Unleashing the Powers of Gamification on Students’ Performance and Engagement in Mathematics

Racso C. Daliva and Rocel Ann A. Valbarez
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Racso C. Daliva: Arts and Sciences Teacher Education Department, College of Education, Capiz State University, Pontevedra
Rocel Ann A. Valbarez: Arts and Sciences Teacher Education Department, College of Education, Capiz State University, Pontevedra

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 3131-3141

Abstract: Gamification is the utilization of game elements in a non-game context, has been gaining popularity as a strategy to enhance student performance and engagement in the classroom. This study investigated the effects of gamification on the academic performance and engagement of Grade 10 students in mathematics using a matching-only pre-test post-test control group quasi-experimental research design where pretest scores and average quarter grades in Mathematics subject were the basis of pair matching. An adapted mathematical engagement checklist and a validated researcher-made multiple-choice-type test on permutations and combinations were used as data collection instruments. A validated researcher-made gamified instruction module on permutations and combinations was used as the intervention material in the experimental group. The results revealed that both groups were at beginning level and very engaged in mathematics at the beginning of the intervention showing no significant differences between them. The post-test mathematics performance of the control group was at a developing level while the experimental group was at a beginning level. A significant difference existed between the post-test performances of the two groups. Both groups showed a significant increase in their mathematics performance before and after the intervention. However, only the experimental group showed a significant increase in their engagement after the intervention. A statistical difference was observed in both performance and engagement in mathematics, favoring the experimental group. Hence, gamified instruction is more effective than the conventional instruction in enhancing the performance and engagement of students in mathematics. This study recommends the use of gamified instruction in teaching mathematics.

Date: 2025
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