Effect of gamification as an approach in teaching mathematics

This study presents the results of the experimental study on the efficiency of gamification as a teaching approach in the teaching-learning process and curriculum delivery of Mathematics. This was taken in order to establish and determine the level of performance in Mathematics in the pre-test of the experimental and control group, the level of performance in Mathematics in the post-test of the experimental and control group, the significant difference in the level of performance in Mathematics in the pre-test and post-test of the experimental group, and the significant difference in the post-test performance of the experimental and control group. Subjects were Grade 9 Junior High School learners and used purposive – total population sampling technique. Data needed for this study were obtained through standardized test. As to comparing the groups, independent and paired sample t-test was used in determining the significant difference of the scores between groups. After data were tabulated and analyzed, found were: the level of performance in Mathematics in the pre-test of both the experimental and control group exhibited an average result, the level of performance of the post-test of both the experimental and control group revealed a difference in their mean score, the experimental group gained a high rating while the control group is average, a high significant difference between the performance of the experimental group in the pretest and post-test, and the post-test of the experimental group elicited a statistically increase compared to their pre-test. Statistically, with the significant difference, it shows that the experimental group has a better performance. The results suggest that gamification is more effective in attaining optimum learning compared to the use of the traditional method of curriculum delivery or teaching learning process.