Students faced difficulties in capturing introductory concepts of coordinate geometry henceforth affected algorithms realisms. The mixed action research was conducted to identify
pre-knowledge misconception made by students, and examine the students’
perceptions on the use of non-digital game-plays. The retrospective
questionnaire, students’ worksheets reviewing and reflective in-depth interview
were employed for data collection. Findings showed that students experienced
different pre-knowledge capabilities in capturing introductory coordinate
geometry concepts and the use of non-digital games assisted to clear the
misconceptions. Further, usability of non-digital games helped to enhance
students to communicate, collaborate, engage in critical thinking, creativity,
problem solving and perseverance competences as focus towards acquisition of
algorithm realism. Implications were vested to the college mathematics
instructors to utilize the non-digital play games for competence-based
knowledge realisms; enhancement of catalysing the cognitive schemas into
smoothly transferring in accommodating knowledge, competences and skills at
higher taxonomies levels; non-digital game in learning is vested on creation of
interested and motivational classroom activities, discarding students’ anxiety
and misconceptions on coordinate geometry contents for improving performance.
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