Development and Evaluation of Portable Game Board

in Teaching Araling Panlipunan IV

By: Blandamier S. Caritan, MaEd
Faculty Member
Nuestra Señora de Aranzazu Parochial School

Introduction
Traditional classroom discussion nowadays is not as appreciative as before for many of the
students, particularly in teaching Araling Panlipunan IV. According to the researcher’s own
experience, the students’ attention to the lesson declines as soon as the actual discussion is
prolonged. The students need diversions in learning the Araling Panlipunan IV subject,
especially if these diversions can contribute greatly to the learning process itself. Playing in a
portable game board is one of the avenues that the teacher might need to address this
situation, not only that it gives “fun time” to the students while learning, it also promotes
cooperative playing and learning.
Moreover, the use of board games in the classroom thrives on 21st century learning where
strong emphasis is given to the students as active participants in the learning process. It veers
away from conventional Araling Panlipunan class where teacher does all the talking. This
activity fosters critical thinking and radical skills of the students in figuring how to better
perform in the board game against the opposing player. It is like “shooting two birds with one
stone”. It caters learning, develops interpersonal facet of the students and inflicts
competitiveness through friendly competition.
This would also bring back the students to the traditional but effective way of learning where
tactility is not just an option but an indispensable part of the teaching-learning process. This
might be indifferent to the so called “digital learners” where everything is dependent to
modern technology. This kind of activity offers perceptible and tangible way of acquiring
facts which requires more senses than playing games virtually. In addition, this imbues social
interaction with other human beings which is less eminent in digital world. Thus, this makes
learning more fun.
Teaching Araling Panlipunan IV using portable game board, for the researchers’ own
perspective, might actually supportive to the critical thinking and increased decision-level of
the students, especially in dealing with decisions that are life-changing. It will also teach the
values which the students needed most.
Lastly, this kind of game lessens decadency among students. This ensures that students would
really work for their grades. In a way, this would also lessen the chances of dishonesty like
cheating.
In totality, board game is a supplementing material that aids learning and encourages
multitudes of benefits to the students, this maybe unconventional but effective in stipulating
learning.

Method of Research
The main point of the study is to develop and evaluate portable game board in teaching
Araling Panlipunan IV.
This study utilized the descriptive research method. It was utilized through the involvement
of data collection in order to test hypothesis and answer questions concerning the current
status of the subject of the study (Sevilla, 1994).

Sources of Data
The sources of data in this study are the fifty four (54) teachers and fifteen (15) experts who
are presently employed at Nuestra Senora de Aranzazu Parochial School.

Data Gathering Instrument

The primary data gathering instrument was the evaluation questionnaire. The questionnaire
for the evaluation of the developed portable game board was adapted from the Criteria in the
Evaluation of Instructional Materials from the Massachusetts Department of Education by the
researcher. The questionnaire was then validated by 30 teachers and experts from different
schools; ten (10) teachers from San Mateo National High School - Guinayang Annex, ten
(10) experts from the San Mateo Municipal College, and five (5) instructors and five (5)
experts from the Marikina Polytechnic College. There are two sets of questionnaire with two
parts. The first set are for the teachers and the second part are for the experts. Both sets have
two (2) parts: Part I contain the evaluation of the teachers and the experts on the developed
game board, Part II are the suggestions made by the two sets of respondents on how to
improve the developed portable game board for Araling Panlipunan IV.

Data Gathering Procedure

A permission to conduct the study was sought by the researcher. The researcher gave the
letter to the school principal. After the necessary permit was approved, the researcher selected
54 teachers and 15 experts. Then the researcher presented the developed portable game board
to the evaluators. Finally, the researcher administered survey questionnaire and retrieved
afterwards.
The evaluations, comments and suggestions specified by the two groups of respondents were
used for the additional input and revisions of the developed portable game board. The data
mustered from the questionnaire were tallied using statistical tools suitable for this study.

Results and Discussions

The salient findings of the study based on the questions raised are the following:
1. The teachers and experts strongly agree that the developed portable game board in teaching
Araling Panlipunan IV is useful, relevant, and durable as shown by the average weighted
means of 4.79, 4.84 and 4.49 from the teachers and 4.76, 4.76 and 4.51 from the expert
respondents respectively. But the teachers and expert respondents have different opinions on
the fourth sub-indicator in suitability which is evident on the average weighted means of 4.74
from the teachers and 4.49 from the experts.
2. There is no significant difference between the evaluations of the teachers and expert
respondents on the developed Portable Game Board in Teaching Araling Panlipunan IV since
the overall computed t-value are lower than the critical value.
3. The suggestions below were proposed by the teachers and expert evaluators in order to
further improve the developed Portable Game Board in Teaching Araling Panlipunan IV:
a. Provide more game boards in each class.
b. Time management is needed. Include sand timer if necessary.
c. Make sure that the objectives of the game will be well-explained by the teacher before the
game starts.
d. Give follow-up questions after the game.
e. For the developed portable game board become much more portable, make it smaller.
f. The contents of the questions must be based in the Department of Education Curriculum at
all times.
The comments below were offered by the teachers and expert evaluators in order to further
improve the dev developed Portable Game Board in Teaching Araling Panlipunan IV:
a. The developed game board is useful in Araling Panlipunan subjects.
b. It requires sense of maturity
c. It is enjoyable to play.
d. It really helps in developing thinking skills.
e. It is a very good innovation.
f. It will take some time for the students to learn the mechanics of the game.
g. The texts on the board game are easy to read.
h. The rules are easy to understand.
i. It is well-prepared and well-developed.
j. More kinds of board games should be produced.
k. The developed portable game board is also suited to grades 5 and 6 pupils.
l. It enhances the students intellectually and socially.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The developed portable game board in Araling Panlipunan IV is acceptable in terms of
three criteria. But the fourth criteria, suitability, must be enhanced to be more suitable to the
needs of the students.
2. Both the teachers and expert respondents have the same notion on the developed portable
game board in teaching Araling Panlipunan IV.
Recommendations
The following recommendations are proposed based on the results and conclusions:
1. Teachers should be encouraged to develop portable game board for their respective
students.
2. The developed portable game board should be validated by the students to resolve the
flaws as bases for further improvement.
3. The developed portable game board that has been validated should be reproduced and used
by the teachers especially Araling Panlipunan teacher.
4. School administrators should provide financial assistance to mass produce the developed
portable game board given that this learning material is beneficial to the learning process of
the students.
5. A similar study using the developed game board in teaching Araling Panlipunan IV should
be carry out in order to help in the learning process of the students.
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