings based on students' perceived
views. Educational games must also be efficient in providing effective instructional
strategy for teaching and learning scenario. Hence, their effective use can only be
achieved if they are systematically evaluated to produce a productive outcome (Ahmad,
2018). The descriptive findings were based on mean values and their interpretations.
The mean scores were interpreted using the following descriptors, as shown in Table 2.
P a g e | 26
Table 2. Mean score interpretation descriptors
Mean scores
Interpretation
Less than 2.75
Very Unsatisfactory
2.75 to 3.22
Unsatisfactory
3.23 to 3.72
Satisfactory
3.73 to 4.47
Very Satisfactory
4.48 to 5.00
Outstanding
Data Collection
The researchers obtained approval from the SHS Principal of USTP-CDO and
MOGCHS. Subsequently, they coordinated with the class adviser. Following this, the
researchers conducted a Pilot Testing using the Researcher-Made Achievement Test.
Afterwards, the researchers proceeded to administer the face-to-face pretest to
the Grade 10 students of MOGCHS. Following the introduction, a preliminary game
was conducted to ensure the respondents' understanding of the game mechanics and
rules. In compliance with the adviser’s instructions to conduct the procedure without
compromising the respondents' class schedule, the researchers allocated 3 days for the
respondents to play the game during their vacant time. The researchers were also
present during the game experiment to provide guidance to the students. The next day,
the posttest was conducted, and the game was evaluated. Answers were collected,
tallied, and analyzed by the researchers.
P a g e | 27
Data Analysis
In this study, the researchers employed a range of statistical tools to interpret
the data, including:
1. Mean and Standard Deviation: These measures were utilized to illustrate the average
responses of students. The mean facilitated the comparison of results between the
pretest and posttest, while the standard deviation was used to assess the variance in
responses.
2. Paired-Sample T-test: This statistical method was applied to compare the scores
obtained from the pretest and posttest.
3. Kuder-Richardson Formula 20 (KR-20) and Kuder-Richardson Formula 21 (KR-21):
It is a reliability measurement tool suitable for tests with single correct answers,
particularly when the proportion of correct answers varies significantly. Similarly, KR21 serves as a reliability measure for tests with multiple correct answers. In this study,
both KR-20 and KR-21 were employed to determine the reliability index of the research
instrument, given that the researchers developed an achievement test questionnaire.
Ethical Consideration
In this study, the researchers ensured that the consents were given and discussed
with the school head, classroom teacher, and the students participating in the study.
Anonymity and confidentiality are also observed in handling the gathered data, and the
respondents’ potential harm shall be observed during the study.
P a g e | 28
CHAPTER 4
PRESENTATION ANALYSIS AND INTERPREATION OF DATA
Design of GasLawz Blitz
GasLawz Blitz, an innovative card game and educational tool, focuses on gas
laws, including Boyle’s Law, Charles’ Law, Gay Lussac's Law, Avogadro’s Law, Ideal
Gas Law, and Combined Gas Law. It engages students in understanding these complex
concepts through interactive gameplay. One key aspect of GasLawz Blitz is its
alignment with the science curriculum for grade 10, ensuring that it reinforces essential
content knowledge. Research by Gee (2003) and Shaffer (2006) emphasizes the
importance of aligning game mechanics with educational goals to promote meaningful
learning experiences. GasLawz Blitz embodies this principle by immersing players in
scenarios that directly relate to the concepts and equations of gas laws, thereby
deepening their understanding through active engagement.
In the field of chemistry education, students are having difficulties
understanding the basic properties of gases and the concept of "gas law," so
incorporating games into education will be more effective compared to traditional
teaching methods in enhancing learning motivation, active participation, and
concentration among students (Ayyildiz & Tarhan, 2013; Aslan & Demircioglu, 2014).
GasLawz Blitz is a card game that allows students to be more responsible for
their own learning. Students can take an active role in mastering fundamental concepts
of gas laws through engaging gameplay, wherein they strategize, problem-solve, and
apply theoretical knowledge in practical scenarios. The research study was designed
with the purpose of providing an efficient and interactive learning tool that not only
enhances students' understanding of gas laws but also fosters critical thinking and
P a g e | 29
collaborative skills essential for their academic success. Figure 4. shows the prototype
of the GasLawz Blitz card game developed by the researchers.
Figure 4. Prototype of the GasLawz Blitz Card Game
Figure 5A and 5B. shows set of questions each round of the game. Players must
answer these questions correctly in order to gain points. The use of question booklets
in card games has been shown to foster social interaction and communication among
players. According to a study conducted by Johnson (2018), the act of discussing and
P a g e | 30
debating the answers to the questions promoted lively conversations and strengthened
interpersonal relationships among participants.
A
B
Figure 5. Question Booklet for Challenge
P a g e | 31
Figures 6A, 6B, 6C, and 6D are special cards that can be used strategically to
gain an advantage over opponents or to disrupt their gameplay.
A
B
C
D
Figure 6. Special Cards
Figure 7A, 7B, 7C, and 7D shows sample of the main gameplay cards that are
used in the card game. These cards include equations, name of gas laws, and
description of the gas law. The variety of cards adds depth and strategy to the game,
keeping players engaged and challenged throughout each round.
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\
A
B
C
D
Figure 7. GasLawz Blitz Cards
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Table 3. Main Card Components of the GasLawz Blitz
Gas Law Formula
PV = nRT
Name of Gas Law
Ideal Gas Law
Description
Pressure of an ideal gas is directly
proportional
to
its
absolute
temperature and the number of
moles of gas, and inversely
proportional to its volume
P1V1 = P2V2
Boyle's Law
Pressure and volume of a gas are
inversely proportional at constant
temperature
V1/T1 = V2/T2
Charles’ Law
Volume of a gas is directly
proportional to its temperature at
constant pressure
P1/T1 = P2/T2
Gay-Lussac's Law
Pressure of a gas is directly
proportional to its temperature at
constant volume
V1/n1 = V2/n2
Avogadro’s Law
Volume of a gas is directly
proportional
to
the
pressure
number of moles at constant
temperature and pressure
(P1V1)/T1 = (P2V2)/T2
Combined Gas Law
The relationship between the
pressure, volume, and temperature
of a gas when the amount of gas is
held constant.
P a g e | 34
Each part of the formula is highlighted separately o ensure that the students
understand what each terms represents. By separating the formula, students can focus
on understanding each variable and its relationship to the others before integrating them
into the full equation. This aligns with the step-by-step learning approach that is
effective in building foundational knowledge before tackling complex concepts.
According to, Bodie (2006), breaking down complex information into smaller,
manageable chunks helps learners process and understand better. Interacting with each
part separately, students are encouraged to actively engage with the material, fostering
better retention and comprehension.
According to the findings of the study by Jin and Lee (2019), the consistency
of widely recognized color – concept associations underscore a potential universality
in how certain colors are perceived in relation to specific concepts, which can be crucial
for designing effective communication tools. Different colors (blue for Equation 1, red
for Equation 2, green for Name of Gas Law, yellow for the Description) are used to
differentiate each component. This visual separation helps students quickly identify and
distinguish between the parts of the formula, aiding in visual memory and recall. Colors
can help create associations between related concepts. For example, if students
consistently see "PV" in blue and "nRT" in red, they can more easily recall these
associations during problem-solving.
In a study focusing on enhancing the gaming experience, Tan et al. (2016)
emphasized the importance of establishing clear rules and mechanics to facilitate an
enjoyable and engaging gameplay environment. They highlighted that the level of
playability directly influences the overall enjoyment and excitement derived from
playing a game. For GasLawz Blitz, most of the rules were derived from the popular
card game tong-its (popular Philippine card game). The main objective is for the
P a g e | 35
student-players to form and justify gas law combinations that demonstrate a clear
equation on the provided cards.
I. Setting up the Game
1. Gather 5 people and a deck of cards. The 184 playing cards should be shuffled.
2. Choose a player at random to be the dealer for the first hand, and then the winner
of the next hand will be the dealer. When a new player wins the game, that player
becomes the dealer.
3. If you're the dealer, deal yourself 13 cards and the others 12 cards. Hand out one
card at a time, face down, to yourself and the other players. Deal the cards around
the table counterclockwise.
4. Place the remaining cards in the center of the table, face down. Do not shuffle the
deck first.
5. Simply place them face down. This is known as the stockpile, and on each of your
turns, you will draw a card from it. On your turn, you may draw one card from the
top of this pile.
II. Taking Turns
1. Draw one card from the deck and place it in the center of the table. In each new game,
the dealer goes first, and plays then proceeds counterclockwise. Draw 1 card from
the stockpile on your turn. You may examine the card, but do not show it to the other
players. Take the card and place it in your hand.
2. If you have a meld, expose it by placing it face up on the table. Melds are made up of
a combined equation with its corresponding gas law and graph description. Every
meld has its corresponding points.
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Table 4. Scoring Guidelines
Task
Points
Pair formula of a Gas Law Form
1
Pair formula of a Gas Law Form with related name of the specific Gas Law
3
Pair formula of a Gas Law Form with related name and description
5
Note: The points assigned to each task in this table serve as scoring guidelines in playing
GasLawz Blitz.
3. Questions are provided on each round. Choose a question that best fits with your
meld and gain points if you are able to choose the correct equation. Once your meld is
exposed you cannot add anymore card on your meld or on another player’s meld.
4. At the end of your turn, discard a card. The final action on your turn is to discard a
card after you have finished laying off. After discarding a card, take another card on the
stockpile depending on the numbers of cards you discarded.
5. On each of your turns, repeat the sequence. After you finish your turn, the next player
will proceed in the same manner. Continue playing the game by taking turns with your
fellow players.
III. Winning the Game
1. Every time you gain points, write your points on the score sheet provided. The winner
of the game is the player who earned the biggest point.
P a g e | 37
II. Student’s Evaluation towards the Use of GasLawz Blitz
The GasLawz Blitz card game was evaluated by 40 students who participated
in the experimental design using the following criteria: 1) Goals and objectives; 2)
Design; 3) Components and organization; 4) Playability and playfulness; and 5)
Usefulness. Tables 4 to 9 show the descriptive findings based on students' perceived
views. Educational games must also be efficient in providing effective instructional
strategy for teaching and learning scenario. Hence, their effective use can only be
achieved if they are systematically evaluated to produce a productive outcome (Ahmad,
2018).
The effectiveness of game-based learning often hinges on the alignment
between the game and the topic being taught; this ensures that the students see the
relevance of what they are learning. The game aligns closely with educational
objectives by reinforcing conceptual understanding of gas laws. Through gameplay
mechanics, challenges, and interactions, students engage with fundamental concepts
such as Boyle's Law, Charles's Law, and the Ideal Gas Law. When educational games
are closely aligned with the curriculum and learning objectives, students can see the
direct connection between the game content and the concepts they are studying. This
relevance enhances students' motivation to engage with the material, as they understand
how the game relates to their academic goals and real-world applications. In the study
conducted by Harteveld and Sutherland (2015), it highlighted that when designing a
game as an assessment tool, it is important to make sure that the goals of and measures
in the game are aligned with the desired skills relevant to the task being learned. The
high mean score of 4.63 for item 5, which focuses on promoting discussion of Gas
Laws, further reinforces the idea that the game effectively facilitates engagement with
key topics (Table 5). One of the participants of this study also commented “My
P a g e | 38
comment on this game is very fun and you can also learn the different types of law
including the formulas. It can also enlighten the mind reserve for the future lessons”.
This positive perception suggests that the game's design successfully aligns with the
desired learning outcomes and skills. The alignment between student perception and
achievement of learning objectives underscores the importance of designing
educational games that are not only engaging but also closely aligned with desired
learning outcomes.
Table 5. Goals and objectives evaluation of the GasLawz Blitz card game (N=40)
Goals and objectives
Mean
SD
Interpretation
1. The purpose and rationale for the game are
4.43
0.64
Agree
4.43
0.69
Agree
3. The game was thought provoking.
3.55
1.32
Neutral
4. The game encourages student’s interaction.
4.58
0.78
Strongly Agree
5. The game promoted discussion of key
4.63
0.54
Strongly Agree
4.45
0.85
Agree
4.33
.91
Very Satisfactory
fully explained.
2. The goals and objectives of the game are
clearly defined.
topics.
6. The card game helps with my recall of
concepts/terms.
Overall mean
Intrinsic motivation is driven by the gameplay aesthetics as it contributes to the
overall learning experience enjoyable and rewarding. The inner drive to engage in an
activity is an important aspect in creating effective learning. The GasLawz Blitz card
game has received positive ratings for its design, highlighting its focus on convenience,
P a g e | 39
usability, and visual appeal. The cards are designed to be comfortable and practical,
promoting a smooth gameplay experience. The game also features printed terms on all
sides, allowing players to easily reference key terms and concepts. The game's
representative pictures effectively convey concepts, enhancing the learning experience.
Thoughtfully designed gameplay aesthetics that are visually appealing and userfriendly caters to diverse learning styles and preferences, making learning accessible to
a wide range of learners. When students are intrinsically motivated, they are more likely
to actively participate in learning activities, explore new concepts, and ultimately
leading to deeper learning outcomes. According to, (Lungdren et al., 2009), a person
can think that a game is good if it matches his or her preference regarding ideals of
gameplay aesthetics. The card game effectively captures the attention of players and
maintains their interest throughout the learning process. By incorporating visually
appealing elements and intuitive design features, the game creates a stimulating and
immersive learning environment that encourages active participation and critical
thinking. The high mean score for the card design of the GasLawz Blitz Card Game, as
indicated in the evaluation, suggests that it successfully aligns with the participants'
expectations and preferences regarding gameplay aesthetics (Table 6). This alignment
likely contributes to the game's effectiveness as a learning tool by enhancing intrinsic
motivation, engagement, and satisfaction among learners.
P a g e | 40
Table 6. Card design evaluation of the GasLawz Blitz card game (N=40)
Card design
Mean
SD
Interpretation
7. Card size is appropriate.
4.50
0.64
Strongly Agree
8. Having terms printed on all sides of the card
4.78
0.42
Strongly Agree
4.65
0.53
Strongly Agree
4.30
0.85
Agree
4.20
0.99
Agree
4.49
0.74
Outstanding
is a helpful feature for the players’ handling of
the cards.
9. The picture printed on the card is
representative of the topic.
10. The material used in the preparation of the
cards is durable.
11. The deck of cards is compact and can be
easily carried around.
Overall mean
Educational games serve a specific purpose: to facilitate learning. The games
are designed to engage students in a fun and interactive way, making the learning
process more enjoyable and effective. While games should be engaging and enjoyable
to sustain learners’ interest, the game must also facilitate meaningful learning
experiences. Effective educational games are purposefully designed with specific
learning objectives, these objectives outlines the knowledge, skills, and competencies
that learners are expected to acquire in a gameplay. The game provided clear and
concise directions of the game and the use of well-suited terminology were also
considered, ensuring that players could easily understand the game. The players are
tasked to form a pair of formulas of Gas Laws with its corresponding name and
P a g e | 41
description, this effectively emphasizes the key points of the topic being played through
game mechanics. By strategically integrating educational content into gameplay,
players were exposed and engaged with essential concepts. Gas Laws is a complex topic
of behavior of gases under different conditions, the number of cards included in the
game strike a balance between sufficient content and reasonable length of gameplay,
this allows players to learn and understand the concepts gradually without feeling
overwhelmed by an excessive amount of information. One of the players also
commented “It’s a good game because it makes the students learn the scientist/theorist,
formula,and definition to play the game”. By incorporating the different components
of the subject matter into gameplay, students are able to reinforce their knowledge in
a hands-on and interactive way. Overall, the feedback from the students regarding the
educational game on gas laws was positive and indicated that the game was effective
in conveying the key points of the topic (Table 7).
Table 7. Component and organization evaluation of the GasLawz Blitz card game
(N=40)
Components and organization
Mean SD
Interpretation
12. The directions were clear, concise, and
4.18
0.81 Agree
4.48
0.60 Strongly Agree
4.33
0.76 Agree
15. The number of cards was appropriate.
4.33
0.80 Agree
16. The length of time required to play the
4.03
1.07 Agree
4.23
0.83 Very Satisfactory
easily understood.
13. The game emphasize key points of the
topic played.
14. The terms used were appropriate to my
level of knowledge.
game is reasonable.
Overall mean
P a g e | 42
Active learning occurs when students are engage in the learning process through
activities. This approach encourages students to participate in discussions, problemsolving, and hands-on experiences, leading to a deeper understanding of the topic. By
actively engaging with the game's content and mechanics, players are more likely to
absorb and retain information related to the game's themes and mechanics. The
competitive and fast-paced nature of the game demands players' full attention to make
strategic decisions, anticipate opponents' moves, and react quickly to changing
circumstances. By regularly engaging in focused gameplay sessions, players can
develop and strengthen their concentration skills over time. In the study of Rastegarpour
and Marashi, (2012) found that playing games promoted active learning and
concentration. The study's findings indicated that games are effective in teaching
abstract concepts, are enjoyable, and allow students to benefit from the experiences of
their classmates. The high mean scores for most items suggest that students found the
game to be both fun and engaging (Table 8). The ability for players to make strategic
decisions adds an extra layer of enjoyment to the game, making it a valuable learning
tool that keeps students interested and excited about the subject matter. Games in the
classroom would undoubtedly increase student engagement in their learning.
P a g e | 43
Table 8. Playability and playfulness evaluation of GasLawz Blitz card game (N=40)
Playability and playfulness
Mean
SD
Interpretation
17. The game provides opportunity for healthy
4.48
0.64
Strongly Agree
18. The rules of the game provide players with 4.45
0.75
Agree
0.59
Strongly Agree
competition and cooperation.
equal conditions for fair play.
19. The rules of the game provide a set of 4.58
options for flexibility in making decisions
when playing the game.
20. Playing the game was fun.
4.55
0.75
Strongly Agree
Overall mean
4.51
0.68
Outstanding
Game -based learning is a dynamic approach to education that emphasizes the
practical value and relevance of acquired skills and knowledge. The GasLawz Blitz
card game presents gas laws concepts in a clear and accessible manner during
gameplay, and interactive elements within the game reinforce learning and help players
retain key information. The game offers opportunities for exploration of basic
knowledge, promoting a comprehensive understanding of gas laws. Furthermore,
GasLawz Blitz enhances interaction by fostering collaboration and communication
among players. According to the findings of Sezgin (2016), relevant research results
have proved that educational games have a positive effect on the high-level thinking
skills of the learners and increase the learners’ motivation. The positive feedback from
students regarding the GasLawz Blitz card game is evident in the high mean scores
obtained in the evaluation criteria (Table 9). Overall, the data shows that GasLawz Blitz
is an effective and engaging educational resource that is well-received by students.
P F g e | 44
Table 9. Usefulness evaluation of GasLawz Blitz card game (N=40)
Usefulness
Mean
SD
Interpretation
21. The game was effective in reviewing the
4.53
0.68
Strongly Agree
22. The game encouraged the players to dig 4.55
0.68
Strongly Agree
1.06
Agree
4.48
0.85
Strongly Agree
25. I would recommend the game to my peers.
4.43
0.87
Strongly Agree
Overall mean
4.45
0.84
Very Satisfactory
material.
deeper into the subject matter.
23. Playing the game is a productive use of 4.25
time.
24. Playing the game helped my student’s
establish better relationships with the members
of the group.
Table 10 shows the overall descriptive evaluation of the GasLawz Blitz card
game based on five criteria. With high ratings across all categories, the game
demonstrates strong performance, particularly in playability and card design. The
overall mean score of 4.41 (SD = 0.82) indicates a very positive reception. Liu and
Chen (2020) conducted a study on students' perceptions of an educational card game
and the benefits of card games in terms of learning performance. The students
demonstrated a positive attitude toward using the science card game and felt that the
approach contributed to their learning. Thus, one can conclude that this GasLawz Blitz
card game is a valuable tool for both education and engagement, with strong potential
for wider adoption and recommendation.
P a g e | 45
Table 10. Overall descriptive evaluation of GasLawz Blitz
Evaluation in terms of:
Mean
SD
Interpretation
1. Goals and objectives
4.33
0.91
Very Satisfactory
2. Card design
4.49
0.74
Outstanding
3. Components and organization
4.27
0.83
Very Satisfactory
4. Playability and playfulness
4.51
0.68
Outstanding
5. Usefulness
4.45
0.84
Very Satisfactory
4.41
0.82
Very Satisfactory
Overall mean
III. Improvement in Students’ Academic Achievement
A paired sample t-test was used to compare the pre-test and post-test scores to
see any changes in the academic performance of Grade 10 Einstein students, with N =
40 after using the GasLawz Blitz Card Game. This test is composed of forty (40)
multiple-choice questions.
Table 11. Significant Difference between the Mean Score of the Pretest and Posttest
N
Mean
Standard
Deviation
Pretest
40
18.28
4.68
Posttest
40
24.2
7.34
df
T
39
-6.47
Cohen’s d
P-value
Critical tvalue
<.0001
2.70
0.962
Table 5 presents the result of research findings, indicating a notable contrast in
scores between the pretest and post-test phases of the study. Initially, participants
achieved an average score of 18.28, with a standard deviation of 4.68 during the pretest.
P a g e | 46
However, following participation in the card game sessions, there was a clear
improvement in participant performance, with post-test scores averaging 24.2 out of 40
and a standard deviation of 7.34. While this improvement underscores the positive
impact of the card game approach on participants' grasp of gas laws, the mean score of
24.2 over 40 participants indicates that there’s potential to improve overall
performance. In other words on average, participants might achieve better results if
everyone scored the highest possible mark.
Furthermore, the effect size, as assessed by Cohen’s d (d = 0.962), further
emphasizes the significance of these findings, indicating a substantial effect of the
approach on participant learning outcomes. A Cohen's d value of this magnitude
suggests a significant enhancement in participant performance between the pretest and
post-test phases, highlighting the effectiveness of the card game approach in promoting
participants' understanding and mastery of gas laws.
Moreover, the statistical analysis revealed a noteworthy disparity between
pretest and post-test scores, with a t-value of -6.47 and a p-value of less than 0.0001.
The degrees of freedom (df) for this analysis were 39, and the critical t-value was 2.70,
further validating the significance of the findings. Based on the gathered data, it's clear
how effective incorporating games in learning can be, as highlighted by (Jabbar &
Felicia,2015), who emphasize that among various teaching approaches, game-based
learning (GBL) is both educational and entertaining. Additionally, (Garris et al.,2002)
note that it continuously engages students in activities. Educators use this motivation,
as discussed by (Petsche, 2011), to design materials promoting intellectual
development. Implementing game-based learning in our classroom not only enriches
our learning experience but also positively impacts our emotions.
P a g e | 47
The intrinsic nature of games, characterized by elements of competition and
enjoyment, as discussed by (McGonigal,2011), was evident in the study. Participants
displayed genuine enthusiasm, enjoyment, and engagement during the card game
sessions, indicating a high level of interest and involvement in the learning process.
This positive emotional response to the game-based learning experience suggests that
the card game approach effectively cultivated an engaging and supportive learning
environment, encouraging participants' active participation and enjoyment of the
subject matter. By harnessing the educational potential of games, researchers can
enhance participants' understanding of complex scientific concepts like gas laws while
simultaneously promoting their engagement, motivation, and emotional well-being in
the learning process.
These findings underscore the significance of employing innovative teaching
strategies to create meaningful and impactful learning experiences for participants in
science education settings.
P a g e | 48
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION
Summary of Findings
GasLawz Blitz: An innovative card game designed to teach gas laws was
evaluated in a study involving forty Grade 10 students from MOGCHS. The game
effectively reinforces conceptual understanding of gas laws through interactive
gameplay, aligning with educational objectives. Notably, post-test scores exhibited a
substantial improvement compared to pre-test levels, indicating significant learning
outcomes. The impact size (Cohen’s d) further underscores the game’s positive
influence on participant academic performance.
The participants displayed enthusiasm and engagement during gameplay
sessions, indicating a high level of interest in the learning process. The game's design
received positive ratings for its usability, visual appeal, and alignment with learning
objectives. The game effectively promotes active learning by encouraging discussion,
problem-solving, and hands-on experiences. Students found the game to be both fun
and engaging, with high mean scores across evaluated criteria. Overall, GasLawz Blitz
is regarded as an effective and engaging educational resource, with strong potential for
wider adoption and recommendation in science education settings.
Conclusion
In light of the findings and results of this study, while the students' scores were
below passing, there was a significant improvement in academic achievement among
Grade 10 Einstein students (respondents) after participating in the GasLawz Blitz Card
Game sessions. The game’s alignment with educational objectives, engaging gameplay
mechanics, and positive impact on student performance indicate its potential as a
P a g e | 48
valuable tool for science education. The study revealed a notable improvement in
student academic achievement following participation in GasLawz Blitz sessions,
highlighting the game’s ability to reinforce conceptual understanding of gas laws.
Participants exhibited genuine enthusiasm and engagement during gameplay,
indicating a high level of interest and involvement in the learning process. Overall,
GasLawz Blitz emerges as a promising approach to teaching gas laws, offering an
enjoyable and effective alternative to traditional instructional methods. Its success
suggests potential for wider adoption and recommendation in science classrooms, with
implications for enhancing student engagement and learning outcomes in science
education.
Recommendations
Based on the findings of the study, the researchers propose the following
recommendation for future researchers.
1. Explore the potential impact of integrating GasLawz Blitz into the regular
curriculum as a supplementary teaching tool across various grades and topics.
2. Conduct a comparative study between GasLawz Blitz and traditional teaching
methods to assess efficacy and student preference.
3. Examine the transferability of skills acquired through GasLawz Blitz gameplay
to other Science, Technology, Engineering, and Mathematics (STEM) subjects
or real-world scenarios.
4. Explore the feasibility of incorporating digital elements or gamification features
to enhance GasLawz Blitz for a more interactive learning experience.
P a g e | 49
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APPENDICES
A. Researcher-Made Validation Form For The Researcher-Made Achievement Test
Expert Validation Form For Questions.
Given your specialized knowledge and experience in Science Education, we are
interested in hearing your thoughts on the questions formulated by our researchers. These
questions are intended for use in both pretest and posttest evaluations. Your input will be
invaluable in refining the questions and choices.
Rest assured that your responses will be handled with the highest level of confidentiality,
and the outcomes of this validation will be exclusively used for this study’s objectives.
Item
Decision
Accept
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Modify
Remarks
Reject
P a g e | 57
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
P a g e | 58
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Validated by: _________________________
P a g e | 59
B. Card Game Evaluation Instrument
Name (Optional): _______________________________________
DOMAINS
RATINGS
Strongly
Agree
(5)
Goals and
Objectives
1. The purpose
and rationale for
the game are
fully explained.
2. The goals and
objectives of the
game are clearly
defined.
3. The game
was thought
provoking.
4. The game
encourages
student’s
interaction.
5. The game
promoted
discussion of key
topics.
6. The card
game helps with
my recall of
concepts/terms.
Card Design
7. Card size is
appropriate.
8. Having terms
printed on all
Agree
Neutral
Disagree
(4)
(3)
(2)
Strongly
Disagree
(1)
P a g e | 60
four sides of the
card is a helpful
feature for the
players’ handling
of the cards.
9. The picture
printed on the
card is
representative of
the topic .
10. The material
used (paper) in
the preparation
of the cards is
durable.
11. The deck of
cards is compact
and can be easily
carried around.
Components
and
organization
12. The
directions were
clear, concise,
and easily
understood.
13. The game
emphasize key
points of the
topic played.
14. The terms
used were
appropriate to
my level of
knowledge.
15. The number
of cards was
appropriate.
16. The length of
time required to
P a g e | 61
play the game is
reasonable.
Playability and
playfulness
17. The game
provides
opportunity for
healthy
competition and
cooperation.
18. The rules of
the game provide
players with
equal conditions
for fair play.
19. The rules of
the game provide
a set of options
for flexibility in
making decisions
when playing the
game.
20. Playing the
game was
fun.
Usefulness
21. The game
was effective in
reviewing the
material.
22. The game
encouraged the
players to dig
deeper into the
subject matter.
23. Playing the
game is a
productive use of
time.
24. Playing the
game helped my
P a g e | 62
student’s
establish better
relationships
with the
members of the
group.
25. I would
recommend the
game to my
peers.
TOTAL:
C. Researcher-Made Achievement Test
Name (Optional):
Dear Participants,
Greetings!
We, the 4th year BSED – Science students of the College of Science and Technology Education of University
of Science and Technology of Southern Philippines – CDO are undergoing a research entitled “Gaslawz Blitz:
A Card Game in Understanding Gas Laws”.
In connection with this, we are requesting for your valuable time and effort to answer all the questions in the
questionnaire honestly and as best as you can, as they are significant and necessary for the completion of the
study.
Rest assured that any information received from you will be treated with dignity and confidentiality.
Thank you so much!
RESEARCHERS
PRE-TEST / POST-TEST
INSTRUCTION: Encircle the letter of the correct answer.
1. Boyle's Law is applicable to gases under which condition?
a. Constant pressure
b. Constant temperature
c. Constant volume
d. Constant temperature and pressure
2. What best explains the relationship described by Boyle's Law?
a. As pressure increases, volume increases.
b. As pressure increases, volume decreases.
c. As temperature increases, volume decreases.
d. As temperature increases, pressure decreases.
P a g e | 63
3. If the volume of a gas is halved while keeping the temperature constant, what
happens to the pressure according to Boyle's Law?
a. It doubles.
b. It triples.
c. It halves.
d. It remains the same.
4. If the volume of a gas is reduced, what happens to the pressure according to
Boyle’s Law?
a. It increases.
b. It decreases.
c. It halves.
d. It remains the same.
5. In a scuba diving tank, the volume of air decreases as the diver descends deeper
underwater. Which principle of gas behavior, related to pressure and volume, is
illustrated by this scenario?
a. Charles’ Law
b. Boyle’s Law
c. Avogadro’ Law
d. Gay-Lussac’s Law
6. Choose the correct formula to be used in solving the problem below.
If the volume of a gas is 8 L at a pressure of 3 atm, what will be the pressure if
the volume is reduced to 4 L?
a. PV = nRT
b.
𝑉1
𝑉
1
2
= 𝑇2
𝑇
c. 𝑷𝟏 𝑽𝟏 = 𝑷𝟐 𝑽𝟐
d.
𝑉1
𝑉
1
2
= 𝑛2
𝑛
7. A balloon is inflated at sea level, where the atmospheric pressure is 1 atm. If the
balloon is then taken to the top of a mountain where the atmospheric pressure is
lower, how will the volume of the balloon change?
a. It will increase
b. It will decrease
c. It will remain constant
d. It will depend on the temperature
8. What does Charles' Law describe in relation to gases?
a. Volume-Pressure relationship
b. Volume-Temperature relationship
c. Volume-Moles relationship
P a g e | 64
d. Volume-Density relationship
9. What is the fundamental principle behind Charles' Law?
a. Volume and temperature are directly proportional.
b. Volume and pressure are inversely proportional.
c. Volume and moles have a direct relationship.
d. Volume and density are constant.
10. According to Charles’ Law, if the temperature of a gas is doubled while the
pressure remains constant, what happens to the volume?
a. It doubles.
b. It triples.
c. It halves.
d. It remains the same.
11. According to Charles’ Law, what happens to volume of an ideal gas when its
temperature increases?
a. It decreases.
b. It increases.
c. It remains the same.
d. It would depend on the type of gas.
12. A gas-filled weather balloon is released into the atmosphere. As the balloon rises,
the temperature decreases. How does Charles's Law explain the behavior of the
gas in this scenario?
a. The volume decreases due to a decrease in pressure.
b. The volume decreases due to a decrease in temperature.
c. The volume increases due to a decrease in pressure.
d. The volume increases due to a decrease in temperature.
13. A scientist is conducting an experiment with a gas confined to a constant volume.
If the temperature of the gas is raised from 273 K to 373 K, what will happen to
the pressure, based on Charles's Law?
a. It will increase.
b. It will decrease.
c. It will remain constant.
d. It will depend on the temperature.
14. Choose the correct formula to be used in solving the problem below.
If the volume of a gas is 8 L at 100°C, what was the initial volume at 50°C?
(Assume constant pressure)
a. PV = nRT
b.
𝑽𝟏
𝑽
𝟏
𝟐
= 𝑻𝟐
𝑻
P a g e | 65
c. 𝑃1 𝑉1 = 𝑃2 𝑉2
d.
𝑉1
𝑉
1
2
= 𝑛2
𝑛
15. What does Gay-Lussac's law describe?
a. The relationship between pressure and volume at constant temperature.
b. The relationship between temperature and volume at constant pressure.
c. The relationship between pressure and temperature at constant
volume.
d. The relationship between moles and volume at constant pressure.
16. If the pressure of a gas is doubled while keeping the volume constant, according
to Gay-Lussac's law, what happens to the temperature?
a. It is halved.
b. It is doubled.
c. It remains constant.
d. It quadruples.
17. How does Gay-Lussac's law differ from Boyle's law?
a. Gay-Lussac's law involves volume and pressure, while Boyle's law
involves volume and temperature.
b. Gay-Lussac's law involves temperature and pressure, while Boyle's law
involves volume and pressure.
c. Gay-Lussac's law involves temperature and volume, while Boyle's
law involves pressure and volume.
d. Gay-Lussac's law and Boyle's law are identical.
18. If the temperature of a gas is increased while keeping the volume constant, what
would happen to the pressure according to Gay-Lussac's law?
a) It decreases.
b) It increases.
c) It remains the same.
d) It would depend on the type of gas.
19. If a gas undergoes a process where its pressure is tripled while the volume is kept
constant, what happens to its initial temperature according to Gay-Lussac's law?
a. It becomes one-third of the initial temperature.
b. It becomes three times the initial temperature.
c. It remains constant.
d. It becomes twice the initial temperature.
20. In an experiment, a scientist heats a sealed container with a fixed amount of gas.
If the pressure inside the container is doubled due to the increase in temperature,
P a g e | 66
what can be concluded about the initial conditions of the gas according to GayLussac's Law?
a. The initial pressure was too low.
b. The initial temperature was too high.
c. The initial temperature was too low.
d. The initial pressure and temperature were proportional.
21. Choose the correct formula to be used in solving the problem below.
A gas in a closed container has an initial temperature of 300 K and a pressure
of 2 atm. If the temperature is increased to 400 K, what will be the new pressure?
a.
b.
𝑷𝟏
𝑻𝟏
𝑉1
𝑇1
𝑷
= 𝑻𝟐
𝟐
𝑉2
= 𝑇
2
c. 𝑃1 𝑉1 = 𝑃2 𝑉2
d.
𝑉1
𝑛1
𝑉
= 𝑛2
2
22. What does the Combined Gas Law express the relationship between?
a. Pressure and volume
b. Volume and temperature
c. Pressure, volume, and absolute temperature
d. Moles and pressure
23. How does Combined Gas Law differ from Boyle's Law?
a. Combined Gas Law involves three variables, while Boyle's Law
involves two.
b. Boyle's Law involves temperature changes, while Combined Gas Law
does not.
c. Combined Gas Law is applicable only to ideal gases, while Boyle's Law
is not.
d. Boyle's Law focuses on the relationship between pressure and volume.
24. If the volume of a gas is doubled while the pressure is halved and the temperature
is kept constant, what happens to the Combined Gas Law constant (k)?
a. It decreases.
b. It increases.
c. It remains the same.
d. It would depend on the type of gas.
25. If the volume of a gas is doubled while keeping its pressure and temperature
constant, what would be the effect on the initial gas quantity according to the
combined gas law?
a. It is halved.
b. It is doubled.
P a g e | 67
c. It remains constant.
d. It quadruples.
26. If the pressure of a gas is tripled, the volume is halved, and the temperature
remains constant, what is the new gas volume according to the Combined Gas
Law?
a. One-third of the original volume
b. Half of the original volume
c. The same as the original volume
d. Double the original volume.
27. A scuba diver descends to a depth of 30 meters in a lake. If the initial pressure
and temperature of the air in the scuba tank are known, how can the combined
gas law be applied to predict the changes in volume and temperature as the diver
descends?
a. Volume increases, temperature decreases.
b. Volume decreases, temperature decreases.
c. Volume increases, temperature remains constant.
d. Volume remains constant, temperature increases.
28. Choose the correct formula to be used in solving the problem below.
A gas initially has a pressure of 2 atm, a volume of 3 L, and a temperature of
300 K. If the volume is increased to 6 L and the temperature is raised to 400 K,
what will be the new pressure?
a. 𝑃𝑉 = 𝑛𝑅𝑇
b.
𝑉1
𝑇1
𝑉
= 𝑇2
2
c. 𝑃1 𝑉1 = 𝑃2 𝑉2
d.
𝑷𝟏 𝑽𝟏
𝑻𝟏
=
𝑷 𝟐 𝑽𝟐
𝑻𝟐
29. What does Avogadro's law state about the relationship between the volume and
the amount of gas when other factors such as temperature and pressure are held
constant?
a. They are directly proportional.
b. They are inversely proportional.
c. They are unrelated.
d. They vary randomly.
30. What does ‘n’ denote in Avogadro’s law?
a. Temperature
b. Moles
c. Pressure
d. Volume
P a g e | 68
31. In terms of gas behavior, what does Avogadro's Law describe, and how does this
differ from the emphasis of Boyle's Law?
a. Boyle's law relates pressure and volume; Avogadro's law relates
volume and amount of gas.
b. Boyle's law relates volume and temperature; Avogadro's law relates
pressure and volume.
c. Boyle's law relates temperature and pressure; Avogadro's law relates
volume and amount of gas.
d. Boyle's law and Avogadro's law are essentially the same.
32. If you have two containers of gas, one ccontaining helium (He) and the other
containing nitrogen (N2), and both containers have the same volume and
temperature, according to Avogadro's law, what can you conclude about the
number of particles in each container?
a. The containers have the same number of particles.
b. The helium container has more particles.
c. The nitrogen container has more particles.
d. Particle count is not related to volume or temperature.
33. In a chemical reaction, if the number of moles of gas on the reactant side is
different from the number of moles on the product side, how does Avogadro's
law help in understanding the volume changes?
a. It provides insights into the pressure changes.
b. It explains the temperature changes.
c. It relates volume changes to the ratio of moles.
d. It is not applicable to chemical reactions.
34. A sealed container initially contains 1 mole of gas. If more gas is added to the
container while keeping the temperature and pressure constant, how will the
volume change, as per Avogadro's Law?
a) The volume will increase.
b) The volume will decrease.
c) The volume will remain constant.
d) The volume will depend on the specific gases involved.
35. What are the four variables described in the Ideal Gas Law?
a. Pressure, Volume, Number of moles, Temperature
b. Pressure, Velocity, Number of moles, Temperature
c. Pressure, Volume, Number of moles, Time
d. Pressure, Volume, Energy, Time
36. What is the constant 'R' in the Ideal Gas Law equation (PV = nRT)?
a. Ratio constant
b. Reaction constant
P a g e | 69
c. Gas constant
d. Relative constant
37. What best explains the assumptions made for a gas to be considered ideal?
a. Particles have strong intermolecular forces.
b. Particles have no forces acting among them and no atomic volume.
c. Particles take up significant space.
d. Particles move in irregular patterns.
38. If the volume of an ideal gas is doubled while keeping the temperature and the
amount of gas constant, what happens to the pressure?
a. It is halved.
b. It is doubled.
c. It remains constant.
d. It quadruples.
39. If the volume of a gas is halved, while the pressure and temperature remain
constant, how does the number of moles change according to the Ideal Gas Law?
a. It doubles.
b. It halves.
c. It remains the same.
d. It triples.
40. A researcher collects data on a gas at two different temperatures, T1 and T2. If
the pressure and volume are constant, how does the ratio of the number of moles
at T1 to the number of moles at T2 behave, based on the ideal gas law?
a. It doubles.
b. It halves.
c. It remains the same.
d. It triples.
P a g e | 70
D. Pretest-Posttest Results
(Grade 10- Einstein - MOGCHS)
P a g e | 71
E. Letter for Pilot Testing
P a g e | 72
F. Letter for Data Gathering
P a g e |73
CURRICULUM VITAE
PERSONAL DATA
LAST NAME
: BACULIO
FIRST NAME
: BRI AZARIAH ROJE
MIDDLE NAME
: LANZADERAS
GENDER
: MALE
DATE OF BIRTH
: MARCH 11, 2002
HOME ADDRESS
: ZONE-4 MOLUGAN, EL SALVADOR CITY, MISAMIS
ORIENTAL
PHONE NUMBER
: 0965 563 8949
EMAIL
: lanzaderasbri@gmail.com
MARITAL STATUS : SINGLE
NATIONALITY
: FILIPINO
LANGUAGES
: FLUENT IN FILIPINO, AND ENGLISH
EDUCATIONAL ATTAINMENT
2008 – 2011
: ALUBIJID CENTRAL SCHOOL
2011 – 2014
: MOLUGAN CENTRAL SCHOOL
2014 – 2018
: ALUBIJID NATIONAL COMPREHENSIVE HIGH
SCHOOSCHOOL
2018 – 2020
: INFORMATICS COMPUTER INSTITUTE
2020 – RECENT
: UNIVERSITY OF SCIENCE AND TECHNOLOGY OF
SOUTHERN PHILIPPINES
WORK HISTORY
FEBRUARY – MAY 2024
: PRE-SERVICE TEACHER
MISAMIS ORIENTAL GENERAL
COMPREHENSIVE HIGH SCHOOL
P a g e | 74
CURRICULUM VITAE
PERSONAL DATA
LAST NAME
: DELA PEÑA
FIRST NAME
: MELANIE
MIDDLE NAME
: BAJA
GENDER
: FEMALE
DATE OF BIRTH
: OCTOBER 24, 2000
HOME ADDRESS
: LAPAZ II COLAMBOG LAPASAN, CAGAYAN DE ORO
CITY
PHONE NUMBER
: 09539949767/09533103926/09650628684
EMAIL ADDRESS
: delapenamelanieb@gmail.com
MARITAL STATUS : SINGLE
NATIONALITY
: FILIPINO
LANGUAGES
: ENGLISH, TAGALO, AND BISAYA
EDUCATIONAL ATTAINMENT
2007 - 2012
EAST CITY CENTRAL SCHOOL
2012 - 2016
MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH
SCHOOL
2016 - 2018
CAPITOL UNIVERSITY (SENIOR HIGH SCHOOL)
2020 - RECENT
UNIVERSITY OF SCIENCE AND TECHNOLOGY
SOUTHERN PHILIPPINES
WORK HISTORY
JUNE - JULY 2014.
LOTTO AGENT
JUNE - JULY 2018.
BARANGGAY SUMMER JOB
MARCH- MAY 2024
PRE-SERVICE TEACHER
MISAMIS ORIENTAL GENERAL COMPREHENSIVE
HIGH SCHOOL
CURRICULUM VITAE
P a g e | 75
CURRICULUM VITAE
PERSONAL DATA
LAST NAME
: LABAJO
FIRST NAME
: BREX
MIDDLE NAME
: MEÑUZA
GENDER
: MALE
DATE OF BIRTH
: AUGUST 17, 2001
HOME ADDRESS
: F.S. CATANICO, CAGAYAN DE ORO CITY
PHONE NUMBER
: 09638299613
EMAIL ADDRESS
: labajo.brex17@gmail.com
MARITAL STATUS : SINGLE
NATIONALITY
: FILIPINO
LANGUAGES
: ENGLISH, TAGALOG, AND CEBUANO
EDUCATIONAL ATTAINMENT
2013 - 2014
BIGA ELEMENTARY SCHOOL
2017 - 2018
LUGAIT NATIONAL HIGH SCHOOL
2016 - 2018
LUGAIT SENIOR HIGH SCHOOL
2020 - RECENT
UNIVERSITY OF SCIENCE AND TECHNOLOGY OF
SOUTHERN PHILIPPINES
WORK HISTORY
SEPTEMER – APRIL 2023 GRAPHICS DESIGNER & CONTENT CREATOR
YGEIA ME VCO
MARCH – MAY 2024
PRE-SERVICE TEACHER
MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL
TRAINING AND PROFESSIONAL DEVELOPMENT
2021 - DELEGATE ON EDUKADA: PROJECT PAGMATNGON OF TEACHER'S
GUILD AT XAVIER UNIVERSITY - ATENEO DE CAGAYAN
2022 - DELEGATE ON SINGAPORE POLYTECHNIC CULTURAL EXCHANGE
PROGRAMME
2022 - DELEGATE ON YOUTH FOR INCLUSIVE DEMOCRACY - MINDANAO
COHORT AT ATENEO DE MANILA UNIVERSITY
2022 - DELEGATE ON LAYAG PILIPINAS AT ATENEO DE DAVAO
UNIVERSITY
P a g e | 76
2023 - DELEGATE ON 42ND ANNUAL NATIONAL CONVENTION FOR
ADVISERS AND 26TH ANNUAL NATIONAL CONVENTION FOR STUDENT
LEADERS AT BAGUIO TEACHERS' CAMP, LEONARD WOOD RD, BAGUIO,
BENGUET
2023 - DELEGATE ON PURDUE FORT WAYNE ENGLISH LANGUAGE AND
CULTURAL EXCHANGE PROGRAM (PLACE), USA
2023- DELEGATE ON YOUTH FOR INCLUSIVE DEMOCRACY—LEVEL UP
FOR YOUTH-IN-ALUMNUS, SPEARHEADED BY THE EXECUTIVE
EDUCATION PROGRAM OF THE ATENEO SCHOOL OF GOVERNANCE
(ASOG) OF ATENEO DE MANILA UNIVERSITY (2023) IN PARTNERSHIP
WITH KONRAD ADENAUER STIFTUNG (KAS), HELD AT QUEZON CITY
HALL
P a g e | 77
CURRICULUM VITAE
PERSONAL DATA
LAST NAME
: SALON
FIRST NAME
: EROLYN FRANCES
MIDDLE NAME
: RAGADIO
GENDER
: FEMALE
DATE OF BIRTH
: AUGUST 6, 1999
HOME ADDRESS
: PIAPING ITUM BRGY. MACABALAN CAGAYAN DE
ORO CITY
PHONE NUMBER
: 09676139459
EMAIL
: salonerolynfrances0@gmail.com
MARITAL STATUS : SINGLE
NATIONALITY
: FILIPINO
LANGUAGES
: ENGLISH, TAGALOG, BISAYA
EDUCATIONAL ATTAINMENT
2007 - 2013
CITY CENTRAL SCHOOL
2013 - 2018
MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH
SCHOOL
2018 - 2020
SOUTHERN PHILIPPINES COLLEGE (SPC)
2020 - RECENT
UNIVERSITY OF SCIENCE AND TECHNOLOGY
SOUTHERN PHILLIPINES
WORK HISTORY
FEBRUARY – MAY 2024
: PRE-SERVICE TEACHER
MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL