1

Math Bingo Wheel for Integers: An Action Research Study on

Improving Integer Solving Skills among Grade 7 Students

Honeylen C. Animos*, Merylle T. Cervantes, and Darel M. Villa

*Corresponding author: [email protected]

Abstract. This action research aimed to improve the integer-solving skills of

Grade 7 students through the implementation of a Math Bingo Wheel, a game-
based learning tool designed to reinforce understanding of integer operations. The
research addressed the challenge of low student engagement and performance in
solving integer-related problems, which is a common issue in middle school
mathematics classrooms. The primary objective of the study was to determine
whether the Math Bingo Wheel could enhance students’ conceptual understanding
and problem-solving speed in integer operations. The study was conducted over a
six-week period with a sample of 45 Grade 7 students. The methodology involved
a pre- and post-test design to measure the improvement in integer-solving skills.
To compare the scores of the pre-test and post-test, solving the Mean Percentage
Score (MPS) will be utilized and the t-test will be used to know the significant
difference between the results of the pre- and post-test scores of the Grade 7
students. Results showed a significant improvement in the students’ ability to
solve integer problems. The MPS on the post-test was 87.67% higher than the pre-
test which was 24.89%. This study indicate that the use of the Math Bingo Wheel
for Integers significantly improved the integer-solving skills of Grade 7 students.
Statistical analysis revealed that the p-value was less than the significance level
(α\alpha), confirming the effectiveness of the intervention. The significant
improvements in integer-solving skills among Grade 7 students following the use
of the Math Bingo Wheel suggests that interactive and game-based learning tools
can be highly effective in enhancing mathematical proficiency.

Keywords: action research, integer-solving skills, grade 7 students, math

bingo wheel, game-based learning, integer operations
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I. Context and Rationale

Mathematics is one of the core subjects to be offered to all students until

the tertiary levels of education (Demegillo, 2014). Additionally, it hinders the
students’ ability to understand and learn. Here is where the teachers may step
in and help. Singh, P. et al. (2021) cited numerous studies to support their
claim that educators, particularly those who specialize in mathematics, have a
primary concern for how to pique students’ interest in the subject and inspire
them to have a strong desire to learn it.

Numeracy skills, which encompass the ability to understand and apply

mathematical concepts are essential for academic success and everyday life.
Deficiencies in numeracy skills can hinder students’ overall academic progress
and limit their future opportunities.

In the Philippines, the issue of poor numeracy skills among students has
been a persistent concern. The results of the 2019 Programme for International
Students Assessment (PISA) revealed that Filipino students performed
significantly below the average in mathematics, ranking 78 th out of 79
participating countries (OECD, 2019). This underperformance highlights the
need for targeted intervention to address the numeracy challenges faced by
Filipino students.

To address this issue, the school’s administration and teachers have

recognized the need to explore innovative teaching strategies that can
effectively enhance the numeracy skills of the Grade 7 who are non-proficient
students. There are many games designed to entertain and educate players.
However, it can be difficult to find a game that is fun, competitive,
challenging, and still remain educational in nature. Many parents prefer that
their children play games that not only encourage fun, but also improve mental
acuity, concentration, and learning. Moreover, one promising approach to
address this issue is the implementation of interactive learning activities, such
as the Math Bingo Wheel Game. Math bingo games provide a fun and
engaging way for students to practice their math skills. They offer a
welcome change from
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traditional exercises and can be adapted to any math topic, helping students
build speed and accuracy in answering questions.

Integrating this game-based learning in the teaching practice has received

much attention as an approach to support the acquisition of numerical skills
(Byun & Joung, 2018; Cheung & Slavin, 2013). Indeed, educational games
have been shown to trigger repeated practice and foster young children’s
learning (Griffith et al., 2020’; O’Rourke et al., 2017; Wouters et al., 2013). In
addition, the learning experience with game favours knowledge retention as
emotion is an element that favours cognitive processes, such as memory.
Wouters et al., (2013) show that, according to a set of reviewed studies, games
are more effective in learning and retention terms than conventional
instructional methods.

Computing integers involves performing mathematical operations like

addition, subtraction, multiplication, and division on whole numbers,
including both positive and negative values and zero. Students often find
integers challenging due to their abstract nature, requiring them to grasp the
concept of negative numbers and their relationship to positive ones.
Understanding the number line and the rules for manipulating signs during
operations can be difficult, especially for students who struggle with basic
arithmetic or prefer visual and kinesthetic learning methods. Connecting
integers to real-world scenarios can also be challenging, making it harder for
students to grasp their relevance and application.

The implementation of the Math Bingo Wheel Game intervention at

Cabacungan National High School aims to investigate its effectiveness in
enhancing the numeracy skills of Grade 7 students. This action research study
will provide valuable insights into the potential benefits of using interactive
learning activities to improve numeracy outcomes, which can inform future
educational practices and policies in the Philippines and beyond.
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The study’s primary objectives are to assess the effectiveness of the Math
Bingo Wheel Game intervention on the numeracy skills of Grade 7 students at
Cabacungan National High School. Specifically, the research aims to:

1. Evaluate the current numeracy skills of Grade 7 students at Cabacungan

National High School.

2. Implement the Math Bingo Wheel Game intervention and assess its
effectiveness in improving the numeracy skills of Grade 7 students.

3. Provide recommendations for the continued enhancement of numeracy

skills among Grade 7 students at Cabacungan National High School and other
similar educational settings.

This action research study is grounded in the growing body of evidence

supporting the use of game-based and interactive learning methods in
mathematics education. Recent studies highlight that incorporating games into
learning can increase student engagement, motivation, and performance,
particularly in subjects perceived as difficult, such as mathematics (Tsay &
Brady, 2019). Games not only create a fun and dynamic learning environment
but also foster the development of critical thinking skills, encourage
collaboration, and provide instant feedback, which are key components in
mastering mathematical concepts (Mekonnen & Mohamed, 2020)

The study’s finding will contribute to the existing body of knowledge on

the use of interactive learning activities in enhancing numeracy skills,
particularly in the control of the Philippines. The results may also indicate that
the use of these interactive learning activities led to statistically significant
improvements in students’ numeracy skills, as measured by standardized
assessments, when compared to traditional lecture-based instruction (Smith et
al., 2021). The researchers suggest that the findings may have important
implications for the development of educational policies and practices aimed
at strengthening numeracy education in the Philippines.
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By adding to the existing research on effective pedagogical strategies for

enhancing numeracy skills, particularly in the context of a developing country
like the Philippines, this study has the potential to inform the design and
implementation of educational programs and policies that prioritize the
development of essential mathematical competencies among students (Smith
et al., 2021; Gonzalez & Tan, 2019).

II. Innovation, Intervention, and Strategy

The Math Bingo Wheel for integers is an innovative educational tool

designed to enhance Grade 7 students’ ability to solve integer-related problems
through a game-based approach. This interactive method integrates a familiar
game format with mathematical concepts, allowing students to practice integer
operations such as addition, subtraction, multiplication, and division in a dynamic
and engaging way. The game design incorporates immediate feedback and
repetitive practice, helping students to reinforce their skills in a fun, non-
threatening environment, thereby improving their proficiency in solving integers.

The intervention involves the integration of the Math Bingo Wheel into the
regular classroom setting as a supplementary tool for learning and practicing
integer operations. During this intervention, students are given the opportunity to
participate in math game that focus on solving integer problems. The teachers
guide students through the gameplay while observing their performance to
identify strengths and weaknesses.

Instructions of the Math Bingo Wheel Game Intervention:

• The basic idea of a math bingo game can be applied to any topic where
questions have a clear answer. Students will be given a bingo card with a
series of numbers/answers to the arithmetic expressions.

• On the wheel, the arithmetic expressions are input and the bingo caller will
spin the wheel to know the question. And if the answer to that question is
on a student's bingo card, they mark it with a circle or cross.
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• Once a student has a straight line (vertical or horizontal) of five stones or

crosses (diagonal) stretching across their bingo card, they can shout,
'Bingo!' and the researchers will check the answers of the student who
shouted bingo if it is correct. Depending on how fast the questions are
pulled, there can be as much of a time crunch as you feel that students
need.

• And also, there's a prize in order for the students to be motivated to figure
out the answers quickly, and not get behind. This kind of bingo game can
be used with a huge number of topics: multiplying, dividing, adding, and
subtracting integers.

The strategy for implementing the Math Bingo Wheel includes structured
game sessions that are incorporated into the existing curriculum. Teachers will
introduce the game during regular lessons on integers, ensuring that students are
first familiar with the underlying mathematical concepts. The game will be used
as a formative assessment tool, providing both teachers and students with
immediate feedback on their progress. Differentiation will be key, with teachers
adjusting the complexity of the integer problems based on the individual needs of
students. By using the game regularly in the classroom, students will be able to
progressively improve their integer-solving skills, leading to increased
engagement, mastery, and a greater overall understanding of the topic.

III.Action Research Questions

This study aims to investigate its effectiveness of Math Bingo Wheel in

enhancing numeracy skills of Grade 7 students at Cabacungan National High
School. The following question seeks to find answer in order to determine the
effectiveness of implementing Math Bingo Wheel Game intervention to the
students and the following research questions are:

1. What is the proficiency level of Grade 7 students in the pre- and post-test?
2. Is there a significant difference between the pre- and post-test scores of
Grade 7 students?
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IV. Action Research Methods

In this part, it explains the approach taken in this research to guarantee that
relevant and useful data are collected. It offers details on the methodology
applied to this study. To ensure that the research goal can be realized, the
methods and process in this study have been carefully thought out and
planned. This part is arranged with the participants/other sources of data as the
first section, then the data gathering methods, and data analysis plan.

a. Participants and/or Other Sources of Data and Information

The researchers conducted a data gathering to determine which

grade level at Cabacungan National High School had a lowest
numeracy result. A purposive sampling technique was employed in
selecting the grade level. Based on the results, Grade 7 had the lowest
numeracy result. On the other hand, purposive sampling technique was
used also to select the respondents of this research based on the results
of their pre-test, where those who scored 1 to 6 were chosen.
Therefore, the respondents for this study will be the 45 Grade 7
students at Cabacungan National High School.

In addition to the Grade 7 students, other sources of data will be

utilized for this study. These sources include pre- and post-assessment
tests that focus on measuring the numeracy skills of all students in
Grade
7. The pre-assessment will serve as a baseline for who will be the
respondents of this research, to those students in every section of
Grade 7 that have a low score in pre-test will be the respondent. Also,
pre- assessment will be use in comparing the progress before
implementation and post-test will be after the implementation of the
Math Bingo Wheel Game intervention. All data collected will be
treated with strict confidentiality and anonymous coding will be used
to ensure participant anonymity.
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b. Data Gathering Procedure

To conduct this research on enhancing numeracy skills among

Grade 7 who are non-proficient students at Cabacungan National High
School, several data gathering methods were implemented. The first
step involved seeking permission from the principal of the school. The
principal was informed about the purpose and significance of the
action research within the Grade 7 who are non-proficient students.
Next, open and transparent communication took place with the
students of Grade 7. They were informed about the action research, its
objectives, and the potential impact on their learning. The students
were provided with a clear explanation, ensuring their understanding of
the purpose and procedures involved.

To establish a baseline, this study used a pre- and post-assessment.

The pre-assessment test was administered before the study began using
the Math Bingo Wheel. This pre-assessment aimed to gauge the
students' numeracy skills before the intervention was implemented.
The intervention itself involved the implementation of the Math Bingo
Wheel Game, which incorporated interactive learning activities
designed to enhance numeracy skills. After the intervention period, a
post-assessment test was conducted. This test was similar to the pre-
assessment and measured the improvement in numeracy skills. This
allowed for a direct comparison of the impact of the game on their
mathematical competence. The participants consisted of students who
had consistent school records of low mathematics achievement. The
quantitative data provided a comprehensive understanding of the
effectiveness of the Math Bingo Wheel Game intervention in
enhancing the numeracy skills of Grade 7 students. By analyzing the
data, the researchers were able to identify the strengths and weaknesses
of the intervention, as well as its impact on student learning and
engagement. This information was then used to inform
recommendations for further development and implementation of the
game in the future.
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c. Data Analysis

The data collected from this research on enhancing numeracy skills

among Grade 7 who are non-proficient students at Cabacungan
National High School will be analyzed using a comprehensive data
analysis plan. The study will employed the experimental design within
the Grade 7 section, consisting of 45 students.

For the quantitative data analysis, descriptive and inferential

statistical measures will be applied. The pre-assessment and post-
assessment test scores of the Grade 7 students will be compared. To
compare the scores of the pre-test and post-test, solving the Mean
Percentage Score (MPS) will be utilized. After that, the paired t-test
will be used to know the difference between the results of the pre- and
post- test scores of the Grade 7 students.

Furthermore, the Mean Percentage Score (MPS) will be calculated

to assess the level of students' achievement. The descriptive
equivalents based on the MPS will be categorized as follows:

Mastery/Achievement Level

MPS Descriptive Equivalent

96-100% Mastered

86-95% Closely Approximating Mastery

66-85% Moving Toward Mastery

35-65% Average

15-34% Low

5-14% Very Low

0-4% Absolutely No Mastery

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It will involve comparing the pre-and post-intervention assessment

scores using appropriate statistical tests, which is the t-test. These
statistical analyses would provide evidence of any significant
differences in numeracy skills of experimental group, indicating the
effects of implementation of the Math Bingo Wheel game intervention.

d. Ethical Consideration

In conducting action research, the researchers made sure to have an

informed consent and approval letter to the principal, students,
teachers, or other school staff-are fully aware of the nature, purpose,
and methods of the study before agreeing to participate. Prior to action
research, the principal received an approval letter form (Appendix E).
According to Creswell (2014), informed consent involves providing
participants with clear and comprehensible information about the
research, including their right to withdraw at any time without any
negative consequences. This process not only ensures ethical
compliance but also helps foster trust between the researcher and
participants, which is crucial for the success of action research.
Mertler (2014) states that ethical treatment of students, colleagues,
and data, must be a key component of the design of action research. As
an educator-researcher, it is important to make sure that the rights of
the research participants are protected at all times. To protect the
anonymity of the participants, the name of the school has been changed
to a pseudonym. In addition, each participant has been assigned a
number. The number and participant name list will be kept in a locked
cabinet in the educator-researcher’s room.
The researcher understands the ethical responsibility towards the
participants. The participants were a part of the review of data from the
pre-test. The researcher and participants discussed strengths and
challenges to better meet the differentiated mathematics curriculum. In
better understanding the individual strengths and weaknesses of each
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individual, the researcher utilized the data to build stronger

differentiated learning groups. The participants felt a part of the action
research plan and should know their part in promoting their strengths
and building on their challenges

V. Results and Discussion

This section presents the findings of the action research study on the
effectiveness of the Math Bingo Wheel in improving integer solving skills among
Grade 7 students.

The data collected through pre-test and post-test will be presented and
discussed in relation to the research questions.

Table 1.
MPS result of the pre- and post-test scores

Mean Interpretation
n Percentage
Score (MPS)
Pre-Test Scores 45 24.89% Low Proficiency
Post-Test Scores Approximating
45 87.67%
Mastery
Note: This table summarizes the pre-test and post-test results, including the
number of participants, Mean Percentage Score (MPS), and interpretation.

The findings of this study highlight the effectiveness of the Math Bingo
Wheel for Integers in improving the integer-solving skills of Grade 7 students.
The Mean Percentage Score (MPS) for the pretest was 24.89%, indicating a
low proficiency level. This low baseline underscores the need for an
instructional tool that can engage students and provide additional support to
improve their skills in a challenging mathematical area like integers. In
contrast, the posttest MPS of 87.67% shows a significant improvement,
closely approximating
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mastery. This stark difference demonstrates the success of the intervention in

addressing students' learning gaps.

The remarkable increase in MPS can be attributed to the gamified nature

of the Math Bingo Wheel, which engaged students in active learning and
facilitated better retention of concepts. Game-based learning has been shown
to engage players in ways that traditional methods of learning do not and
promote motivation, interactive, and enjoyable by integrating the principles of
play into learning activities (Anderson, 2014). The intervention also
incorporated collaborative learning, enabling peer-to-peer support and shared
problem- solving, which are crucial for fostering mathematical understanding
(Slavin, 2014).

Table 2.
Paired Sample T-test result of the pre- and post-test scores
Paired Samples Test
Paired Differences
95% Confidence
Interval of the
Std. S.E. Difference Sig. (2-
Mean Deviation Mean t df tailed)

Lower Upper
Pair Pretest -
-12.56 1.66 0.25 -13.05 -12.06 -50.77 44 0.0001
1 Posttest

Note: This table show the result of the paired sample t-test which include
the alpha, p-value, number of participants and interpretation.

The findings of this study indicate that the use of the Math Bingo Wheel for
Integers significantly improved the integer-solving skills of Grade 7 students. The
large negative mean indicates a substantial average increase in post-test scores
 13

compared to pre-test scores. Statistical analysis revealed that the p-value was less
than the significance level, confirming the effectiveness of the intervention. The
extremely low p-value (<0.001) provides strong evidence against the null
hypothesis of no difference, confirming the intervention's effectiveness. This
result aligns with studies emphasizing the role of game-based in mathematics
education (Anderson, 2014), which demonstrate that interactive tools can enhance
engagement and conceptual understanding.

These results have several implications for students, teachers, and teaching-
learning process. For students, it provides an engaging and interactive way to
practice integer operations, making learning more enjoyable and less intimidating.
The game encourages active participation, boosts confidence, and reinforces
mathematical concepts through repetitive practice, leading to improved problem-
solving skills and faster mastery of skills. Instant feedback during the game helps
students identify and correct errors in real time, enhancing their understanding of
the material.

For teachers, the Math Bingo Wheel serves as an effective formative

assessment tool, allowing them to gauge students’ understanding of integers and
adjust instruction accordingly. it fosters an active learning environment,
promoting student-centered teaching methods that shift away from traditional
lectures. The game also allows for differentiated instruction, catering to the
varying levels of proficiency in the classroom. Teachers can easily modify the
difficulty of the problems to suit individual needs, ensuring that all students are
appropriately challenged.

From a broader perspective, the Math Bingo Wheel supports the teaching-
learning process by incorporating technology and game-based, which can increase
engagement and make learning more dynamic. It promotes collaboration, as
students may work in teams or compete against one another, enhancing peer
interaction and communication skills. Furthermore, the game help students retain
mathematical concepts over time, as the repetitive nature of the game reinforces
foundational skills.
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VI. Summary of Findings, Conclusions, and Recommendations

This action research was designed to assess the effectiveness of the Math
Bingo Wheel, a game-based learning tool, in improving Grade 7 students' integer-
solving skills. The research aimed to address challenges such as low proficiency in
solving integer-related problems in middle school mathematics. Below is the
summary of findings, conclusions, and recommendations based on the results of
the study.

Summary of Findings

This study was guided by these research questions: (1) What is the proficiency
level of Grade 7 students in the pre- and post-test?; (2) Is there a significant
difference between the pre- and post-test scores of Grade 7 students?. Based
on the data gathered, the following were the findings:

1. The findings of this study highlight the effectiveness of the Math

Bingo Wheel for Integers in improving the integer-solving skills of
Grade 7 students. The Mean Percentage Score (MPS) for the pretest
was 24.89%, indicating a low proficiency level. In contrast, the posttest
MPS of 87.67% shows a significant improvement, closely
approximating mastery.
2. The findings of this study indicate that the use of the Math Bingo
Wheel for Integers significantly improved the integer-solving skills of
Grade 7 students. Statistical analysis revealed that the p-value was less
than the significance level (α\alpha), confirming the effectiveness of
the intervention.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. According to the results, students in Grade 7 can greatly enhance their

integer-solving abilities by using the Math Bingo Wheel. The
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intervention effectively improved students' ability to solve integer- related

problems, bringing their performance closer to mastery, as evidenced
by the significant rise in the Mean Percentage Score (MPS) from
24.89% on the pre-test to 87.67% on the post-test.
2. Students in Grade 7 showed a significant improvement in their ability
to solve integer problems as a result of the Math Bingo Wheel
intervention. The statistical analysis demonstrates that the observed
improvement in students' performance was statistically significant
when the p-value is less than the significance level (α). This further
supports the idea that the Math Bingo Wheel is a useful tool for
improving students' skills.

Recommendations

This study was mainly focused on enhancing numeracy skills among

Grade 7 who are non-proficient students. In view of the findings of the study,
the following recommendations are worthy of consideration:

1. Incorporate Math Bingo Wheel for Integers as a Regular Instructional

Tool
2. Conduct Further Studies to Explore Long-Term Impact and
Adaptations for Other Grades

VII. References

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feelings, and behavior in the laboratory and in life. In L. J. R. B. (Ed.), The
Oxford Handbook of Media Psychology (pp. 207-225). Oxford University
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Brown, E. C., & Davis, L. M. (2022). Data Analysis Plan for Enhancing Numeracy

Skills of through Interactive Learning Activity: Implementation of the

Mystery Box Game Intervention. Journal of Educational Measurement,
24(2), 67-81
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Byun, J. & E. Joung. (2018). Digital Game-Based Learning for K-12 Mathematics

Education: A Meta-Analysis. School Science and Mathematics. 118 (3-4):

113-126.

Application for Enhancing Mathematics Achievement in K-12

Classrooms: A Meta-Analysis. Educational Research Review 9: 88-113.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches (4th ed.). Thousan Oaks, CA: Sage. English Language
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Demegillo, J. (2014). Changing directions in reading and mathematics performance

of pupils at Anecito Panolino Elementary School, Passi, IloIlo,

Philippines. Unpublished Thesis. Ifugao State University, Ifugao,
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Dichev, C. & Dicheva, D. (2017). Gamifying Education: What is known, what is

believed and what remians uncertain; a critical review. International

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D'Rounke et al., (2017). Commercially available Digital Game Technology in the

Classroom: Improving Automaticity in Mental-Maths in Primary-aged

Students. Australian Journal of Teacher Education, 42 (10).
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Engineering, and Mathematics. PNAS, 111, 8410-8415.

https://doi.org/10.1073/pnas.1319030111.

Griffith et al., (2020). Apps as Learning Tools: A Systematic Review. Pediatrics,

145(1), e20191579. https://doi.org/10.1542/peds.2019-1579.

Gonzalez, M., & Tan, L. (2019). Numeracy Education in the Philippines:

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on engagement, flow and immersion in game-based learning. computers in

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Mekonnen, T., & Mohamed, F. (2020). Interactive Learning Games as Effective

Tools in Teaching Mathematics: A Case Study on Middle School Students.
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education (4th ed.). Thousand Oaks, CA: SAGE Publications.

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Appendix A

Action Research Work Plan

The table below shows the research work plan and timelines before,
during, and after implementation of this action research.

Activities Persons Involved

A. Before Implementation

 Drafting of the Action Research Researchers

Manuscript Researchers
 Finalizing the Action Research
Manuscript Researchers, Researcher Instructor
 Submission of the Action
Research Manuscript for approval

B. During the Implementation

 Conduct a pre-test to assess Researchers, Participants

current numeracy skills
 Implement the Math Bingo Wheel Researchers, Participants
Game as an interactive learning
activity for a specified period Researchers
 Monitor student progress and
adjust teaching methods
accordingly.

C. After the Implementation

 Conduct post-tests to evaluate Researchers, Participants

improvements in numeracy skills.
 20

Appendix B

Cost Estimate

The table below shows the cost estimates that will be expended before,
during, and after the conduct of this action research.

General Quantity Unit Unit Price Total

Description Estimated
Costs
Bond Paper 50 pcs. 1.00 50.00
Vellum Board 100 pcs. 80.00 800.00
Transportation 3 50.00 150.00
Rewards/Incentives 10 Pcs. 60.00 600.00
for students who
won
Total 1,600.00
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Appendix C

Plan for Dissemination and Utilization

The action research titled “Math Bingo Wheel for Integers: An Action
Research on Improving Integer Solving Skills among Grade 7 Students” aims to
improve the numeracy skills of Grade 7 who are non-proficient students at
Cabacungan National High School by implementing the Math Bingo Wheel Game
as an interactive learning activity. This action research seeks to address the need
for more effective and engaging teaching methods in mathematics education.

The primary objectives of this research are to assess the impact of the
Math Bingo Wheel Game Intervention on the numeracy skills of Grade 7 students
at Cabacungan National High School. Specifically, the research aims to: evaluate
the current numeracy skills of Grade 7 students; implement the Math Bingo Wheel
Game intervention and assess its effectiveness in improving the numeracy skills of
Grade 7 students; identify the challenges and barriers encountered during the
implementation of the Math Bingo Wheel Game intervention and explore
strategies to address them; and provide recommendations for the continued
enhancement of numeracy skills among Grade 7 students at Cabacungan National
High School and other similar educational settings.

The target audience for this action research is Grade 7 students at

Cabacungan National High School. These students will directly benefit from the
implementation of the Math Bingo Wheel Game intervention, which is designed
to enhance their numeracy skills and improve their overall performance in
mathematics.

To achieve the action research objectives, a pre-test will be conducted to

assess the current numeracy skills of Grade 7 students at Cabacungan National
High School. Following this, the Math Bingo Wheel Game will be implemented
as an interactive learning activity for a specified period. Throughout the
intervention, student progress will be monitored, and teaching methods will
be adjusted
 22

accordingly based on individual student needs. Finally, post-tests will be

conducted to evaluate improvements in the numeracy skills.

To ensure that the finding and results of this action research are shared
with a wider audience, by presenting action research findings at educational
conference, the researchers can share their findings with educators within
Cabacungan National High School and it will also be shared from other schools,
allowing them to learn about successful interventions like the Math Bingo Wheel
Game and developing a user-friendly guide for educators on implementing the
Math Bingo Wheel Game intervention. This guide will serve as valuable resource
for educators who wish to integrate similar interactive learning activities into their
own classroom.
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