Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 3 (2025)

Effect of Gamification in Improving the Performance in Mathematics of Grade 7 Learners at Bantad National High School, Gumaca, Quezon

Dwinson Borbe | Rogel L. Limpiada

Discipline: Education

 

Abstract:

This study examined the effect of gamification on improving the Mathematics performance of Grade 7 learners at Bantad National High School, Gumaca, Quezon. Utilizing a quasi-experimental pretest-posttest design, it compared learners' performance before and after the implementation of gamified lessons across six content areas: data collection, statistical graphs, integers, operations with integers, simplification of numerical expressions, and absolute value. Results revealed marked improvement, with the grand mean score increasing from 1.89 (MPS = 28.69%) to 5.51 (MPS = 82.75%), yielding a mean gain score of 3.62 and a mean gain percentage of 54.06%. The Independent Sample TTest indicated a statistically significant difference between learners' post-test results and their Target Index of Mastery (t = 3.541, p = 0.017), with a mean difference of 7.73 points. These findings confirm that gamification significantly enhances students' engagement, conceptual understanding, and mastery of mathematical skills. The study implies that integrating game-based learning, particularly through digital platforms such as Kahoot, aligns with the MATATAG curriculum's goal of fostering active and enjoyable learning. It is recommended that mathematics educators and curriculum planners adopt gamified strategies to sustain learner motivation, improve academic outcomes, and bridge performance gaps in mathematics education.



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