GAMIFIED EVALUATION AND ITS EFFECTS TO STUDENTS’

MOTIVATION AND ACHIEVEMENT IN MATHEMATICS

A Research Proposal Presented to

Policy, Planning and Research Division Office
Puerto Princesa City

By:

R-LEY JOHN M. GACIS

January 2019
I. INTRODUCTION AND RATIONALE

It has been observed by the researcher that the students in Mathematics classes are not

very much eager or motivated to learn the lessons. Because of this, the researcher has come up

with the idea of gamifying the classroom activities. To support the assumption that gamifying

classroom Mathematics activities will encourage students to be more active and participative,

thereby improving their learnings and achievements. Gamification is the process of adding

games or gamelike elements to something (such as a task) so as to encourage participation.

According to the Merriam Webster, the basic concept of gamification isn't new, but the

word itself is a 21st-century addition to the English lexicon. The word refers to the incorporation

of game elements, like point and reward systems, to tasks as incentives for people to participate.

In other words, gamification is about making something potentially tedious into a game.

Gamification is effective because it taps into people's natural desires for competition and

achievement. Teachers, managers, and others use gamification to increase participation and

improve productivity. Gamification is also often an essential feature in apps and websites

designed to motivate people to meet personal challenges, like weight-loss goals and learning

foreign languages; tracking your progress is more fun if it feels like a game.

This is supported by Boyle, (2011) who said that games offer a unique structure to

complement traditional teaching strategies and infuse teaching with energy, spark innovate

thinking and provide diversity in teaching methods. Games make learning concepts more

palatable for students and supply learners with a platform for their creative thoughts to bounce

around. Games encourage creative behaviour and divergent thought and excellent ice breakers.

Games will often act as learning triggers inducing lively discussion on learning concepts

amongst students following game play.

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 As pedagogical devices, games are extremely useful – they can enliven teaching topics

and is especially effective for dealing with problem solving and key concepts. Research shows

that “games have a special role in building students’ self-confidence” and “they can reduce the

gap between quicker and slower learners”. (Boyle, 2011) And Tanaka (2018) said, “If you want

an effective intervention, you’d better gamify it; you’d better make it fun for kids.”

This is also supported by Schaaf and Quinn (2019), who affirmed that games promote

situated learning, or in other words, learning that occurs in groups of practice during immersive

experiences. Oftentimes, playing games are the first method children use to explore higher-order

thinking skills associated with creating, evaluating, analyzing, and applying new knowledge.

This gamification has been conceptualized by the researcher to improve the performance

and achievement of the students in his class and later to share this concept with other Math

teachers.

II. LITERATURE REVIEW

In today’s classroom, educators are constantly required to mold their teaching methods to

give students the best opportunity to succeed. It is not only imperative for students to learn the

required material, but also critical that students gain a sense of confidence toward their work, and

find motivation to expand their learning. However, this can be difficult for some students, who

may struggle in traditional, lecture-based class styles. For some students, finding the motivation

to complete homework or prepare for class can be a constant struggle, especially when every

effort is met with a poor grade or frustration from teachers and parents. Therefore, teachers must

become more and more creative when motivating students to learn. (Acedo, 2019)

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 A big challenge teachers face is presenting course material in a way that peaks their

students’ interest and engages them to participate. (Stocco, 2016) It’s a challenge for any teacher

—especially ones who are new to the profession—to capture and sustain student interest. But are

all strategies to motivate and engage created equal? This is one of the key questions as

“gamification” takes hold in more classrooms across the country, and excited teachers spread

good news about heightened levels of student motivation. (Walker, 2019)

Games have many elements that make them powerful vehicles for human learning. They

are commonly structured for players to solve a problem; an essential skill needed for today and

tomorrow. Many games promote communication, cooperation, and even competition amongst

players. Some of the most immersive games have a rich narrative that spawns creativity and

imagination in its players. Finally, depending on how they are designed, games can both teach

and test their players. They are incredible packages of teaching, learning, and assessment.

(Schaaf and Quinn, 2019)

Games are one motivator that almost all kids are responsive to. Many teachers have had

the experience of asking students to stop playing games during class. However, it can be

rationalized that games can be a very strong motivator for students when the same game

elements are applied in an educational context. Thus, some educators have adopted the concept

of Gamification, where the structure of gaming is applied to a non-game framework. (Acedo,

2019)

As games become a bigger part of culture, the potential they have to transform students’

experiences in school grows. By the time kids are 21, they’ve played 10,000 hours of video

games, the same amount of time they’ve spent in school. Because of this, they’re more likely to

respond to the use of games in other settings, like the classroom. This is called gamification, or

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applying game principles to non-game situations. Gamification is more likely to be successful

today because students are more willing to be active participants in its implementation. They

naturally gravitate to the aesthetics of games and immediately understand and respect their

mechanics and rules. (Przybylski, A. K.,2006)

According to Stocco (2016), gamification is a technique teachers can use to get students

involved in classroom activities and encourage them to learn course material. Gamification does

this by using “game design elements in non-game contexts”. Gaming elements help motivate

students by making lessons more fun and offering other incentives. For example, students

answering questions in the classroom is not a gamified activity, but can be transformed into a

gameful design by adding rewards or points for questions that are answered correctly.

Gamification is utilizing a challenge or game to teach or support classroom concepts.

This is not an entirely new method of reinforcing information, as teachers have long been using

songs, games, and hands-on activities to make learning more engaging. However, gamification

has recently become a more popular topic for educators discovering more of the motivations

behind the benefits of gamifying the classroom. (Stem, 2017)

In addition, Haiken (2017) affirmed that gamification is about transforming the classroom

environment and regular activities into a game. It requires creativity, collaboration and play.

There are numerous ways to bring games and game playing into the content area classroom to

promote learning and deepen student understanding. Whether teachers are looking to bring some

aspect of gaming into their class or use a game platform across the curriculum, they can use

gamification elements to enhance learning and student engagement.

The structural elements of games are also especially suited to serve this current

generation of learners. Commonly known as gamification, this approach of adding game

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elements such as storytelling, problem solving, aesthetics, rules, collaboration, competition,

reward systems, feedback, and learning through trial and error into non-game situations has

already experienced widespread implementation in such fields as marketing, training, and

consumerism with rampant success. (Schaaf and Quinn, 2019)

When fun and learning come together, the result can be better retention, more

engagement, and a generally positive attitude towards the process of understanding a new

concept. The pursuit of improved student engagement and creating immersive experiences were

the catalysts for the gamification movement. Students using gamification to its fullest are

actively involved in evaluating and analyzing new concepts, benefitting the reinforcement and

absorption of the information.

Turning a classroom lesson into a game can trigger the same internal quest to conquer

and succeed. Students who might not have enjoyed memorizing flashcards might find themselves

more motivated to win a challenge or participate in a board game that uses the same, previously

boring, flashcards. This change in direction benefits students who are not motivated to engage

with concepts through reading a textbook or memorizing flashcards, while also introducing more

fun. (Stem, 2017)

One of the biggest benefits of gamification in the classroom is its versatility. Teachers

can choose whether to make an individualistic game out of learning for the whole class to play at

once, or a game played in small groups to encourage teamwork. A game offers students instant

feedback, gives students who might otherwise have sat quietly in the background a chance to

participate, and can place an emphasis on practice and mastering the information. (Stem, 2017)

While students are collecting points, leveling up, and competing against each other, I am

collecting data, tracking progress, and tailoring the rules, rewards and quests to build positive

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class culture while pushing student achievement. Students become eager to participate in the

activities that they need to do to improve, and when students buy in, they make school a game

worth playing. (Schaaf and Quinn, 2019)

The argument is that games for entertainment have been shown to be able to motivate

learners to stay engaged over long periods through a series of game features that are of a

motivational nature. These features include incentive structures, such as stars, points,

leaderboards, badges, and trophies, as well as game mechanics and activities that learners enjoy

or find interesting. From a game design perspective, it is less desirable to use game features to

“enhance” otherwise uninteresting mechanics and more desirable to make mechanics in

themselves interesting, but little if any empirical evidence exists for the relative impact of each

of these approaches on learning. (Plass et. al., 2015)

Any educator and researcher will tell you that students learn much better when they are

motivated. Recent studies have explored what makes video games so addictive. It turns out it’s

because video games fulfill three basic needs: the need for autonomy (being able to make

choices), the need for competency (to overcome challenges), and the need for relationships

(which add a perceived value to the game). Studies in education show that the needs fulfilled by

video games are actually the same three factors that one has to take into account to stimulate

motivation in learning. Games can be used to motivate students in surprising ways. (Przybylski,

A. K.,2006)

Most theories make a distinction between intrinsic motivation, in which students are

motivated to do an activity for its own sake, and extrinsic motivation, in which students are

motivated to do an activity for instrumental or other reasons, such as receiving a reward.

Contemporary theories of motivation, such as self-determination theory, argue that motivation

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cannot be viewed as a dichotomy of intrinsic and extrinsic factors but that it operates in a

continuum to satisfy innate psychological needs for competence, autonomy, and relatedness.

From the perspective of the design of games for learning, there is an added layer of complexity

in that if the learning and game mechanics are not tightly linked, students may be intrinsically

motivated to play the game but not necessarily to learn, which can lead to “gaming the system”

in which students find ways to complete the game without necessarily learning the educational

content. Motivation elements, therefore, can be considered to be intrinsic or extrinsic to the game

as well as to the learning content, depending on how they are designed and how they are

perceived. (Plass et. al., 2015)

Gamification is often used to increase individuals’ motivation to engage with classroom

activities. Gamification can motivate individual participation both intrinsically and extrinsically.

1. Intrinsic motivation occurs when an individual participates simply because they are

enjoying the activity. Intrinsic motivation is voluntary and is not dependent on external

rewards.

2. Extrinsic motivation involves some alternate or external goal individuals are trying to

reach. For instance, an individual is extrinsically motivated to complete a task when they

want to receive a reward or prize.

Both extrinsic and intrinsic motivations are important for developing effective gamified

activities and applications. Extrinsic motivations are good for getting students interested in a new

concept or topic, whereas intrinsic motivation is better for long-term engagement. Gamification

can transform an activity from something that is not-so-fun into something that individuals

voluntarily want to be a part of. The application of gamification in education and the classroom

is invaluable since it can spark curiosity and foster autonomous learning. (Stocco, 2016)

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 Though there are those who criticize gamification, it is undeniable that gamification

provides students and teachers with a new and innovative way of facilitating learning.

Gamification has the ability to transform the classroom to teach students practical skills, foster

collaboration and creativity, as well as motivate students to advance their own learning through

self-guided instruction. (Acedo, 2019)

CONCEPTUAL FRAMEWORK

The researcher conceptualizes that gamifying evaluation promotes fun, competition,

cooperation and camaraderie. Because of their desire to win in the coming games, they will be

motivated to be more active and to strive to learn more in the following lessons. This concept is

illustrated in the research paradigm found below:

RESEARCH PARADIGM

INPUT PROCESS OUTPUT

Increased Motivation
Gamified Evaluation and Active Participation
Improved Achievement
Activities in Learning Coming
Lessons

The research paradigm shows that gamified evaluation activities (Input) would result to

increased motivation and active participation in learning coming lessons (Process) which would

bring about improved achievement (Output).

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III. RESEARCH QUESTIONS

This study will seek to create an instructional design that is game-based and will

determine its effects in motivating students as well as their achievement in Mathematics.

Specifically, it will seek to answer the following questions:

1. What is the performance of the two groups of respondents in the pre-test?

1.1 Control Group

1.2 Experimental Group

2. What is the performance of the two groups of respondents in the post-test?

2.1 Control Group

2.2 Experimental Group

3. Is there a significant difference between the post-test scores of the control and experimental

group?

What game-based intervention can be proposed to improve the students achievement in

Mathematics?

IV. SCOPE AND LIMITATION

This study is limited to the use and effect of gamified evaluation as used with two groups

of Grade 10 students of Marcelino A. Javarez National High School in the School Year 2019-

2020. It is also limited to the use and effects of gamified evaluation of the lessons in First

Quarter.

V. RESEARCH METHODOLOGY

This study will use quasi-experimental design with pre-test and post-test. Grade 10

students will be divided into two groups, the experimental and the control group with 30

respondents each. At the beginning of the School Year 2019-2020 for Mathematics 10, a pilot

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pre-test will be administered to two groups of respondents. The experimental group will be

exposed to the gamified evaluation while the control group will be employed with the usual way

of evaluation. At the end of the First Quarter, post-test will be administered to the two groups.

The mean and standard deviation will be used to determine the level of performance of control

and experimental groups. The t-test will be also employed to determine the significant difference

of the mean scores on post-test of both groups.

a. SAMPLING

The samples of the study will be the selected two sections of Grade 10 students of

Marcelino A. Javarez National High School in the School Year 2019-2020.

b. DATA AND COLLECTION

The data will be gathered from the result of the pre-test and post-test of the two groups of

respondents, the con troll group and the experimental group. The researcher will also employ

observation checklist to find out the effect of gamified evaluation.

c. ETHICAL ISSUES

The researcher will submit request letter to the Office of the Schools Division

Superintendent asking permission to conduct the study. In addition to that, the researcher will

also write a letter to the School Principal of Marcelino Abadiano National High Schoolto allow

him to conduct study to student-respondent.

d. PLAN FOR DATA ANALYSIS

ACTIVITY FOCAL PERSON PROPOSED DATE

Gathering of Data The Researcher June, 2019

Classification of the Data The Researcher June, 2019

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Subject the data for statistical treatment The Researcher August, 2019

Interpretation and analysis of the data The Researcher August, 2019

Making conclusions The Researcher August, 2019

Making Recommendations The Researcher September, 2019

Preparing the research paper for The Researcher September, 2019

presentation

VI. TIME TABLE

ACTIVITY FOCAL PERSON PROPOSED DATE

Submission of communication letters to The Researcher June, 2019

the Schools Division Superintendent
and School Principal prior to the
conduct of the study.

Prepare the Game-based Instruction to The Researcher June, 2019

be given to the Grade 10 students

Administer the Game-based Instruction The Researcher June to August, 2019

Gather and interpret the data. The Researcher August, 2019

Tabulation, analysis and presentation of The Researcher August, 2019

results

Submission of Output The Researcher September, 2019

Dissemination of Information The Researcher October, 2019

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VII. COST ESTIMATES

QUANTITY DESCRIPTION COST TOTAL COST

10 reams bond paper 250 Php 2500.00

3 bottles printer ink 300 Php 900.00

3 pieces Hardcopies of 50 Php 150.00

research (Soft bound)

3 pieces folder 10 Php 30.00

3 pieces ballpen 10 Php 30.00

1 box clip 30 Php 30.00

1 piece tarpaulin 300 Php 300.00

3 bottles Tarpaulin stand 250 P250.00

1 pax Air Fare for Regional 6000 P6000.00

Summit
(back and forth)

1 pax Registration Fee for 4500 P4500.00

Regional Summit

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 TOTAL Php 14,690.00

VIII. PLANS FOR DISSEMINATION AND ADVOCACY

After the research has been approved by the research panel, it will be shared with the

other Mathematics teachers in the Department of Education - Division of Puerto Princesa City.

IX. REFERENCES

Acedo, Mike (2019). 10 Specific Ideas To Gamify Your Classroom. Retrieved January 6, 2019
from https://www.teachthought.com/pedagogy/how-to-gamify-your-classroom/

Boyle, S. (2011). An Introduction to Games based learning, 3. Retrieved from

https://www.ucd.ie

Haiken, Michele (2017). 5 Ways To Gamify Your Classroom. Retrieved December 15, 2018 from
https://www.iste.org/explore/articledetail?articleid=884

Merriam Webster (n.d.). Retrieved December 18, 2018 from

https://www.merriamwebster.com /dictionary/gamify

Plass , J. et. al. (2015). Foundations of Game-Based Learning, Issue 4: Psychological

Peraspective on Digital Games and Learning, 260, 269. Retrieved from
https://www.tandofline.com

Przybylski, A. K., (2006). The Motivational Pull Of Video Games: A Self-Determination Theory
Approach. Retrieved December 15, 2018 from https://www.classcraft.com/gamification/

Schaaf, Ryan & Quinn , Jack (2019). 12 Examples Of Gamification In The Classroom. Retrieved
December 18, 2018 from https://www.teachthought.com/the-future-of-learning/12-
examples-of-gamification-in-the-classroom/

Stem (2017). The Importance of Gamification in the Classroom. Retrieved December 16, 2018
from https://blog.schoolspecialty.com/the-importance-of-gamification-in-the-classroom/

Stocco, Melissa (2016). 15 Ways Gamification Can Be Applied to Education. Retrieved

December 15, 2018 from https://medium.com/gameful-design/15-ways-gamification-can-
be-applied-to-education-651b48b1e785

Tanaka, James (2018). Can science-based video games help kids with autism?. Retrieved
January 3, 2019 from https://www.sciencemag.org/news/2018/06/can-science-based-
video-games-help-kids-autism

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Walker, Tim (2019), Gamification in the Classroom: The Right Way or Wrong Way to Motivate
Students?. Retrieved December 15, 2018 from http://www.nea.org/tools/59782.htm

Zicherman (n.d.). Fun is the Future: Mastering Gamification. Retrieved December 15, 2018
from http://trascriptvids.com/v3/601gNVesaE4g.html

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 The Questionnaire
GAMIFIED EVALUATION AND ITS EFFECTS TO STUDENTS’
MOTIVATION AND ACHIEVEMENT IN MATHEMATICS

Instruction: Below are statements related to the implementation of MATHalinos (Gamified

Evaluation). Based on your observations and experiences, please assess how true are the
following statements to you. Use the scale below:
5 very much true
4 much true
3 true
2 a little true
1 not true

Statements Scale
5 4 3 2 1

1. Mathematics subject is interesting.

2. I am excited to attend Math class because

of MATHalinos activities.

3. I find learning enjoyable and useful

through activities.

4. I cooperate well during our activities.

5. I learn much from the activities.

6. The activities are interesting and

enjoyable.

7. I attended the class so that I will know

the lessons.

8. I discover and utilize my creativity

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 during MATHalinos activities.

9. I am motivated to attend the class.

10. I feel the unity of my group for Math

activities.

11. I am excited with the rewards for

MATHalinos.

12. I appreaciate Math subject because of

activities.

13. My group help me to learn more and to

win in our activities.

14. The teacher is good in teaching.

15. The teacher is friendly, kind, and

understanding.

16. The teacher is always present.

17. The teacher always have a surprises for

MATHalinos activities.

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 PRE-TEST
MATHEMATICS 10 FIRST QUARTER LESSSONS
Choose the letter of the best answer and write it on the space before each number.
______1. What is the next term in the geometric sequence 4, -12, 36?
A. -42 B. -54 C. -72 D. -108
13 7 15
______2. Find the common difference in the arithmetic sequence 3, , , ,…
4 2 4
1 3 5
A. B. C. D. 4
4 4 24
______3. Which set of numbers is an example of a harmonic sequence?
1 1 1 1 1 1 1 1
A. ,− , ,− C. , , ,
2 2 2 2 3 9 27 81
1 2 2 2
B. , -1, 2, -4 D. 2, , ,
2 3 5 7
______4. What is the sum of all the odd integers between 8 and 26?
A. 153 B. 151 C. 149 D. 148
______5. If three arithmetic means are inserted between 11 and 39, find the second arithmetic
mean.
A. 18 B. 25 C. 32 D. 46
______6. If three geometric means are inserted between 1 and 256, find the third geometric
mean.
A. 64 B. 32 C. 16 D. 4
1 1 1 1
______7. What is the next term in the harmonic sequence , , , ,…?
11 15 19 23
1 1
A. 27 B. 25 C. D.
25 27
______8. Which term of the arithmetic sequence 4, 1, -2, -5, . . . is -29?
A. 9th term B. 10th term C. 11th term D. 12th term

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 2 2
______9. What is the 6th term of the geometric sequence , , 2,10, ...?
25 5
A. 25 B. 250 C.1250 D.2500
______10. The first term of an arithmetic sequence is 2 while the 18th term is 87. Find the
common difference of the sequence.
A. 7 B. 6 C. 5 D. 3
______11. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, ...?
A. 13 B. 16 C. 19 D. 20
______12. Find the sum of the geometric sequence where the first term is 3, the last term is 46
875, and the common ratio is 5.
A. 58 593 B. 58 594 C. 58 595 D. 58 596
______13. Find the eighth term of a geometric sequence where the third term is 27 and the
common ratio is 3.
A. 2187 B. 6561 C. 19 683 D. 59 049
______14. Which of the following is the sum of all the multiples of 3 from 15 to 48?
A. 315 B. 360 C. 378 D. 396
2
n −1
______15. What is the 7th term of the sequence whose nth term is a n= 2
n +1
24 23 47 49
A. B. C. D.
25 25 50 50
______16. What is the nth term of the arithmetic sequence 7, 9, 11, 13, 15, 17, . .?
A. 3n+4 B. 4n+3 C. n+2 D. 2n+5
1 1 1 1
______17. What is the nth term of the harmonic sequence , , , ,...?
2 4 6 8
1 1 1 1
A. B. 2 C. D.
n+1 n +1 2n 4 n−2
______18. Find p so that the numbers 7p+2, 5p+12, 2p-1,… form an arithmetic sequence.
A. -8 B. -5 C. -13 D. -23
3 9 27 81
______19. What is the sum of the infinite geometric series − + - + ¿…?
4 16 64 256
3 3
A. 3 B. 1 C. D.
4 7

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______20. Find k so that the numbers 2k+1, 3k+4, and 7k +6 form a geometric sequence.
A. 2; -1 B. -2; 1 C. 2; 1 D. -2; -1
______21. Glenn bought a car for Php600,000. The yearly depreciation of his car is 10% of its
value at the start of the year. What is its value after 4 years?
A. Php437,400 B. Php438,000 C. Php393,660 D. Php378,000
______22. During a free-fall, a skydiver jumps 16 feet, 48 feet, and 80 feet on the first, second,
and third fall, respectively. If he continues to jump at this rate, how many feet will he have
jumped during the tenth fall?
A. 304 B. 336 C. 314 928 D. 944 784
______23. Twelve days before Valentine’s Day, Carl decided to give Nicole flowers according
to the Fibonacci sequence. On the first day, he sent one red rose, on the second day, two red
roses, and so on. How many roses did Nicole receive during the tenth day?
A. 10 B. 55 C. 89 D. 144
______24. A new square is formed by joining the midpoints of the consecutive sides of a square
8 inches on a side. If the process is continued until there are already six squares, find the sum of
the areas of all squares in square inches.
A. 96 B. 112 C. 124 D. 126
______25. In President Sergio Osmeña High School, suspension of classes is announced through
text brigade. One stormy day, the principal announces the suspension of classes to two teachers,
each of whom sends this message to two other teachers, and so on. Suppose that text messages
were sent in five rounds, counting the principal’s text message as the first, how many text
messages were sent in all?
A. 31 B. 32 C. 63 D. 64

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 POST TEST
MATHEMATICS 10 FIRST QUARTER LESSSONS
Choose the letter of the best answer and write it on the space before each number.
______1. If three geometric means are inserted between 1 and 256, find the third geometric
mean.
A. 64 B. 32 C. 16 D. 4
______2. Which term of the arithmetic sequence 4, 1, -2, -5, . . . is -29?
A. 9th term B. 10th term C. 11th term D. 12th term
13 7 15
______3. Find the common difference in the arithmetic sequence 3, , , ,…
4 2 4
1 3 5
A. B. C. D. 4
4 4 24
______4. If three arithmetic means are inserted between 11 and 39, find the second arithmetic
mean.
A. 18 B. 25 C. 32 D. 46
______5. Which set of numbers is an example of a harmonic sequence?
1 1 1 1 1 1 1 1
A. ,− , ,− C. , , ,
2 2 2 2 3 9 27 81
1 2 2 2
B. , -1, 2, -4 D. 2, , ,
2 3 5 7
______6. What is the sum of all the odd integers between 8 and 26?
A. 153 B. 151 C. 149 D. 148
______7. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, ...?

21
A. 13 B. 16 C. 19 D. 20
1 1 1 1
______8. What is the next term in the harmonic sequence , , , ,…?
11 15 19 23
1 1
A. 27 B. 25 C. D.
25 27
______9. What is the next term in the geometric sequence 4, -12, 36?
A. -42 B. -54 C. -72 D. -108
2 2
______10. What is the 6th term of the geometric sequence , , 2,10, ...?
25 5
A. 25 B. 250 C.1250 D.2500
______11. The first term of an arithmetic sequence is 2 while the 18th term is 87. Find the
common difference of the sequence.
A. 7 B. 6 C. 5 D. 3
______12. Find the sum of the geometric sequence where the first term is 3, the last term is 46
875, and the common ratio is 5.
A. 58 593 B. 58 594 C. 58 595 D. 58 596
______13. Find k so that the numbers 2k+1, 3k+4, and 7k +6 form a geometric sequence.
A. 2; -1 B. -2; 1 C. 2; 1 D. -2; -1
______14. Find the eighth term of a geometric sequence where the third term is 27 and the
common ratio is 3.
A. 2187 B. 6561 C. 19 683 D. 59 049
3 9 27 81
______15. What is the sum of the infinite geometric series − + - + ¿…?
4 16 64 256
3 3
A. 3 B. 1 C. D.
4 7
______16. Which of the following is the sum of all the multiples of 3 from 15 to 48?
A. 315 B. 360 C. 378 D. 396
2
n −1
______17. What is the 7th term of the sequence whose nth term is a n= 2
n +1
24 23 47 49
A. B. C. D.
25 25 50 50
______18. What is the nth term of the arithmetic sequence 7, 9, 11, 13, 15, 17, . .?

22
A. 3n+4 B. 4n+3 C. n+2 D. 2n+5
1 1 1 1
______19. What is the nth term of the harmonic sequence , , , ,...?
2 4 6 8
1 1 1 1
A. B. 2 C. D.
n+1 n +1 2n 4 n−2

______20. Find p so that the numbers 7p+2, 5p+12, 2p-1,… form an arithmetic sequence.
A. -8 B. -5 C. -13 D. -23
______21. A new square is formed by joining the midpoints of the consecutive sides of a square
8 inches on a side. If the process is continued until there are already six squares, find the sum of
the areas of all squares in square inches.
A. 96 B. 112 C. 124 D. 126
______22. During a free-fall, a skydiver jumps 16 feet, 48 feet, and 80 feet on the first, second,
and third fall, respectively. If he continues to jump at this rate, how many feet will he have
jumped during the tenth fall?
A. 304 B. 336 C. 314 928 D. 944 784
______23. In President Sergio Osmeña High School, suspension of classes is announced through
text brigade. One stormy day, the principal announces the suspension of classes to two teachers,
each of whom sends this message to two other teachers, and so on. Suppose that text messages
were sent in five rounds, counting the principal’s text message as the first, how many text
messages were sent in all?
A. 31 B. 32 C. 63 D. 64
______24. Glenn bought a car for Php600,000. The yearly depreciation of his car is 10% of its
value at the start of the year. What is its value after 4 years?
A. Php437,400 B. Php438,000 C. Php393,660 D. Php378,000
______25. Twelve days before Valentine’s Day, Carl decided to give Nicole flowers according
to the Fibonacci sequence. On the first day, he sent one red rose, on the second day, two red
roses, and so on. How many roses did Nicole receive during the tenth day?
A. 10 B. 55 C. 89 D. 144

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ANNEX 1: Research Proposal Application Form and Endorsement of Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

GAMIFIED EVALUATION AND ITS EFFECTS TO STUDENTS’

MOTIVATION AND ACHIEVEMENT IN MATHEMATICS

SHORT DESCRIPTION OF THE RESEARCH

This study will use quasi-experimental design with pre-test and post-test. Respondents will be
divided into two groups, the experimental and the control group with 30 respondents each. This
study is limited to the use and effect of gamified evaluation as used with two groups of Grade 10
students of Marcelino A. Javarez National High School in the School Year 2019-2020.

RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY

o National (check only one main research theme)
o Region o Teaching and Learning
o Schools Division o Child Protection
o District o Human Resource Development
o School o Governance

(check only one) (check up to one cross-cutting theme, if

o Action Research applicable)
o Basic Research o DRRM
o Gender and Development
o Inclusive Education

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 o Others (please specify): _________

FUND SOURCE(e.g. BERF, SEF, others)* AMOUNT

Personal funds P14,690.00

TOTAL AMOUNT
* indicate also if proponent will use personal funds

B. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

GACIS R-LEY JOHN MURALLON

BIRTHDATE (MM/DD/YYY) SEX: POSITION/DESIGNATION:

06/12/1988 MALE TEACHER 1
REGION / DIVISION / SCHOOL ( whichever is applicable)

MIMAROPA / PUERTO PRINCESA CITY / MARCELINO A. JAVAREZ NATIONAL HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

0945-541-0856 0909-991-7805 rleyjohngacis@yahoo.com /

rleyjohngacis5300@deped.gov.ph

EDUCATIONAL TITLE OF THESIS / RELATED RESEARCH PROJECT

ATTAINMENT:
(DEGREE TITLE)
*enumerate from bachelor’s
degree up to doctorate degree
Bachelor of Secondary
Education – Major in
Mathematics
Master of Arts in Education Relationship between The Attitudes And Academic
– Teaching Mathematics Performance in Mathematics of the Grade 8 Students Of
Marcelino A. Javarez National High School during School
Year 2016 – 2017

Responses of Junior High School Students of Palawan

National School to the Implementation of the Curfew for
Minors of Puerto Princesa City

SIGNATURE OF PROPONENT:

25
 IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

______________________________________
Name and Signature of Immediate Supervisor

Position / Designation:_______________

Date: ___________________

ANNEX 3: Declaration of anti-Plagiarism and absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, ___R-Ley John M. Gacis____ understand that the plagiarism is the act of taking and
using another’s idea and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of their
work without prior acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).

PROPONENT:______ R-LEY JOHN M. GACIS __________

SIGNATURE: ______________________________

DATE: _______________________

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