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CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

The most common perception of Mathematics is that it is difficult and boring. It is revealed in a
certain review on necessary education that Mathematics is the second subject which many children find
most difficult (Wong, 1996). Because of this, students have little interest in Mathematics and seek fun in
other means rather than engaging themselves in learning the subject. Since Mathematics is universally
important, many approaches aim to develop an easy method of learning mathematics.

This is the reason why UNO Cards Game (Unity of Numbers and Operations) is developed
from the paradigm of America's number one card game which is adopted and played widely in the
Philippines. It follows the rules in the traditional Uno Card Games but the numbers are represented by
equations for the Grade 7 level. It aims to incorporate entertainment in learning Math or provide
Mathematical involvement while having fun so that the students’ interest in Mathematics will have an
increase rate. This is critically important because according to a study conducted, the level of interest of a
student in a particular subject also affects the level of performance in that subject (Kanafiah and Jumadi,
2013).

Another study stated that the students’ experiences in learning Mathematics influence their
perception on the subject. A change in beliefs and views affects the students’ behavior in learning, thus,
also affecting their performance in learning Mathematics (Frank, 1988; Spangler, 1992)

This game does not just develop mathematical interest and fun but also affects the improvement
of other aspects such as the establishment of socialization among the students. It creates a good competition
and sportsmanship between them. Furthermore, it also allows at most 10 players to join making it more
enjoyable and funnier.
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REVIEW OF THE RELATED LITERATURE

Mathematics has been considered as one of the most essential core subject in school curriculum
(Orton and Frobisher, 2004). However, performance in Mathematics continues to be a problem for many
countries. For example in TIMSS 2011 report, achievement in Mathematics for sixth-grade students fell at
or below Low International benchmarks (Mullis et al., 2011).

Low performance in Mathematics is also a problem in the Philippines. For instance, in the Global
Competitiveness Report of the World Economic Forum in 2016-2017, the Philippines ranked 79th of 138
countries in the quality of math and science education. This is further confirmed with the poor showing of
the country in the Trends in International Mathematics and Science Study (TIMSS). Ironically, its
neighboring countries like Singapore, South Korea, Hongkong, Chinese Taipei, and Japan are among the
world’s leader in Mathematics achievement (Mullis et al., 2011). There is also another study conducted
which implied that 4 out of 10 American students hated Mathematics (Ipsos, 2005).

According to Nuffield Foundation, mathematical anxiety is becoming increasingly recognized as a

psychological condition, whereby the overwhelming nervous feeling can interfere with the ability to cope
with the subject, solve problems and interpret numbers and calculations, inside and outside of the
classroom, resulting in an unhealthy relationship and avoidance of the subject progressing into adulthood.

Recent NCERT research has indicated that the maximum number of failures or low ratings at
secondary level is in mathematics and social sciencies. This may be due to the lack of interest of the
students in the subject of Mathematics (Sarmah and Bora Hazarika, 2012).

According to Gardener and Tamir (1898), the term “interest” refers to engage in some type of
activities rather than others. The term “interest” is also used to indicate a permanent mental diposition. Mc
Dougal (1994) also stated that taking interest means the bearing of a condition or subject.

Students’ interest and experiences in learning Mathematics influences the formation of their views
regarding the subject (Wong, 2000-2001). According to Frank and Spangler (1988), the students’
perception and beliefs about the concept of Mathematics affect their behaviour in learning situations which
in turn affect the way they learn mathematics.
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UNO Card Game

Uno is an American shedding-type card game that is played with a specially printed deck. The
game's general principles put it into the Crazy Eights family of card games. The game was originally
developed in 1971 by Merle Robbins in Reading, Ohio, a suburb of Cincinnati. It has been a Mattel brand
since 1992.

Figure 1 and Figure 2. UNO cards

The aim of the game is to be the first player to score 500 points, achieved (usually over several
rounds of play) by a player discarding all of their cards and earning points corresponding to the value of the
remaining cards still held by the other players. Action cards (Skip, Draw Two and Reverse) are worth 20
Points while Wild and Wild Draw Four cards are worth 50 Points.
The deck consists of 108 cards, of which there are 25 of each color (red, green, blue, and yellow),
each color having two of each rank except zero. The ranks in each color are zero to nine, "Skip", "Draw
Two", and "Reverse" (the last three being "action cards"). In addition, the deck contains four each of "Wild"
and "Wild Draw Four" cards.

Figure 3. UNO cards deck

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To start a hand, seven cards are dealt to each player, with the top card of the deck flipped over and
set aside to begin the discard pile. The player to the dealer's left plays first, unless the first card on the
discard pile is an action or Wild card (refer to Table 1)

On a player's turn, they must do one of the following:

 play a card matching the discard in color, number, or symbol
 play a Wild card, or a playable Wild Draw Four card (see restriction below)
 draw the top card of the deck
 Play proceeds clockwise around the table.

Table 1. Action and Wild cards have the following effects:

Card Effect when played from hand Effect as first discard
Skip Next player in sequence misses a turn Player to dealer's left misses a
turn
Reverse Order of play switches directions Dealer plays first; play proceeds
(clockwise to counterclockwise, or vice counterclockwise
versa)
Draw Two (+2) Next player in sequence draws two Player to dealer's left draws two
cards and misses a turn cards and misses a turn
Wild Player determines the next color to be Player to dealer's left determines
matched (may be used on any turn even the starting color, then plays
if the player has matching color normally
Wild DrawFour/ Player determines next color to be Return card to deck, shuffle, flip
Draw Four Wild (+4 matched; next player in sequence draws top card to start discard pile
and wild) four cards and misses a turn. May be
legally played only if the player has no
cards of the current color (see Penalties)

Figure 4. Action Cards

 Page |5

 A player who draws from the deck must either play or keep that card, and may play no other card
from their hand on that turn.
 A player may play a Wild card at any time, even if that player has other playable cards.
 A player may play a Wild Draw Four card only if that player has no cards matching the current
color. The player may have cards of a different color matching the current number or symbol or a
Wild card and still play the Wild Draw Four card. (Mattel, UNO Basic Instruction, 2008)
 A player who plays a Wild Draw Four may be challenged by the next player in sequence (see
Penalties) to prove that their hand meets this condition.
 If the entire deck is used during play, the top discard is set aside and the rest of the pile is shuffled
to create a new deck. Play then proceeds normally.
 It is illegal to trade cards of any sort with another player.
 A player who plays their next-to-last-card must call "Uno" as a warning to the other players.

The first player to get rid of their last card ("going out") wins the hand and scores points for the
cards held by the other players. Number cards count their face value, all action cards count 20, and Wild
and Wild Draw Four cards count 50. If a Draw Two or Wild Draw Four card is played to go out, the next
player in sequence must draw the appropriate number of cards before the score is tallied. The first player to
score 500 points wins the game.

Penalties
 If a player does not call "Uno" after laying down their next-to-last card and is caught before the
next player in sequence takes a turn (i.e., plays a card from their hand, draws from the deck, or
touches the discard pile), they must draw two cards. If the player is not caught in time (subject to
interpretation), or remembers to call "Uno" before being caught, they suffer no penalty. If a player
falsely calls "Uno" while having multiple cards in their hand, they must draw two cards. (Mattel,
UNO Basic Instruction, 2008)
 If a player plays a Wild Draw Four card, the following player can challenge its use. The player who
used the Wild Draw Four must privately show their hand to the challenging player, in order to
demonstrate that they had no matching colored cards. If the challenge is successful, the challenged
player draws four cards instead; if it is wrong, the challenger must draw six cards; the four cards
they were already required to draw plus two more cards. (Mattel, 2008)
 Page |6

Two-player game
In a two-player game, the Reverse card acts like a Skip card; when played, the other player misses a
turn.

House rules
The following house rules are suggested in the Uno rulebook, to alter the game:
 Progressive Uno: If a draw card is played, and the following player has the same card, they can
play that card and "stack" the penalty, which adds to the current penalty and passes it to the
following player. (Mattel, UNO Basic Instruction, 2008)
 Seven-O: When a certain card is played, the player is able to trade hands with another player or
with all players. For example, the person who played the 7 card is able to switch all of their cards
with another player; the player who played the 0 card is able to make every player exchange all
their cards to the next player. (Mattel, UNO Basic Instruction, 2008)
 Jump-In: If a player has exactly the same card (both number and color) as the top card of the
discard pile, they may play it immediately, even if it is not their turn. The game then continues as if
that player had just taken their turn. (Mattel, UNO Basic Instruction, 2008)

Strategies
A strategy at Uno may be offensive (aiming to go out), or defensive (aiming Strategies to
minimize the value of one's hand, in the event that another player goes out, thus getting those points).
Part of the skill of playing Uno is knowing when to adopt an offensive or defensive strategy.
An offensive strategy would be holding on to Wild and Wild Draw Four cards, because
they can be played near the end of the hand in order to go out (when it's harder to play a matching card).
However, a defensive strategy would advise getting rid of such cards early, because they have a high
point value.
A defensive strategy would advise playing a high card in order to reduce the point value of
the hand. However, an offensive strategy would suggest playing a 0 when the player wants to continue
on the current color, because it is less likely to be matched by another 0 of a different color (there is only
one 0 of each color, but two of each 1–9).
A player holding only one card is required to call out "Uno" or risk being penalized if
caught. A player who calls "Uno" risks being the target of concerted action by the other players, who
may be able to use action cards to prevent that player from going out. Depending on the level and
seriousness of play, some players may deliberately avoid saying "Uno", in the hope of avoiding
detection and then going out on the next turn. For this reason, it is useful to conceal how many cards are
in your hand, and to keep track of how many cards every other player holds.
 Page |7

Little has been published on the optimal strategy for the game of Uno. Simulations of
games may shed some light on the matter. Attempts to reduce point count in a player's hands can be
"read" by other players if too transparent. This information can be exploited by other players, and it
follows that a mixed strategy may be more appropriate.
Some work has been done into the psychology of Uno as it relates to individual and group
behavior. (UNOtips.org Retrieved, 2012) Players may exhibit physical tells, (UNOtips.org Retrieved,
2012) in which a subtle, often repeated, cue inadvertently reveals their state of mind during a game.
Alternatively, they may change their playing style, switching from an aggressive card-shedding strategy
to a more subdued one, or vice versa.
 Page |8

STATEMENT OF THE PROBLEM

There are factors that distract the students from learning. The innovations of technology enabled the
students to divert their focus from learning into fun. They tend to set aside studying and cling to technology
which do not just distract them but may also harm their body if not used appropriately. This is one of the
reasons why UNO Card game is developed, in order to provide an alternative means of fun wherein the
players enjoy and at the same time get involved in a healthy competitive game and develop their
sportsmanship.

Another concern in schools is the lessened eagerness of the students in learning mathematics. They
have imparted in their minds that mathematics is difficult and it is impossible for them to learn the subject.
This mind set is the reason why they tend to have low ratings in this subject. Mathematics is a critical part
of almost all types of professional careers. That is why there should be a need to an easy understanding of
Mathematics. If they don’t get the topics that easy, then at least they will have the determination to try and
understand it when they see how fun and important it is to learn the subject.
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DEFINITION OF TERMS

For the readers to fully understand some terms which will be used in the study, the researchers
define the following terms as to how they are applied in the study.

UNO Cards. These are rectangular cards categorized into four color categories with the same set of
answers in the different equations from each category. These cards also have power cards used by players
to gain special privilege in the game. The cards where printed with various equations based on grade 7
competency for the first quarter.

Strategy. It is different way or technique on how the student answers mathematical problems using
UNO cards to help him/her win in the game.

Interest. The term “interest” is also used to indicate a permanent mental disposition. Taking
interest also means the bearing of a condition or subject. In this game, interest was measured through a
ready-made survey questionnaire.
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OBJECTIVES

General Objective
The realization of this card game carried a general purpose of developing an alternative and fun way of
learning Mathematics. This is to encourage the students to believe that Mathematics is important and there
can be fun ways to learn it.

Specific Objectives
Specifically, the study aims to:
 Develop a better improvement in learning Mathematics through increase in interest
 Establish a sense of sportsmanship and social bond among the students/players.
 Develop different strategies in playing card games.
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STATEMENT OF NULL HYPOTHESES (Ho)

1. There is no significant effect of UNO Card Game in the performance of the students in learning
Mathematics.
2. There is no significant effect of UNO Card Game in the interest of the students in learning Mathematics.
 P a g e | 12

SIGNIFICANCE OF THE STUDY

The right implications and outcomes of UNO (Unity of Numbers and Operators) Card Game will
be beneficial to the following recipients:

Players. They will not just find enjoyment but also develop other means of engagement in
Mathematics and enhance their ways of thinking strategies. This project also enables them to socialize
among peers and gives them a worthwhile recreational activity.

Students. This project will help the students to appreciate mathematics while having fun and
boosts their mental ways of solving and creating strategies thus developing more analytic thinking skills. It
allows them to establish relational bond with other students and create a positive outlook in learning. It may
also divert their focus from technology to alternative fun.

Teachers. This will help the teachers to develop a venue for motivating students to accept the
importance of Mathematics in a unique and enjoyable way. It may then lead them to creating an
environment where students enjoy learning mathematics and are determined to understand its ways.
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SCOPE AND DELIMITATION OF THE STUDY

The scope of this project is centered on the enhancement of Mathematical skills among youths
specifically those whose ages ranges from 12 – 13 in San Jose National High School with average grade of
75-89 in the subject. The researchers have selected 30 Grade 7 students for testing game to measure the
effectiveness of the game and the efficiency of the integration of Mathematics.

However, this project limits only to high school students and the competencies of mathematics in
different levels in secondary education. It does not generalize every branches of Mathematics but focuses
on a specific competency in a certain secondary level. For instance, the cards for the Grade 7 are integrated
with integers and operations on integers.
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METHODOLOGY

RESEARCH DESIGN
The study utilized an Experimental Pre-test Post test Research Design. This method is a systematic
and scientific approach to research in which the researcher manipulates one or more variables, and controls
and measures any change in their variables. The measurements are taken both before and after a treatment.
This is used to see the effects of some type of treatment on a group.

The study focused on the impact of UNO (Unity of Numbers and Operations) Card Game in the
learning of the students in Mathematics. The researchers tested if there would be significant improvement
of the students in the subject after playing UNO Cards.

RESEARCH SUBJECT
The study employed 30 students in the grade 7 level. The participants were chosen according to the
age range of 12 -13 years old and whose average grades in Mathematics ranges from 75 – 89. Among the
number of students within this range, the researchers selected the students randomly.

RESEARCH ENVIRONMENT
The study involved a conduct of a game for the students who were tested. The game was conducted
in the learning area of San Jose National High School in the locality of Barangay San Jose, Talibon, Bohol
with a population of more than 3000 students. Specifically there are 520 plus Grade 7 students divided into
11 sections.
Prior to the game, the cards were created in Barangay San Agustin, Talibon, Bohol in the residence
of one of the researchers. The topics incorporated in the game are based on the first quarter competencies of
grade 7 under the K to 12 Curriculum Guide.

RESEARCH INSTRUMENT
PRE-TEST PERIOD
The researchers utilized excuse letters for the students who played the game. The researchers also
conducted a pre-test using two sets of questionnaire. The first set of questionnaire was made based on the
competency set by the DepEd for grade 7 level. The second set of questionnaire was adapted from Trends
in International Mathematics and Science Study 2007 Survey Questionnaire.
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GAME PERIOD
The cards of UNO (Unity of Numbers and Operations) Card Game were created from the patterns
of the original American UNO Cards.

POST TEST PERIOD

The researchers conducted a post test using the same set of questionnaires used during pre-test. In
addition, the impression of the students towards the UNO Card Game was surveyed after they played the
game.
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DATA GATHERING AND PROCEDURES

Creation and Preparation of the UNO Cards

A. MATERIALS USED
 2 pieces white Velum Board or any kind of cardboard or paper
 Scissors or paper cutter
 Ruler and pen/pencil
 Printer for the characters and designs of the card
 If printer is not available, art papers or colored papers and writing materials can be utilized

B. PROCEDURES IN MAKING THE CARDS

a) Prepare all the materials needed.
b) Cut the Velum Board into the same size as a short bond paper (8.5 by 11 inches)
c) Draw 8 rectangles of the same sizes in each 8.5 by 11 inches Velum Board
d) Create four categories for the cards and divided the rectangles into the four categories (can be four
different colors or shapes depending on the topic/competency to be incorporated)
e) Each category must have the same set of answers but all of different problems or equations given.
f) Create power cards for the special rules in the game
 4 cards with “+4”
 2 cards with “+2” in each category
 2 Reverse cards in each category with the symbol of two arrows pointing on opposite
directions
 2 Skip cards in each category with the picture of a “STOP” sign
 4 Wild cards with oval that is divided into the four categories
g) Cut the rectangles that are already printed with characters and designs.
h) Write an answer key as a guide to the players in case they debate on the answer.

Procedures of the Game

 The players form a circle. At most 10 students/participants can play.
 Seven cards are dealt to each player.
 The remaining cards in the deck are placed in the center.
 The top card of the deck is flipped over and set aside to begin the discard pile.
 The player to the dealer's left plays first, unless the first card on the discard pile is an action or
Wild card.
 P a g e | 17

 On a player's turn, one must play a card matching the discard in the same category or answer to
the problem or equation, play a Wild card, or a playable Wild Draw Four card, draw the top card
of the deck if no card in his/her set matches that of the discard, Play proceeds clockwise around
the table.
 The next player will play and do the same rules depending on his/her cards.
 A player who plays their next-to-last-card must call "Uno" as a warning to the other players.
 If one player plays his last card, he wins and the game stops. The loser may be identified base on
the remaining cards. The player with the most number of cards left loses and must face a penalty
depending on what the group agreed.

RULES
 The player may have cards of a different color matching the current number or symbol or a Wild
card and still play the Wild Draw Four card.
 It is illegal to trade cards of any sort with another player.
 If a player does not call "Uno" after laying down their next-to-last card and is caught before the
next player in sequence takes a turn,he/she must draw two cards.
 Skip Card indicates that the next player in sequence misses a turn. If it is used as first discard, the
player to the dealer’s left misses a turn.
 Reverse Card implies that the previous player will play again and the sequence continues.
 Draw Two (+2) indicates that the next player in sequence draws two cards and misses a turn.
 Wild Card can be used by a player to determine the next category he/she wants to match. The next
player will then follow the category as guide and the game continues.
 Wild Draw (+4) signifies that the player determines the next category to be matched and the next
player draws four cards and misses a turn. If the cards in the deck are all used up, the next player
misses a turn.
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STATISTICAL ANALYSIS

All the results were expressed as mean ± standard error. The data was analysed statistically using
analysis of variance (ANOVA). This is based on a comparison of two sources of variance in the sample
groups: between and within group variance. Values p<0.05 was considered as level of significance. Hence,
the greater the difference between categories, the more that the null hypothesis of “no difference” is false
and can be rejected. The results were presented in tables and graphs for better understanding.

The data collected in the performance of students in solving mathematics equation were treated
using Minitab software utilizing the Paired T-Test statistical treatment. A paired T-test is utilized when
comparing two means in which the observation of one example can be paired with the second sample and in
the case of the study, the pre-test and post test results.
 P a g e | 19

RESEARCH WORKFLOW

Week 1 Creation and Preparation of the UNO Cards

Selection of 30 Grade 7 Students

(age range of 12 -13 years old and Mathematics average grades ranges from 75 – 89)

Pre-Test Examination
Week 2
UNO (Unity of Numbers and Operations) Card Game

Post Test Examination

Week 3 Collection of Data and Analysis

 P a g e | 20

CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the result of the study as well as the corresponding analysis and
interpretation.The results are presented in tables and graphs for better understanding.
The domain of this project is centered on the enhancement of Mathematical skills among youths
specifically those whose ages ranges from 12 – 13 in San Jose National High School with average grades of
75-89 in the subject. The researchers have tested 30 Grade 7 students for the effectiveness of the game and
the efficiency of the integration of Mathematics in it.

Table 2. Pre - Test on Respondents’ Interest in Mathematics

N = 30
Strongly
Strongly Agree Agree Disagree
Disagree
ITEM 4 3 2 Total Description
1
F % WM F % WM F % WM F % WM
1 4 13.33 0.53 12 40 1.2 12 40 0.8 2 6.67 0.067 2.5997 Agree

2 6 20 0.8 14 46.67 1.4 5 16.67 0.5 5 16.67 0.167 2.8667 Agree

3 4 13.33 0.53 13 43.33 1.3 9 30 0.6 4 13.33 0.133 2.5663 Agree

4 6 20 0.8 14 46.67 1.4 6 20 0.4 4 13.33 0.133 2.733 Agree

5 6 20 0.8 20 66.67 2 3 10 0.2 1 3.33 0.033 3.033 Agree

6 9 30 1.2 17 56.67 1.7 4 13.33 0.27 0 0 0 3.166 Agree

7 4 13.33 0.53 3 10 0.3 14 46.67 0.93 9 30 0.3 2.066 Agree

8 13 43.33 1.73 16 53.33 1.6 0 0 0 1 3.33 0.033 1.8063 Agree

9 3 10 0.4 10 33.33 0.99 14 46.67 0.93 3 10 0.1 2.423 Agree

10 6 20 0.8 11 36.67 1.1 6 20 0.4 7 23.33 0.233 2.533 Agree

Average Weighted Mean 2.5793 Agree

3.26 – 4.00 - Strongly Agree

2.51 – 3.25 - Agree
1.76 – 2.50 – Disagree
1.00 – 1.75 - Strongly Disagree
 P a g e | 21

Table 2 shows the result of the Pre-Test on respondent’s interest in mathematics. And as shown
above, it says that the 30 respondents generally agreed that they are quite interested in the subject.

Table 3. Post - Test on Respondents’ Interest in Mathematics

N = 30
Strongly
Strongly Agree Agree Disagree
Disagree
ITEM 4 3 2 Total Description
1
F % WM F % WM F % WM F % WM
1 18 60 2.4 11 36.67 1.1 1 0.03 0.06 0 0 0 3.56 Strongly Agree

2 23 76.67 3.067 7 23.33 0.7 0 0 0 0 0 0 3.767 Strongly Agree

3 1 3.33 0.133 28 93.33 2.80 1 0.03 0.06 0 0 0 2.996 Strongly Agree

4 28 93.33 3.73 2 6.67 0.20 0 0 0 0 0 0 3.93 Strongly Agree

5 17 56.67 2.267 13 4.33 1.3 0 0 0 0 0 0 3.567 Strongly Agree

6 27 90 3.6 3 10 0.3 0 0 0 0 0 0 3.9 Strongly Agree

7 15 50 2 15 50 1.5 0 0 0 0 0 0 3.5 Strongly Agree

8 30 100 4 0 0 0 0 0 0 0 0 0 4 Strongly Agree

9 9 30 1.2 21 70 2.1 0 0 0 0 0 0 3.3 Strongly Agree

10 24 80 3.2 6 20 0.6 0 0 0 0 0 0 3.8 Strongly Agree

Average Weighted Mean 3.632 Strongly Agree

3.26 – 4.00 - Strongly Agree

2.51 – 3.25 - Agree
1.76 – 2.50 - Disagree
1.00 – 1.75 - Strongly Disagree

Table 3 shows the result of the Post test on respondents’ interest in mathematics. As you can see,
that after letting the respondents play the UNO (Unity of Numbers and Operation) Cards Game, there is an
increase in interest on the subject, based on the tabulated results.
 P a g e | 22

Table 4. Analysis of Variance on the Average Weighted Mean of Pre-test and Post Test on Interest of
the Students in Mathematics

N=30

𝑿𝟏 𝑿𝟐 𝑿𝟐𝟏 𝑿𝟐𝟐
(pre-test) (post test) (pre-test)2 (post test)2
1 2.5997 3.56 6.7584 12.6736
2 2.8667 3.767 8.2180 14.1903
3 2.5663 2.996 6.5859 8.9760
4 2.733 3.93 7.4693 15.4449
5 3.033 3.567 9.1991 12.7235
6 3.166 3.90 10.0236 15.21
7 2.066 3.5 4.2684 12.25
8 1.8063 4 3.2627 16
9 2.423 3.3 5.8709 10.89
10 2.533 3.8 6.4161 14.44
Total 25.793 36.32 68.0724 132.7983

(25.793)2 (∑ 𝑋2 )2 (∑ 𝑋𝑇 )2
𝑆𝑆𝑏 = + −
𝑁1 𝑁2 𝑁𝑇

= 66.5279 + 131.9142 − (25.793 + 36.32)2 dfb=2y

= 198.4421 + 192.9012 dfb=1

𝑆𝑆𝑏 = 5.5409 dfw=(10-1)+(10-1)

= 9+9

𝑆𝑆𝑤 = (68.0724 − 66.5279) + (132.7983 − 131.9142) dfw= 18

= 1.5445 + 0.8841

𝑆𝑆𝑤 = 2.4286

𝑆𝑆𝑤 𝑆𝑆𝑤
𝑀𝑠𝑏 = 𝑑𝑓𝑏
𝑀𝑠𝑤 = 𝑑𝑓𝑤
 P a g e | 23

5.5409 2.4286
= =
1 18

𝑀𝑠𝑏 = 5.5409 𝑀𝑠𝑤 = 0.1348

𝑀𝑠𝑏
𝐹 = 𝑀𝑠𝑤

5.5409
= 0.1349

𝐹 = 41.07

Test of Hypothesis:

The critical value of F at 0.05 level of significance is 4.41 at 1 df by 18. Therefore it is significant
because the computed value of 41.07 is greater than the tabular value, thus, the null hypothesis is rejected.
 P a g e | 24

Table 5. The Scores of the Students in the Sample Equation Questionnaire

(20 Equations in 8 Minutes)
STUDENT PRE-TEST SCORES POST TEST SCORES
1 6 6
2 7 11
3 5 3
4 5 5
5 6 2
6 6 6
7 3 3
8 8 12
9 3 15
10 3 9
11 6 8
12 3 6
13 3 10
14 8 12
15 3 6
16 4 6
17 3 2
18 7 10
19 5 8
20 6 8
21 4 6
22 3 2
23 6 6
24 8 10
25 2 9
26 6 8
27 5 6
28 0 9
29 8 13
30 6 13

Table 5 shows the scores of the respondents in 20 sample equations answered in 8 minutes
during pre-test and post test.
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Table 6. Paired T-Test and CI : Pre-test Score, Post Test Score

N Mean StDev SE Mean
Pre-test score 30 4.933 2.033 0.371
Post test score 30 7.667 3.477 0.635
Difference 30 -2.733 3.423 0.625

95% CI for mean difference : (-4.012, -1.455)

T-Test of mean difference = 0 (vs not = 0) : T-value = -4.37 P-Value: 0.00

Test of Hypothesis:
Therefore, it is significant because the P-value is greater than the tabular value, thus leading to the
rejection of null hypothesis.
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Table 7. Respondents Perception on UNO Card Game

N = 30
Strongly
Strongly Agree Agree Disagree
Disagree
ITEM 4 3 2 Total Description
1
F % WM F % WM F % WM F % WM
1 30 100 4 0 0 0 0 0 0 0 0 0 4 Strongly Agree

2 18 6 2.4 12 40 1.2 0 0 0 0 0.03 0.03 3.6 Strongly Agree

3 18 6 2.4 8 26.67 0.8 4 13.33 0.27 0 0 0 3.47 Strongly Agree

4 30 100 4 0 0 0 0 0 0 0 0 0 4 Strongly Agree

5 28 93.33 3.73 2 6.67 0.2 0 0 0 0 0 0 3.93 Strongly Agree

6 17 56.67 2.67 8 26.67 0.8 5 16.67 0.33 0 0 0 3.39 Strongly Agree

7 20 66.67 2.67 10 33.33 0.99 0 0 0 0 0 0 3.67 Strongly Agree

8 30 100 4 0 0 0 0 0 0 0 0 0 4 Strongly Agree

9 28 93.33 3.73 1 3.33 0.09 0 0 0 1 3.33 0.03 3.87 Strongly Agree

10 27 90 3.6 3 10 0.3 0 0 0 0 0 0 3.9 Strongly Agree

Average Weighted Mean 3.7829 Strongly Agree

3.26 – 4.00 - Strongly Agree

2.51 – 3.25 - Agree
1.76 – 2.50 - Disagree
1.00 – 1.75 - Strongly Disagree

Table 6 shows the impression of the students regarding the UNO (Unity of Numbers and
Operations) Cards Game which was measured through the use of a survey questionnaire. Based on the
tabulated results, on average, the students strongly agrees to the effectiveness, creativity, portability, and
enjoyment brought by the game.
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CHAPTER III

CONCLUSION AND RECOMMENDATIONS

With the data presented above, the researchers have been able to come up with the following
conclusion and recommendations:

CONCLUSION
Based on the results of the analysis shown in the tables, the researchers can infer that the UNO card
game is an effective educational tool and an alternative way of learning Mathematics. Furthermore, it adds
more fun and thrill to the players or students while thinking of various creative strategies as observed in the
students’ perceptions measured through the survey questionnaire. It also showed an improvement in the
interest of the students in Mathematics after they have played the UNO Card Game.

RECOMMENDATIONS
Based on the study findings, the researchers would like to recommend the following:
1. Integrate higher level competencies in the UNO card game.
2. Creation of card could be made more resourceful with less expense.
3. Addition of new rules or twist in the game to create variety but still incorporates the original guidelines.
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REFERENCES
Doctor, M. (2015, February 3). A math problem:. Retrieved from https://www.mathdoctors.co.uk/blog/5-
reasons-we-hate-maths/.

Frank, M.L. (1988). Problem solving and mathematical beliefs. Arithmetic Teacher, 35 (5), 32-34.

Gardener, P.; Tamir, P. (1989). Interest in Biology. Part I: A multidimensional construct. Journal of
Research in Science and Teaching , 26:409-423.

(2018). International Journal of Scientific and Research Publications.

Jumadi, A,. Kanafiah, S. (2013, December 6-7). Students' Perception Towards Mathematics: Attitudes,
Interest and Lecturers' Teaching. Retrieved from Attitudes, Interest and Lecturers' Teaching:
http://www.academia.edu/6836597

Lam, C.C., Wong, N.Y., Wong, K.M.P. (1999). Students' conception of Mathematics learning: A
Hongkong study. Curriculum and Teaching, 14(2), 27-48.

Lin, T. (2016). Do You Love Or Hate Math and Science? Quanta Magazine .

Mattel. (2008).

Mattel. (2008). UNO Basic Instruction.

Mc Dougal, B. (1994). Research on affect on Mathematics Learning. JRME , 25, 637-647.

Megan, F. (2018). The Makers of UNO Are Releasing a Spinoff Game Called DOS. Good Housekeeping.

Mullis, I.V., Martin, M.O., Foy, P., Arora, A. (2012). TIMSS 2011 International Results in Mathematics.
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam,
1017 BT, The Netherlands. Retrieved on January 6, 2014 from http://goo.gl/z4x3qA

National Economic and Development Authority (NEDA). (2011). Philippine Development Plan 2011 -
2016. Retrieved on January 6, 2014 from http://goo.gl/hpCQ4h

NCERT (2005). National curriculum Framework, New Delhi

NCERT. Position Paper 1.2, National Focus Group on Teaching of Mathematics

Orton, A., Frobisher, L. (2004). Insights into teaching mathematics.Bloomsbury Publishing. Retrieved on
January 20, 2014 from http://goo.gl/gOZnFR
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Sarmah, H.K., Bora Hazarika, B. (2012). An Analysis of Students' Interest in Mathematics in Relation to
Gender of Students and Type of School. International Journal of Mathematics Research , IV (6), 707-725.

Tudy, R. (2014). Attitude, Self-Efficacy and Students' Academic Performance in Mathematics.

International Peer Reviewed Journal , 12.

UNO instruction sheet. (1983). Retrieved from International Games Ltd.

Uno Rules. (n.d.). Retrieved from UnoRulesonline.com.

UNO Variations. (n.d.). Retrieved from UnoVariations.com.

UNO Variations. (n.d.). Retrieved from UnoVariations.com.

UNOtips.org Retrieved. (2012, November 08). Retrieved from http://www.unotips.org/multiplayer.html.

UNOtips.org Retrieved. (2012, august 8). Retrieved from http://www.unotips.org/multiplayer.html.

UnoVariations.com. (n.d.). Retrieved from Uno Variations.

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APPENDIX A

SAMPLE EQUATION QUESTIONNAIRE

1.) -16 + 8 + __ = - 10 11.) 8 + (-6) – 9 = __

2.) __ / 1 = 2 ( - 4 ) 12.) 7 + 2 = 9/ __
3.) ( - 3 ) – 4 = __ 13.) 3 + 12 - 6 = __
4.) 27 / 3 = __ 14.) 6(__) = 2(15)
5.) 8 + __ = 8 15.) 14 + (-4) = __ + 6

6.) 8(__) = 4(-12) 16.) 7 + 10(__) = -30 + 7

7.) (3)(3)(__) =72 17.) 10 - __ +(-3) = 0
8.) 4/ __ = 1 18.) -16 + 8 + __ = -10
9.) 6 – 4 = __ 19.) 20 + __ = 17
10.) 6(__) = 24 20.) 9 + __ + 3 = 11
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APPENDIX B
SURVEY QUESTIONNAIRE

QUESTIONNAIRE: STUDENTS’ INTEREST IN MATHEMATICS

Name: Class Section: Age: Date:

How do you feel about Mathematics? Do the “Students’ Interest in Mathematics”. Mark with check
the number that corresponds to your answer.

1 – Strongly Disagree 3 – Agree

2 – Disagree 4 – Strongly Agree

STUDENTS’ INTEREST IN MATHEMATICS 1 2 3 4

I believe that I like Mathematics.
1
I would like to take more Mathematics in school.
2
I have a positive attitude towards Mathematics.
3
I enjoy learning Mathematics.
4
I know that in understanding Mathematics, it will become one of my
5
strengths.
I believe that Mathematics is not boring.
6
I believe that Mathematics is not difficult for me than for many of my
7
classmates.
I think learning Mathematics will help me in my daily life.
8
I believe that I can solve operations on integers in Mathematics.
9
We practice adding, subtracting, multiplying and dividing without using a
10
calculator.

(Adapted from Trends in International Mathematics and Science Study, 2007)

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APPENDIX C
SURVEY QUESTIONNAIRE

QUESTIONNAIRE: THE USE OF UNO (UNITY OF NUMBERS AND OPERATIONS) CARDS

Name: Class Section: Age: Date:

How do you feel about playing UNO (Unity of Numbers and Operations) Card Game? Do the
“Impression to UNO (Unity of Numbers and Operations) Card Game”. Mark with check the number that
corresponds to your answer.

1 – Strongly Disagree 3 – Agree

2 – Disagree 4 – Strongly Agree

IMPRESSION TO UNO (UNITY OF NUMBERS AND

1 2 3 4
OPERATIONS) CARD GAME
I enjoy playing UNO (UNITY OF NUMBERS AND OPERATIONS) Card
1
Game.
I will now play UNO (UNITY OF NUMBERS AND OPERATIONS) Card
2
Game in my vacant time.
I believe that UNO (UNITY OF NUMBERS AND OPERATIONS) Card
3
Game is an effective Mathematical tool.
I think that UNO Cards with integration of Mathematics is a creative
4
recreational activity.
I know that UNO (UNITY OF NUMBERS AND OPERATIONS) Card
5
Game is portable and can be brought anywhere.
I know that UNO (UNITY OF NUMBERS AND OPERATIONS) Card
6
Game can be made personally with less expense.
I believe that this game enhances my ways of thinking strategies for
7
achieving the set goal.
I think UNO (UNITY OF NUMBERS AND OPERATIONS) Card Game
8
can establish social interaction between players.
I believe that this game enables me to limit the use of technology during
9
leisure time.
I know that this game also enhances sportsmanship and mental alertness
10
among individual players.
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APPENDIX D
DOCUMENTATION

A. Creation and Preparation of UNO Cards

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