Bicol University

Legazpi City

USING KAHOOT IN ENHANCING STUDENTS’ PERFORMANCE AND ATTITUDE IN

SOLVING LINEAR EQUATIONS IN ONE VARIABLE

Ysabel Grace L. Belen

2nd Semester, SY 2018 -2019
Research Method
 Chapter 1

INTRODUCTION

Technology always played a role in equipping students with timely skills and up – to – the
minute ideas and discoveries (Garcia, 2018). But now, we see innovations challenging even the
very existence of four – walled classrooms and teacher – student ratios. All of these benefit today
and tomorrow’s students, as learning becomes cheaper, faster, and more accessible.

In over four years of teaching Mathematics in schools, I have noticed that when students
are motivated, they tend to learn Mathematics more successfully. As a Mathematics teacher, I
have struggled to know what I can do to increase the motivation level of my students with respect
to learning Mathematics. On the other hand, some students are eager to experiment with different
technologies to support their learning, largely because they are skilled in the use of mobile
technology and enjoy using applications and games designed for such devices (Prensky 2001).

Students often lack motivation when it comes to learning mathematics and this, in turn,
can affect their performances. The results of past studies have suggested that the introduction of
games in mathematics can improve students’ attitudes (Bragg, 2007; Massey, Brown & Johnston,
2005), but this has not been systematically verified in the Philippines at all school levels. Past
research has indicated that teachers who design, develop and implement innovative teaching
methods in their classrooms are more likely to capture students’ interests and to optimize their
learning outcomes than those who do not (Chandra & Fisher, 2009).

When students are motivated and engaged in a task, learning is more likely to occur than
when they are not. According to Bragg (2006), introducing and practicing mathematical concepts
through active involvement, such as game-playing, could contribute to developing the learning
process. The use of games, according to Massey et al. (2005), is beneficial, both in terms of
examination performance and student perceptions of the learning experience. Game playing not
only stimulates students’ interest in mathematics, but also can promote creativity and students’
knowledge (Papastergiou, 2009; Story, 2001).

Game – based learning is one of the advanced technology nowadays. It increases student
motivation and engagement (e.g. Barrio et al. 2016; Wang and Lieberoth 2016), especially in
circumstances where conventional lecture style or “chalk and talk” teaching are presented by
students and induce boredom (Cheong et al. 2013; Graham 2015; Roehl et al. 2013).
 Game – based learning refers to the borrowing of certain gaming principles and applying
them to real – life settings to engage users (Trybus 2015). The motivational psychology involved
in game – based learning allows students to engage with educational materials in a playful and
dynamic way. Game – based learning is not just creating games for students to play, it is designing
learning activities that can incrementally introduce concepts, and guide users towards an end goal
(Pho & Dinscore 2015).

According to the MacArthur Foundation (2015), digital badges are “designed to make
visible and validate learning in both formal and informal settings, and hold the potential to help
transform where and how learning is valued. Kahoot is an example of a playful, game – based
learning activity for students to accomplish a set of tasks and learn as well.

The online game Kahoot has the potential to serve as an interactive technology based
instructional tool that may increase students’ interest and positive attitudes toward Mathematics.
Kahoot allows educators to create surveys and game-based quizzes that they can join using a
pin number (Johns, 2015). The students select answer choices on a personal device such as a
Chromebook, laptop, or smartphone that coincide with questions that are displayed on the
smartboard (Johns, 2015). Students are able to play the games without needing an account
username (Dellos, 2015), and create a nickname that will be displayed during the game (Johns,
2015). Furthermore, Kahoot quiz game questions may include multimedia visuals such as pictures
and videos to further engage students (Dellos, 2015) and students get to earn points for answering
questions correctly and quickly.

Kahoot are free and easy to set up. Virtual reality makes learning more interactive and
immersive. Leyte Assistant Schools Division Superintendent Marilyn Siao speaks during the three
– day division training on Literacy through ICT in Kananga, Leyte. (Reyes, 2019) She cited the
use of game – based learning platforms like Kahoot and Mentimeter and other interactive online
activities “that can be used in boosting student participation.”

One of the least mastered competencies as reflected in the ELO (expected learning
outcome) of SY 2016 – 2017 is solving linear equations in one variable. For this reason, this study
is made to help students understand and solve real – life problems in solving linear equations in
one variable. That’s why the researcher come up with the use of Kahoot in enhancing students’
performance and attitude in solving linear equations in one variable.
Statement of the Problem

This study will determine the use of Kahoot in enhancing students’ performance and
attitudes in solving linear equations in one variable. Specifically, it sought to answer the following
questions.

1. What is the demographic profile of Grade 8 students in San Antonio National High School
in terms of sex?
2. What is the performance of Grade 8 students in solving linear equations in one variable?
3. What are the students’ attitudes toward Mathematics?
4. What is the effect of Kahoot as game – based learning in enhancing the performances
and attitudes the students?

Objectives of the Study

The research objectives of this study are:

1. To determine the demographic profile of Grade 8 students in San Antonio National High
School in terms of gender
2. To determine the performance of Grade 8 students in solving linear equations in one
variable
3. To determine the students’ attitudes toward Mathematics
4. To evaluate the effect of Kahoot as game – based learning in enhancing the performance
and attitudes of the students

Hypothesis

The effectiveness of Kahoot as the game – based learning in the students’ performance
and attitudes in solving linear equations in one variable.

Scope and Delimitation

This study focused on the use of game – based learning specifically Kahoot in enhancing
the students’ performance and attitudes in solving linear equations in one variable. It tried to find
the demographic profile of the Grade 8 students in terms of sex, the performance in solving linear
equations, the attitudes toward Mathematics, and the effect of Kahoot to the Grade 8 students.
 This study will not deal on the other game – based learnings. Other demographic profiles
like in terms of age are excluded in this study.

Significance of the Study

Mathematics education has been in the middle of reform efforts towards an improved
performance yet this has never been realized. This study is deemed beneficial to the following.

Students. It will help them enriches their mathematical thinking skills and improve their
performance in solving linear equations in one variable. They may be able to develop positive
attitudes toward Mathematics. They will understand themselves and that their performance in the
subject is a consequence of their actions, attitudes and effort which they can control for their
successful learning and improvement in the subject.

Teachers. They will understand the learners better so as to capture their attention and
change their perceptions and attitude towards the subject. Motivation, reinforcement and relevant
instructional strategies by the teachers, might help the learners get directions on what is expected.

School Administration. They will understand what is ailing the subject and would help in
putting up policies towards an enabling learning environment and providing necessary support
and be able to put up mechanisms towards improved teaching and learning of the subject (e.g
providing time, space, materials and moral support).

Future Researchers. The study will be useful in supplementing the existing literature on
the same study area and would also provide a rich ground for further research based on the gaps
left out by this study.
 Chapter 2

RELATED LITERATURE AND STUDIES

This chapter presents local and foreign literature, references, articles, journals,
magazines, and studies that are relevant to the study. Researcher aimed to expand their ideas of
the present study by analyzing some related literature and study. It involves the comprehensive
analysis of different reading materials regarding the use of Kahoot in enhancing students’
performance and attitudes in solving linear equations in one variable.

Related Literature

Attitudes are psychological orientations developed as a result of one’s experiences which

influences a person’s view of situations, objects people and how to respond to them either
positively or negatively or favourably or unfavourably (Mensah et al, 2013). Attitude is an
organization of beliefs feelings and behavioural tendencies towards an object (Vaughan& Hogg,
2005). Attitudes are positive or negative views about a person, object, idea or situation which
influences individual choice of action and responses to challenges (Marianne & Elaine, 2005).
Attitudes have three interrelated qualities or components which vary in direction and degree or
strength. This include the; Emotional components – how we feel; A cognitive component –
thoughts and beliefs; A behavioural components – action, experiences (Maio & Haddock, 2010).

The social learning theories by Bandura postulate that individuals acquire attitudes
through observing imitating and modeling the behaviors of others. They therefore form through
direct experience with models, object or issues or ideas we interact with. They are learnt attributes
which affect our behavior. Research has it that people behave in accordance with their attitudes
under the conditions that; the attitudes are as a result of personal experience; that one is
expecting a favorable outcome or where the model is attractive, popular or successful
(Zimmerman, 2007).

A student can develop positive attitude towards Mathematics because he or she learns to
associate positive experiences or events with it. Also, positive reinforcement creates room for the
formation of positive attitude for Mathematics (Mensah et al, 2013).

Attitude towards mathematics presents a disposition towards an aspect of mathematics

that has been acquired by an individual through his or her beliefs and experiences but which could
be changed (Eshun, 2004). Some authorities regard attitude towards Mathematics as just a like
or dislike for Mathematics, while others extend the meaning to embrace beliefs, ability, and
usefulness of Mathematics.

For Zan and Martino (2007), attitude towards Mathematics is just a positive or negative
emotional disposition towards Mathematics. Most research on attitudes points to the fact that
attitude plays a crucial role in learning and achievement in mathematics (Zan and Martino, 2007)
hence determines the student’s success in the subject. It determines their ability and willingness
to learn the subject, work on a variety of assigned tasks and their persistence in the tasks
available. In general, the conceptions students hold about Mathematics determines how they
approach mathematics tasks leading them into either productive or nonproductive orientations.

The teachers’ teaching method have a major influence on students’ attitudes (Akinsola &
Olowojaiye, 2008; Mensah et al., 2013). Teachers can do many things to facilitate the classroom
learning to alleviate students’ engagement level and confidence in learning mathematics (Attard,
2012; Kele & Sharma, 2014). According to Sullivan and McDonough (2007), teachers can find
ways to encourage student engagement and confidence in learning mathematics. This can be
achieved by implementing meaningful activities embedded in real-life contexts (Kacerja, 2012).

In many cases, students have been found to approach Mathematics as procedural and
rule-oriented. This prevents them from experiencing the richness of Mathematics and the many
approaches that could be used to develop competence in the subject (Mensah et al, 2013). Most
of the researches done tried to establish of the relationship between student attitudes towards
mathematics and academic performance. Some of these studies accept the fact that there exists
a positive correlation between student attitudes towards mathematics and student academic
performance.

“Nicolaidou and Philippou (2003), asserts that when students have positive attitudes
towards mathematics they would achieve better which reflect a significant relationship between
attitudes and performance. A study with secondary school students also showed that those with
better academic performance exhibited more positive attitudes towards math than those with low
performance (Mato and De La Torre, 2010). “These results were confirmed in wider research,
concerning math study attitudes among the secondary school students of nine countries,
developed by Sanchez et al., (2004). Lipnevich et al. (2011), in a study developed with USA and
Bielo - Russian middle school students highlighted the importance of attitudes in predicting
academic achievement, when it showed that mathematics attitudes explained a variance of 25%
to 32% in mathematics achievement, with much of the explained variance independent of ability
in math.

Georgiou et al. (2007), showed that high performance could serve to predict a positive
attitude towards math, but such an attitude could not predict stronger performance. However,
these authors emphasize the role of teachers and schools in changing attitudes stating that, math
achievement could be improved by, for example, better teaching methods, more motivated
teachers or better course books, which were hoped would lead to the improvement of attitudes
towards math. Cheung (1998), in his study of 11-13 year olds, also discovered positive correlation
between attitude and Mathematics performance. The correlation showed that the more positive
the attitude, the higher the level of performance in the student”. (Maria de laurdes Mata et al,
2012).

Related Studies

Several studies on the students’ performance and attitudes in Mathematics were reviewed
by the researcher. Those study were found relevant with the present study about the use of
Kahoot in enhancing students’ performance and attitudes in solving linear equations in one
variable.

Méndez-Coca and Slisko [8] analyzed the feasibility of using Socrative and smartphones
as easy-to-have tools to facilitate the learning of Mechanics by prospective teachers. They affirm
that by using Socrative and students’ smartphones, professors might achieve three different
goals: real-time assessment of the students’ learning, motivation of the students, and increased
opportunities for active learning.

Gómez-Pérez [9], in a study with students of higher education in Mathematics, concludes

that being able to use a tool that provides immediate feedback is useful for the teacher, as it
informs him about specific aspects that have been more difficult for the students to assimilate and
where teachers have to especially focus their efforts.

Chaiyo and Nokham [11] show the results from investigating the effect of using Kahoot,
Quizizz, and Google Forms in classroom. More specifically, they study how the students’
perception of concentration, engagement, enjoyment, perceived learning, motivation, and
satisfaction are affected by these tools.
 Plump and LaRosa [12] describe the student’s responses and their experience using
Kahoot in graduate and undergraduate classrooms. Their most interesting conclusion is that real-
time feedback allows professors to tailor their instruction based on the student understanding of
the quizzes, while the surveys allow anonymous classroom participation.

Gap to be bridged by the study

An effort is being made among teachers at all levels to improve the teaching/learning
process, through different paths: flipped learning, multiple intelligences, metacognition activities,
use of ICT, etc. Thus, it is important to present our results in this aspect to encourage other
teachers who, by age, may feel more comfortable using classic teaching tools.

In this paper, the use of these clicker-type tools is analyzed. Several studies were related
to the present study which focused on the use of Kahoot in improving students’ academic
performance and attitudes, but none of these was conducted at San Antonio National High
School, Malilipot, Albay. The use of game – based learning in different schools in Albay is not
popular, that is why the researcher made this study about the use of Kahoot in enhancing
students’ performance and attitudes.
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter is a presentation and discussion of the methodology in conducting the study.
It also includes the sources of data, respondents of the study, data gathering procedure, and
research instruments. The statistical treatment used in the conduct of this study is likewise
presented.

Research Methodology

The use of Kahoot in enhancing students’ performance and attitudes in solving linear
equations in one variable is a quantitative, qualitative and a descriptive type of research.
Quantitative, methods.

The researcher will start with a pre – intervention survey. This survey is in the form of
questionnaire. This will be used to determine the students’ attitude towards Mathematics. It will
also help the researcher to identify if the respondents have some backgrounds on the use of
game – based learning specifically Kahoot in their past Math lessons.

The researcher focused on one of the least mastered skills of Grade 8 students of San
Antonio National High School. The researcher chose solving linear equations in one variable.

The researcher will conduct a pre – test about the topic. The results of the pre – test served
as the underlying foundation in the course of the study. For the purpose of this study, Kahoot in
this paper will be used as game – based learning to improve students’ academic performance.
Aside the improvement of academic performance, the respondents will develop positive attitudes
at the end of the day.

Before the end of the course, the lesson about solving linear equations will be
recapitulated. Finally, the researcher will conduct a post – test which is same test as of the pre –
test and a post intervention survey to verify the effectiveness of the intervention to the teaching –
learning process.
Sources of data

To obtain the necessary data that would answer the sub – problems, the pre - and post –
test will be used as well as the offline application named Kahoot. Collected data will serve as the
primary source. The secondary sources of the data are the books, internet and other research
paper which will support the data gathered in this study. The collected data will be tabulated and
summarized for analysis and interpretation.

Respondents of the study

The researcher chose the grade 8 students of San Antonio National High School, Malilipot
Albay as their respondents for this study since these students cover the main topic of the study
which is solving linear equation in one variable. From the population students, the researcher will
determine the demographic profile of the students in terms of sex.

Research Instrument

Several instruments will be used to obtain the answers on the sub – problems. The
researcher will utilize Kahoot, pre and post intervention survey and the pre and post – test in
solving linear equation in one variable.

The pre and post intervention are attach in this paper. The pre intervention survey is
composed of seven questions which is intended to elicit answer to the problems of the study. The
post intervention survey is composed of four questions.

Statistical Treatment

In analyzing and interpreting the collected data, the researcher used statistical tool such
as paired t – test.

The paired t – test is a method used to determine if there is a significant difference between
the mean of the pre – test and post – test results. Also, this will help us to conclude whether the
intervention is effective or not.
 References

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environment and attitudes in game-based mathematics classrooms. Learning Environments Research,
16(1), 131–150.

Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards
mathematics. International Electronic Journal of Mathematics Education, 3(1), 60–73.

Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions.
The International Journal on Mathematics Education, 43(4), 471–482.

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 Pre – Intervention Survey
Name: _________________________________ Grade/Section: ____________

1. Do you like Math? Why or Why not?

________________________________________________________________

2. How do you find Math as a subject? (boring, interesting, easy, difficult, etc.)

Why?

___________________________________________________________

3. How often would you like to use Kahoot in class?

[ ] everyday

[ ] twice a week

[ ] thrice a week

[ ] others (specify) ________________________________

4. Do you like using it? Yes or No?

___________________________________________________________

5. What has been the advantage/s of using Kahoot in studying you lessons in

Math?

___________________________________________________________

___________________________________________________________

6. Do you experience any game – based learning during your past school years?

Describe it.

________________________________________________________________

7. Does a game enhance your mathematical ability? Why or why not?

________________________________________________________________
 Post – Intervention Survey
Name: _________________________________ Grade/Section: ____________

1. Using Kahoot, can you say that it helps you to understand the lesson better? Yes, or

No?

___________________________________________________________________

_________________________________________________________

2. Describe your feeling/s when I say that there is a new math game to be used in our

new lesson. (example: excited, happy…)

______________________________________________________________

4. What was the best way to win a game?

____________________________________________________________________________

____________________________________________________________________________

5. If you are going to rate me, as your teacher, where 10 as the highest and 1 as the

lowest, how would you rate me?

________________________________________________________________