Games and Puzzles as Teaching Strategies in Mathematics

Abstract

This study assessed the games and puzzles as teaching strategies in Mathematics in the Secondary Public Schools in Bauang District, Division of La Union during the School Year 2016 – 2017 as bases of proposed intervention measures. The study had eleven (11) Mathematics teachers and one hundred (100) Grade 7 learners as respondents. This study was a descriptive research design and used a documentary analysis. The primary objectives of this paper were 1) described the games and puzzles as teaching strategies in Mathematics in Secondary Public Schools, 2) described the level of attainment of the objectives of games and puzzles as teaching strategies in Mathematics, 3) described the level of effectiveness of games and puzzles as teaching strategies in Mathematics, 4) the extent of the effects of games and puzzles as strategies in teaching Mathematics, 5) described the degree of seriousness of the problems encountered in using games and puzzles as teaching strategies in Mathematics, and 6) the level of implementability of the strategies to address the problems encountered in using games and puzzles as strategies in teaching Mathematics. Findings revealed that 1) the objectives of games and puzzles as teaching strategies  in Mathematics were perceived as “highly attained,” 2) the games and puzzles as teaching strategies in Mathematics were perceived to be “moderately effective,” 3) there was a “great extent” of the effects of games and puzzles as strategies in teaching Mathematics, 4) the problems encountered in using games and puzzles as teaching strategies in Mathematics were perceived to be “moderately serious,” and 5) the strategies to address the problems encountered in using games and puzzles as strategies in teaching Mathematics were perceived to be “highly implementable.” Based on the findings of the study, it proposed intervention measures to improve the teaching of Mathematics using games and puzzles in the Secondary Public Schools.