ABSTRACT
The study determined the effects of Minecraft Application Utilization (MAU) and lecture method in the performance of Grade 11 non-numerate learners of Lambunao National High School in Enhanced Regional Unified Numeracy Test (ERUNT). Based on the findings of the study, non-numerate learners were Nearly Proficient in pretest and Highly Proficient in posttest when exposed to MAU. There was a significant difference in the pretest and posttest performances of non-numerate learners in ERUNT when exposed to MAU. The performance of non-numerate learners who were exposed to lecture method in the pretest was Nearly Proficient and in the posttest was Proficient. There was a significant difference in the pretest and posttest performances of non-numerate learners in ERUNT using lecture method. There was no significant difference in the pretest performance of non-numerate learners using MAU and lecture method. There was a significant difference in the posttest performance of non-numerate learners who were exposed to MAU and lecture method.
Keywords: Minecraft Application Utilization (MAU), Lecture Method, Enhanced Regional Unified Numeracy Test (ERUNT)
INTRODUCTION
Learners’ performance in mastering the four basic operations in Mathematics such as addition, subtraction, multiplication, and division is crucial for developing learners’ understanding of the numbers and calculating the strategies.
To adapt to the widespread use of technology, teachers must leverage game-based learning tools, such as Minecraft, to engage learners in interactive and immersive Mathematics experiences. Further, it helps learners develop a deep understanding of the essential mathematical concepts, relationships, and applications in real-life scenarios, that ultimately enable them to progress to more advanced algebraic concepts.
By integrating technology in the classroom especially game-based applications, teachers help learners build a solid foundation in Mathematics, promote deep understanding and reduce the risk of dependency on calculators that hinder genuine mathematical comprehension.
The Department of Education (DepEd) is embracing the idea of “game-based teaching” after pandemic-related constraints which compelled the organization to implement fresh strategies in an effort to improve learning outcomes.
After a careful analysis of the subject, Minecraft as a teaching tool was investigated. In addition to real-world sample lessons, advantages, and challenges of implementing Minecraft were considered.
An increasing number of educators and learners can now utilize Minecraft Education Edition on Windows, Mac, iPad, Chromebooks, and even Android mobile devices. DepEd is indeed persistent in providing educators and learners with the skills they need for the future by ensuring that everyone has access to technology (Department of Education, 2022).
It is essential to comprehend how learners acquire knowledge in order to create systems that facilitate teaching and learning. With ease of access to information, learning now occurs anywhere, at any time, and is not limited to the walls of educational institutions’ classrooms.
Modern improvements in technology place limitations on the traditional classroom-based learning strategy, which allows learners to transition from both formal and informal situations at the teacher’s discretion and under their guidance.
Since knowledge is acquired through a variety of sources, there are more options for learners to engage with the new material. The shifting demographics of the student body have prompted new ways to deal with the evolving responsibilities of the learners and try to address the subject matter of how they are making sense of the world around them.
Learners must learn how to transfer information gained on digital platforms to physical learning environments as they are expected to use technology for a growing variety of tasks. Examples of the tasks are generating interactive presentations, gaming with their peers, and accessing digital textbooks.
Thus, the study examined the effectiveness of Minecraft and lecture method to non-numerate learners’ understanding of the four basic operations of Mathematics.
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