promotes motivation and retention of

THE PROBLEM knowledge (Orbon & Sapin, 2022). A

Monopoly-inspired game, adapted to
1. What is the main problem that your polynomials, combines strategy,
study seeks to address? competition, and fun with math
problem-solving. This approach directly
Answer:​ tackles the challenge of making abstract
The main problem is that many students concepts more accessible and engaging
find mathematics—especially algebra and (Sailer & Homner, 2020).
polynomials—difficult, unengaging, and
intimidating. This lack of engagement often 6. How does this study contribute to
leads to low motivation, math anxiety, and solving the problem?
poor performance. Traditional lecture-based
methods usually fail to capture students’ Answer:​
interest, resulting in passive learning. This study proposes “Mono-Poly: A
Monopoly-Inspired Game” as a gamification
2. Why is algebra, particularly tool to enhance student engagement in
polynomials, the focus of your study? learning polynomials. By embedding
polynomial problem-solving into the game’s
Answer:​ mechanics, students practice math skills
Algebra is a foundation for higher-level while being actively engaged, reducing
mathematics, and polynomials are a crucial anxiety and improving motivation.
topic where many students commit errors
due to misconceptions or difficulties in
understanding algebraic structures. If
students fail to build a strong grasp of
polynomials, it negatively impacts their
future learning in advanced topics.

3. What factors contribute to students’ THEORETICAL FRAMEWORK

difficulty in learning mathematics?
1. What theory supports your study?
Answer:​
Research shows that difficulties stem from Answer:​
low motivation, poor concentration, and Our study is grounded in the Theory of
math anxiety (Mangarin & Caballes, 2024). Gamified Learning by Landers (2014). The
These factors reduce engagement and theory states that instructional content is the
make it harder for students to persist in primary driver of learning, but the integration
solving problems, especially in abstract of game elements can influence learner
areas like algebra. behavior and attitudes, which in turn
enhance learning outcomes.
4. Why is student engagement important
in mathematics learning? 2. How does gamified learning improve
student engagement?
Answer:​
Engagement—behavioral, emotional, and Answer:​
cognitive—drives meaningful learning. Gamified learning applies principles of
When students are engaged, they are more game design in academic contexts. When
motivated, persistent, and willing to explore elements such as goals, feedback, rewards,
complex concepts. Without engagement, and challenges are added, students
even the best-designed lessons will not lead become more motivated and engaged. This
to deep learning (Fredricks et al., 2020). engagement leads to deeper understanding
and retention of the concepts being taught
5. Why did you choose gamification, and (Smiderle et al., 2020).
specifically a Monopoly-inspired game,
as your strategy? 3. What are the seven core game
elements in the theory of gamified
Answer:​ learning?
Gamification transforms abstract concepts
into interactive experiences. It creates a Answer:​
low-stress, enjoyable environment that The seven elements are:
 1.​ Leaderboard​ Answer:​
Each element connects directly to both
2.​ Theme or story​ engagement and learning:

3.​ Goals​ ●​ Competition and rewards sustain

motivation.
4.​ Feedback​ ●​ Feedback corrects misconceptions
immediately.
5.​ Rewards​ ●​ Goals and progress provide direction
and reinforcement.
6.​ Progress​ ●​ Challenges ensure students are
constantly operating within their
7.​ Challenge “optimal learning zone.”

4. How are these elements applied in This synergy makes abstract polynomial
your game Mono-Poly? concepts more accessible, meaningful, and
memorable.
Answer:

●​ Leaderboard: Player ranking based

on total wealth and properties.
●​ Theme/Story: Players act as
investors in a simulated business SCHEMATIC DIAGRAM
world.
1. What are the independent variables in
●​ Goals: Objective is to become the
your study?
wealthiest player while solving
polynomial problems.
Answer:​
●​ Feedback: Immediate
The independent variables are the two
correction—right answers allow
teaching interventions: Mono-Poly board
property purchase, wrong answers
game and conventional teaching method.
block progress.
●​ Rewards: In-game money, property 2. What are the dependent variables in
ownership, and rent collection. your study?
●​ Progress: Accumulating wealth and
properties shows mastery and Answer:​
advancement in solving polynomial The dependent variables are the students’
tasks. learning and engagement in mathematics,
●​ Challenge: Tiered property problems particularly in polynomials.
(easy = green, moderate = blue,
hard = red) structured for
progressive difficulty.​
3. Why is the pretest treated as a
covariate?
5. Why is Monopoly used as the basis of
your game design? Answer:​
The pretest is treated as a covariate
Answer:​ because it helps control for students’ prior
Monopoly provides a familiar structure of knowledge. By considering their initial
competition, strategy, and decision-making. scores, we can better measure the true
By modifying it with polynomial effect of the intervention (Mono-Poly or
problem-solving, we combine a fun and conventional teaching) on learning and
engaging format with academic learning, engagement.
ensuring both the game mechanics and the
math content align with gamified learning 4. What does your schematic diagram
principles. show?

6. How do these game elements ensure Answer:​

learning outcomes in polynomials? The schematic diagram shows the
relationship between the interventions
(independent variables) and the outcomes
(dependent variables). It illustrates how the Answer:​
teaching method used—whether Mono-Poly Student engagement is critical for
or conventional—may influence students’ meaningful learning. Research shows that
learning and engagement, while controlling when students are more
for their pretest scores. engaged—behaviorally, emotionally, and
cognitively—they perform better, develop
5. Why do you compare Mono-Poly with persistence, and retain mathematical
the conventional method? concepts more effectively.

Answer:​
We compare the two to determine whether
gamification (Mono-Poly) provides a 5. Why compare the experimental and
significant improvement in learning and control groups?
engagement compared to traditional
teaching. This helps validate whether the Answer:​
innovation is more effective than existing By comparing the two groups, we can
practices. determine whether the Mono-Poly game is
more effective than the conventional
teaching method. This allows us to measure
the true impact of gamification on student
STATEMENT OF THE PROBLEM engagement.

1. What is the main objective of your

study?
HYPOTHESIS
Answer:​
The main objective is to determine the 1. What is your null hypothesis?
effectiveness of Mono-Poly: A
Monopoly-Inspired Game as a classroom Answer:​
instructional tool for teaching polynomials, Our null hypothesis (H₀) states that there is
specifically in enhancing students’ no significant difference in student
engagement. engagement between the control group
(conventional teaching) and the
2. What are your specific research experimental group (Mono-Poly).
questions?
2. Why did you state it this way?
Answer:
Answer:​
1.​ What is the assessment of In research, the null hypothesis assumes
mathematics experts on Mono-Poly that there is no effect or difference. It
as instructional material in teaching?​ provides a baseline for statistical testing. If
our data shows a significant difference, then
2.​ Is there a significant difference in the we can reject the null hypothesis and
engagement of students between conclude that Mono-Poly positively affects
the experimental group (Mono-Poly) student engagement.
and the control group (conventional
method)? 3. What would it mean if the null
hypothesis is rejected?
3. Why did you include experts’
assessment in your study? Answer:​
If rejected, it means that there is a
Answer:​ significant difference in engagement, and
Experts’ assessment ensures the validity of the Mono-Poly game is more effective in
the instructional material. Their evaluation enhancing student engagement compared
confirms that Mono-Poly is accurate, to conventional teaching.
appropriate, and effective for classroom use
before applying it to students. 4. What would it mean if the null
hypothesis is not rejected?
4. Why focus on student engagement as
the main outcome? Answer:​
If not rejected, it means that Mono-Poly
does not significantly improve student measures of engagement, will be analyzed
engagement compared to conventional using quantitative statistical methods to
methods, suggesting that the innovation determine if there are significant differences
may not be more effective than traditional between the groups.
teaching.
5. What are the limitations of your study?
5. Why is engagement chosen as the
focus of the hypothesis? Answer:​
The study is limited by:
Answer:​
Engagement is a key factor in successful ●​ Applicability only to Grade 10
learning. Since gamification is designed to students in MOGCHS (not
increase motivation and interaction, it is generalizable to all students or
logical to test whether Mono-Poly levels).​
significantly improves student engagement
compared to traditional teaching methods. ●​ Time constraints, which prevent
analysis of long-term effects.​

●​ Limited resources for materials and

SCOPE AND DELIMITATION implementation.​

1. Who are the participants of your ●​ External factors such as prior

study? knowledge, motivation, and teacher
expertise that may affect outcomes.​
Answer:​
The participants are Grade 10 students
from Misamis Oriental General 6. How do you address ethical
Comprehensive High School (MOGCHS) considerations?
who are enrolled in mathematics classes
during the second quarter. Answer:​
We will secure consent from participants,
2. What is the focus of your study? ensure student privacy, and maintain
fairness and integrity throughout the study.
Answer:​
This safeguards the rights of the students
The study focuses on the implementation of
and ensures ethical research practices.
the Mono-Poly board game as an
intervention to enhance Grade 10 students’ 7. Why might the effectiveness of
engagement in learning polynomials in Mono-Poly vary?
Algebra.
Answer:​
3. What research design are you using, Its effectiveness depends on how well
and why? teachers facilitate the game. If the activity is
not guided properly, students may focus
Answer:​
more on the competition aspect rather than
We are using a pretest-posttest control
the learning outcomes.
group design. This allows us to compare
student performance and engagement
before and after the intervention. The SIGNIFICANCE OF THE STUDY
experimental group will use the Mono-Poly
game, while the control group will follow 1. Who are the main beneficiaries of your
conventional teaching. This design helps study?
determine whether the game produces a
significant effect compared to traditional Answer:​
methods. The main beneficiaries are:

4. What data collection methods are ●​ Students – they gain an enjoyable

used? and engaging environment for
learning polynomials, which can
Answer:​ increase motivation and
Data will be collected through pretests and problem-solving skills.​
posttests. The scores, along with
 ●​ Teachers – they receive an 6. Why is this study important?
alternative instructional material that
supplements traditional teaching and Answer:​
allows them to assess student It addresses one of the biggest challenges
understanding in real time.​ in teaching mathematics—low engagement.
By showing how gamification can improve
●​ Researchers – they gain a student motivation and understanding, the
reference for further studies on study contributes practical solutions that
gamification in mathematics and benefit not only learners and teachers but
other fields.​ also researchers and policymakers.

●​ Curriculum planners and

policymakers – they benefit from
DEFINITION OF TERMS
evidence-based insights to innovate
teaching strategies and curriculum Q1: What do you mean by engagement in
design.​ your study?​
A: Engagement refers to the level of
attention, interest, and active participation
2. What is the benefit of this study to
students show during learning. In our study,
students?
engagement specifically means how
Answer:​ students interact with the Mono-Poly board
Students will experience a more enjoyable game and how it affects their motivation and
and interactive learning environment. involvement in learning polynomials.
This boosts motivation, increases
Q2: How do you define Gamified
engagement in algebra concepts, and
Learning and how is it applied in your
enhances problem-solving skills.
study?​
3. What is the benefit of this study to A: Gamified Learning is an instructional
teachers? approach that uses game elements such as
competition, rewards, and rules in
Answer:​ educational contexts. In our study, we
Teachers will have an alternative applied gamified learning through the
instructional material that supplements Mono-Poly board game, which makes
lecture-based methods. Mono-Poly allows learning polynomials more interactive,
them to assess learning in real time while enjoyable, and participatory.
creating a dynamic classroom that
encourages active participation. Q3: Why did you choose Monopoly as
the basis for your educational game?​
4. What is the benefit of this study to A: We chose Monopoly because it is a
researchers? well-known commercial board game with
mechanics that can easily be adapted for
Answer:​ learning purposes. By integrating
For researchers, the study provides a mathematical concepts, particularly
reference and foundation for further polynomial functions, into its rules, we were
investigations on gamified learning. It can able to design a supplementary educational
inspire new educational game designs, tool that is both familiar and engaging to
research on their effectiveness, and students.
contributions to instructional practices.
Q4: What exactly is Mono-Poly in the
5. How can this study influence context of your study?​
curriculum or policy? A: Mono-Poly is our modified,
Monopoly-inspired board game developed
Answer:​ as a gamification strategy. It is specifically
The findings can guide future curriculum designed to enhance Grade 10 students’
development and educational policy learning and engagement in Algebra,
innovations by presenting evidence that focusing on the topic of polynomials. It
gamification strategies like Mono-Poly can blends strategy, problem-solving, and
improve engagement and learning gameplay to make mathematics more
outcomes in mathematics. interactive.
 ●​ Suherman (2024) combined
Monopoly with Problem-Based
REVIEW OF RELATED LITERATURE Learning, resulting in significant
gains in mathematical critical
Q1: Why is student engagement thinking.​
important in mathematics education?​
A: Student engagement is a key factor in
mathematics achievement because it Together, these studies confirm that
combines behavioral, emotional, and Monopoly-inspired gamification boosts both
cognitive aspects of learning (Maamin, engagement and conceptual understanding
Maat, & Iksan, 2022). Research shows that across different levels of learning.
affective engagement—students’
motivation, interest, and enjoyment—is one Q4: What research gap does your study
of the strongest predictors of mathematics address?​
performance (Kahu & Nelson, 2018). A: While many studies have shown the
Supportive teacher-student interactions also benefits of Monopoly-inspired games in
foster persistence, resilience, and finance, probability, and even elementary
self-efficacy (Wentzel, 2012). math, there is limited research on applying
this strategy to polynomials, especially at
Q2: How do board games contribute to the Grade 10 level. Our study bridges this
learning in mathematics?​ gap by designing Mono-Poly, a
A: Board games make abstract concepts Monopoly-inspired game that integrates
more concrete by using familiar mechanics polynomial functions to enhance student
like dice rolls and tokens (Chou, 2020). engagement and mastery in Algebra.
They encourage collaboration,
problem-solving, and strategic thinking Q5: How does your study build on the
(Park & Lee, 2017), while reducing math reviewed literature?​
anxiety and creating a positive classroom A: The literature establishes three main
climate (Santos et al., 2018). They also points:
promote immediate feedback and repetitive
practice, which improve retention and 1.​ Student engagement is critical to
comprehension (Hamari et al., 2016). math achievement.​

Q3: What evidence exists for the 2.​ Board games create motivating,
effectiveness of Monopoly-inspired interactive, and less anxiety-inducing
educational games?​ learning environments.​
A: Several studies support their
effectiveness. For example: 3.​ Monopoly-inspired games are
proven effective in teaching various
●​ Sevidal (2021) used Monopoly concepts.​
mechanics in finance courses to
improve comprehension and
participation.​ Building on these, our study adapts
Monopoly mechanics specifically for
●​ Nordin et al. (2022) developed polynomials, aiming to make abstract
REV-OPOLY with AR, which algebra concepts engaging and accessible,
students found enjoyable and thus extending the application of gamified
informative.​ learning to a new area of math education.

●​ Mulyawati et al. (2024) created a RESEARCH DESIGN

QR-code Monopoly for math
learners, and over 90% rated it Q1: What research design are you using
excellent for motivation.​ and why?​
A: We are using a quasi-experimental
●​ Gazdula & Farr (2020) developed pretest-posttest control group design.
Monopoly Academy to teach ratios This is appropriate because we want to
and probability, leading to improved compare students’ engagement before and
test scores.​ after the intervention while also examining
differences between those who play
Mono-Poly (experimental group) and those pedagogically sound before we implement
who do not (control group). it in the classroom.

Q2: Why not use a true experimental Q2: Who will serve as your participants,
design?​ and why did you choose them?​
A: A true experimental design requires A: Our participants will be Grade 10
random assignment of participants, which is students of Misamis Oriental General
not always feasible in school settings since Comprehensive High School (MOGCHS)
students are already organized into intact during the school year 2025–2026. We
classes. The quasi-experimental design chose them because polynomials are part of
allows us to work with existing groups while their Algebra curriculum, and at this level,
still making valid comparisons through students are beginning to handle more
pretest and posttest scores. abstract concepts that require engaging
strategies like Mono-Poly.
Q3: How will you measure engagement
in this study?​ Q3: How many students will participate
A: Engagement will be measured in your study?​
quantitatively using pretest and posttest A: Each Grade 10 section in MOGCHS
instruments that assess students’ typically has 40–45 students. The exact
motivation, interest, and participation related number will depend on the assigned control
to polynomials. The difference in scores and experimental groups, but both will have
between the control and experimental sufficient participants to ensure reliable data
groups will indicate the effect of the for comparison.
Mono-Poly game on student engagement.
Q4: How will you measure students’
Q4: Why did you choose Grade 10 learning and engagement?​
students as your participants?​ A: Students will take a pretest before the
A: We chose Grade 10 students because intervention and a posttest after playing
polynomials are part of their curriculum in Mono-Poly. The results will measure their
Algebra. At this stage, students are learning progress and indicate changes in
expected to engage with more abstract engagement. The comparison between the
concepts, and Mono-Poly provides an control and experimental groups will reveal
innovative strategy to enhance their the effectiveness of the board game.
motivation and understanding.
Q5: Are there any risks involved for your
Q5: How will you determine if there is a participants?​
significant difference between the two A: No. The study poses no potential
groups?​ risks—physical, psychological, social,
A: We will analyze the pretest and posttest legal, or economic—to the participants.
scores of both groups using appropriate The activity is classroom-based, aligned
statistical methods (such as t-test for with their curriculum, and designed to be
independent samples or ANCOVA). This will both safe and enjoyable.
allow us to determine whether Mono-Poly
has a statistically significant effect on
student engagement compared to traditional
methods. SAMPLING PROCEDURE

Q1: What sampling technique did you

use and why?​
PARTICIPANTS OF THE STUDY A: We used random intact group
sampling. Since MOGCHS has more than
Q1: How will you ensure that the ten Grade 10 sections, we randomly
Mono-Poly game is valid and suitable for selected two intact sections—one as the
instruction?​ experimental group and one as the control
A: The game will undergo expert group. This technique is practical in school
validation by mathematics educators. They settings where reorganizing students
will evaluate its content, mechanics, and individually is not feasible.
alignment with the Grade 10 learning
competencies on Polynomials. This ensures Q2: Why did you choose intact groups
that the game is both accurate and instead of random individual sampling?​
 A: Because students are already organized questionnaire adapted from LRMDS. They
into sections, reshuffling them individually evaluated five areas: (1) Experts’ Profile, (2)
would disrupt class schedules and school Intellectual Property Rights, (3) Content
organization. Using intact groups preserves Quality, (4) Instructional Quality, and (5)
the natural classroom setting while still Technical Quality. A five-point Likert scale
allowing us to conduct valid comparisons. and open-ended feedback ensured both
quantitative and qualitative validation.
Q3: How many participants are in your
sample?​ Q3: How did you ensure that the student
A: Each section has approximately 40–45 questionnaire was valid and reliable?​
students, so our total sample will range A: First, we developed a Table of
from about 80 to 90 participants. This Specifications (TOS) to make sure the
sample size is adequate to generate reliable questions covered the right content and
data for comparing the control and cognitive levels. Then, we created a
experimental groups. 20-item multiple-choice test on
polynomials (illustrating, graphing, and
Q4: How did you ensure that the chosen solving problems). To check validity, we had
sections were randomly selected?​ it reviewed by three Grade 10 Mathematics
A: We coordinated with the school teachers from MOGCHS. For reliability, the
administration and used a random questionnaire will undergo testing, and
selection process (such as drawing lots or statistical measures such as Cronbach’s
using a randomizer) to identify which two alpha will be applied to confirm consistency.
Grade 10 sections would serve as our
participants. Q4: Why did you use both Likert scale
validation and open-ended feedback for
Q5: Do you think your sample is the experts?​
representative of the whole Grade 10 A: The Likert scale provides quantitative
population?​ data on how strongly experts agree with the
A: Yes, because the sections in MOGCHS quality indicators, while the open-ended
are generally homogeneous in terms of section allows for qualitative insights and
curriculum and student distribution. recommendations. This combination
Randomly selecting two intact groups ensures a more comprehensive validation of
reduces sampling bias and makes the the Mono-Poly game.
results reasonably representative of the
entire Grade 10 population. Q5: Why is a Table of Specifications
(TOS) important in test construction?​
A: A TOS ensures that the test items
represent a balanced coverage of content
RESEARCH INSTRUMENT and cognitive levels. It prevents bias in test
construction and guarantees that the
Q1: What research instruments did you
questionnaire truly reflects the
use in your study?​
competencies we want to measure in
A: We used two main instruments:
students.
1.​ Expert Validation Questionnaire
Q6: How many items does your
based on the LRMDS guidelines to
questionnaire have and what areas of
evaluate the Mono-Poly board
polynomials does it cover?​
game.​
A: The questionnaire has 20
multiple-choice items and covers three
2.​ Researcher-made 20-item
key areas: (1) illustrating polynomial
multiple-choice questionnaire with
functions, (2) graphing polynomial functions,
a Table of Specifications (TOS) to
and (3) solving problems involving
measure students’ learning of
polynomial functions.
polynomial functions.​

Q2: How did you validate the Mono-Poly DATA GATHERING PROCEDURE
game before classroom use?​
A: The game was validated by Q1: What is the main objective of your
mathematics experts using a structured intervention?​
 A: The main objective is to investigate the engagement and achievement in
learning engagement of Grade 10 polynomials.
students in Algebra, particularly in
Polynomials, through the use of Q7: Why did you choose four weeks for
Mono-Poly, a Monopoly-inspired board the implementation period?​
game that integrates polynomial concepts A: Four weeks provides enough time for
into gameplay. students to repeatedly engage with the
game and reinforce polynomial concepts,
Q2: How long will the intervention last?​ while still being manageable within the
A: The intervention runs for four weeks. academic schedule. It balances both
During this time, the control group receives exposure and feasibility.
conventional teaching, while the
experimental group uses the Mono-Poly
game to reinforce polynomial concepts.
Both groups take the same pretest before STATISTICAL TREATMENT
the intervention and the same post-test
Q1: Why did you use both descriptive
afterward.
and inferential statistics in your study?​
Q3: How will the Mono-Poly game be A1: We used descriptive statistics, such as
conducted in class?​ the mean and standard deviation, to
A: On the first day, the teacher introduces summarize the performance of students in
the game and explains the mechanics. the pretest and posttest. This helped us
Students select characters, receive play describe their average scores and the
money, and roll dice to move around the variability in their performance. Inferential
board. When they land on a property, they statistics, specifically ANCOVA, were used
must solve a polynomial-related problem to to determine if there were significant
purchase it. Property colors indicate differences between the control and
difficulty: green (easy), blue (moderate), experimental groups while controlling for
red (hard). The teacher serves as facilitator covariates. This combination ensures that
and banker, while researchers monitor our findings are not just descriptive but also
fairness and guide students when needed. statistically valid.

Q4: What role does the teacher play Q2: What specific problems are solved
during the intervention?​ by using the mean and standard
A: The teacher is the main facilitator. deviation?​
They explain the rules, verify answers, and A2: The mean answers the question: What
act as the banker managing properties and is the average level of student performance
money. Researchers only assist in ensuring before and after the intervention? The
fair play and monitoring student standard deviation answers: How widely do
engagement. students’ scores vary from the average?
Together, these measures give a clearer
Q5: How does the game integrate picture of student performance and
polynomial concepts?​ consistency.
A: Each property on the board is linked to a
polynomial function task, such as Q3: Why did you choose ANCOVA
illustrating, graphing, or solving instead of a simple t-test or ANOVA?​
polynomial problems. The difficulty of the A3: ANCOVA answers the question: Are
problems corresponds to the property there significant differences between the
colors. This ensures that gameplay is control and experimental groups after
directly tied to the lesson objectives. accounting for initial differences in pretest
scores (covariates)? Unlike a t-test or
Q6: How will you measure the ANOVA, ANCOVA allows us to statistically
effectiveness of the intervention?​ control for the effects of pre-existing
A: Effectiveness will be measured through differences, making our results more
the pretest-posttest design. The pretest reliable and valid.
establishes baseline knowledge, and the
post-test (with the same content) measures Q4: What assumptions of ANCOVA did
progress. Comparing the control and you check, and why are they important?​
experimental groups will reveal whether A4: ANCOVA assumes:
Mono-Poly significantly enhances
 ●​ Normality of residuals – ensures and obtained their informed consent. A
errors are normally distributed.​ covering letter was also provided,
guaranteeing anonymity and clarifying that
●​ Homogeneity of variances – participation was voluntary.
ensures that the variance across
groups is equal.​ Q4: What steps did you take to protect
the rights and welfare of the
●​ Homogeneity of regression participants?​
slopes – ensures that the A4: We designed the questions to avoid
relationship between the covariate intruding on personal beliefs, privacy,
and dependent variable is consistent morals, or sensibilities. Students were
across groups.​ assured that joining or declining would not
Checking these assumptions affect their standing or relationship with the
answers the question: Can we trust school. They were also informed they could
the validity of our ANCOVA results? withdraw anytime without consequences.
Since we tested them, our analysis
is reliable.​ Q5: How did you address ethical
concerns during the implementation of
the board game activity?​
Q5: How do the statistical results A5: We worked closely with the classroom
contribute to answering your research adviser to supervise the process, ensuring
problem?​ that student welfare and fairness were
A5: The results answer: Did the prioritized. All activities were kept within an
experimental group (using the intervention) academic framework and did not
perform significantly better than the control compromise the dignity, safety, or rights of
group, after accounting for covariates? By the participants.
applying descriptive and inferential
statistics, we were able to conclude not just
average performance but also whether the
observed differences were statistically
meaningful.

ETHICAL CONSIDERATIONS

Q1: How did you ensure the anonymity

and confidentiality of the respondents?​
A1: We assured participants that their
names would not appear in the raw data
and that only group results would be
presented. Any information that could
identify respondents was kept confidential
and only disclosed with their consent or if
required by law.

Q2: Did you secure permission before

conducting the study in the school?​
A2: Yes. We requested formal authorization
from the principal of Misamis Oriental
General Comprehensive High School. After
receiving approval, we coordinated with the
Grade 10 adviser to properly implement the
pretests, posttests, and the Mono-Poly
board game.

Q3: How did you obtain informed

consent from the students?​
A3: We explained the procedures clearly,
ensured the students understood their role,