Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 19 no. 7 (2024)

DAMATH Integration in Teaching Mathematics: Inputs on Teaching Styles

James Kyle Martus | Chrysler Matthew Alburo | Paul John Carangue | Clara Mae Dayupay | Jessalyn Lapay | Jelaisa Calinao | Shaira Gorres | Alfredo C. Cano Jr.

Discipline: Mathematics

 

Abstract:

The primary objective of this study is to determine the efficacy of DAMATH Integration in the mathematics instructions of the Grade 7 teachers in teaching integers in a public secondary school. It aimed to analyze if there is a significant relationship between application and use of DAMATH in teaching mathematics. This study utilized various methods including percentages, weighted mean, K-12 level of proficiency, DepEd K-12 transmuted grade, Pearson rank-order correlation coefficient, and paired-samples t-test for data analysis. After thorough analysis, it has been determined that the integration of the DAMATH game in mathematics instruction yields a significant impact on students' comprehensive understanding of mathematical concepts, particularly in the realm of integers. Consequently, a program named (AIMED) Advancing Integration through a Multidimensional Educational Approach in DAMATH is proposed for the benefit of teachers and learners. Furthermore, the study implies that applying a DAMATH board game in teaching mathematics is effective to improve students' performance in learning integers. However, the research limitations include not exploring potential challenges or drawbacks of using DAMATH, and the study is solely focused on Grade 7 students and mathematics teachers. Lastly, the implementation of DAMATH in online learning platforms is suggested for ensuring continuity, but practical implications and potential challenges of this adaptation are not discussed in detail.



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