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Integration of Gamification in Teaching Measures of Position of Grade 10 – Mathematics

Lorena U. Mandal, Pierre Jared T. Morados,
mandallorena8@gmail.com1, morados.etsmed@gmail.com2
Cebu Technological University Daanbantayan Campus – San Remigio Extension, Tambongon, San Remigio, Cebu, Philippines



The alarming findings from the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) concerning the Philippines were a cause for concern. This presented a significant challenge to all those involved in the country’s education system, including teachers, students, and stakeholders, particularly given the context of the ongoing pandemic. Gamification, which refers to incorporating elements of game design into non-game situations, stands out as a promising avenue, leveraging technology to motivate student learning. This study aimed to determine the effectiveness of integrating gamification in teaching measures of position to the performance of grade 10 students in mathematics in a private school in Bogo City, Cebu, Philippines. Employing a quasi-experimental approach with pre-and post-test measurements, the study consisted of both a control group taught through traditional lecture-based methods in online distance learning, and an experimental group exposed to gamification techniques. The statistical analysis, utilizing t-tests, indicated that there was no significant difference in the average scores of the experimental group before and after the intervention. This suggests that the use of gamification does not affect students’ motivation. However, the t-test results also demonstrated noteworthy progress in the performance of the experimental group in Mathematics 10, indicating that integration of gamification in teaching measures of position improves student performance.

Keywords: Gamification, Motivation in Mathematics, Performance in Mathematics

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