 Most students unable to master fractions.

 They have poor conceptualization of fractions.

 Teachers must think strategic method of

instruction.
 Learning with games keeps struggling
students motivated and less stress.(Cortez,
2017)

 Nim designed into instructional material

(NIM-O)

 Mathematics doesn’t have to be difficult.

This study aimed to:
 improve student’s performance involving
fractions thru NIM-O;

 make the teaching – learning process

interesting;
 determine the effectiveness of NIM-O as an
instructional material.
 The major concern of this study is to assess the
effectiveness of “NIM-O” game in the student’s performance
when it comes to solving fractions using fundamental
operations.
Specifically, it sought to answer the following questions:

1. What is the demographic profile of the student

respondents in terms of:
1.1. Age; and
1.2. Gender?
2. Is there a significant difference in the performance of
Control and Experimental group in terms of:
2.1 Pre – test; and
2.2 Post – test?

3. Is using NIM-O effective in improving students’

performance on fundamental operations involving
fractions?
 Experimental method

 29 respondents (Control Group)

29 respondents (Experimental Group)

 Pre-test, Post test and NIM-O

 18

16

14

12

10
NO. OF
STUDENTS 8 Experimental Group
Control Group
6

0
11 12 13 14 15 16 17 18
AGE
 13, 22% 14, 24%
Male (Experimental)
Female (Experimental)
16, 28% 15, 26%
Male (Control)
Female(Control)
 Table 1. Significant Difference between the Pre – test
Scores of Control and Experimental Group

Level
Standard
Group Mean t-value df p-value of Criterion Remark
Deviation
Significance

Control 8.31 2.79

p > half Not

-0.101 56 0.920 0.05
Experimental 8.24 2.40 alpha Significant
 Table 2. Significant Difference between the Post test
Scores of Control and Experimental Group

Level
Standard
Group Mean t-value df p-value of Criterion Remark
Deviation
Significance

Control 9.97 3.16

p < half
2.394 56 0.020 0.05 Significant
Experimental 12.38 4.42 alpha
1. Out of fifty eight (58) respondents investigated for
this study, the majority age of the population ranges
from 12 to 13 years old. There were 28 or 48%
female of the total respondents whereas 30 or 52%
were male.

2. The computed p-value of significant difference

between the pre-test scores of Control and
Experimental group was 0.920 which is greater than
the 0.05 level of significance.
3. The computed p-value of significant difference
between the post-test scores of Control and
Experimental group was 0.020 which is less than the
0.05 level of significance.

4. The significant increase between the mean scores of

Experimental group is greater than the Control
group.
The researchers therefore concluded that:
1. Most of the total respondents are 12 years old. The
Experimental Group had more female respondents
compared to male while majority of the Control Group
were male. In general, more male respondents
participated in the study.

2. There is no significant difference between the

performance of Control and Experimental group in
terms of pre – test.
The researchers therefore concluded that:
3. There is a significant difference between the
performance of Control and Experimental group in
terms of post – test.

4. NIM-O is effective in improving the students’

performance on fundamental operation involving
fractions.
 The researchers recommend to have greater
number of respondents to clearly see the effect
of NIM-O in the performances of the students and
to make it more valid.

 This study can also be developed and improved

for other lessons in Mathematics and other
disciplines or subjects.
 This action research can also be helpful to the
schools in developing instructional materials in
different subjects, particularly to CNHS, to have
interactive and participative classes.