Republic of the Philippines

Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

Game-Changer: Gamified Learning's Role in Math Success Among Grade 8 Bell Students at
FHINHS

_______________________________________________

A Research Paper Presented to

Wilmar Nakaytona Espinosa
Of Florita Herrera-Irizari National High School

_______________________________________________

Grade 8 – Darwin
Donald Cubero
Christian John Calmares
Sherlene Mahinay
Johans Arreza
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

TABLE OF CONTENTS

Title Page i

List of Tables iii

List of Figures iv

Chapters

1 THE PROBLEM AND ITS SETTING

Introduction 1

Theoretical/Conceptual Framework 3

Schematic Diagram of the Study 6

Statement of the Problem 7

Hypotheses 7

Significance of the Study 8

Scope and Limitation of the Study 8

Definition of Terms 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Foreign

Local

Related Studies

Foreign

Local

Synthesis

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

3 RESEARCH METHODOLOGY

Research Design

Respondents of the Study

Research Locale

Sampling Procedure

Research Subjects

Research Instruments

Data Gathering Procedure

Statistical Treatment

4 REFERENCES CITED

5 APPENDICES

Appendix A Table of Specification

Appendix B Research Questionnaire/ Survey Questionnaire

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

List of Tables

Table Page

1 Respondents

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LANUZA, SURIGAO DEL SUR

List of Figure

Figure Page

1 Schematic Diagram of the Study

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

Introduction

Mathematics is a backbone for academic success, and it serves as a foundation

for logical reasoning, problem-solving, and analytical thinking in our everyday lives.
Despite its importance, such students encounter challenges in grasping mathematical
concepts or lessons, which can hinder their academic growth. A transformative
teaching method, such as gamified learning, has emerged as a potential game
changer in addressing these challenges (Deterding et al., 2024). This strategy
incorporates game elements including rewards, competitions, and engagement,
aiming to make learning enjoyable and effective (Lister, 2015).

Studies have highlighted the potential of gamified learning to enhance students'

mathematical performance by influencing factors, particularly engagement and
motivation. Deterding et al. (2011) emphasized that gamification can turn mundane
tasks into enjoyable activities, boosting focus and comprehension. Similarly, Hamari
et al. (2014) found that gamification can positively affect learning outcomes by
fostering intrinsic motivation and creating a sense of accomplishment. In
mathematics, a gamified approach to learning has shown a promising role in
simplifying complex topics and improving student performance (Yildrium, 2017).

Despite the potential of gamification, such Grade 8 Bell students at Florita

Herrera Irizari National High School continue to struggle with understanding
mathematical lessons and concepts. These students are reported to have moderate
mathematical proficiency, often facing challenges in achieving consistent success in
math. This may be attributed, in part, to traditional teaching methods that have failed
to engage or support their learning needs sufficiently. As the digital era progresses,
gaming has become an integral part of student's lives, and incorporating gamification
techniques may enhance the mathematical performance of Grade 8 Bell students.

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

This study aims to addresses the mathematical understanding challenges

among Grade 8 Bell students at Florita Herrera Irizari National High School. By
applying gamification to the learning process, this study seeks to enhance student
engagement and learning, these factors are critical factors in improving
comprehension of mathematical concepts. The researcher believes the findings of this
research will contribute to the development of innovative teaching strategies that will
make mathematics more accessible and enjoyable.

Theoretical Framework

This study is founded on the grounds of Behaviorism (Skinner, 1938).

Behaviorism is the study of how a person’s environment affects his learning behavior,
primarily through external stimuli, such as rewards and feedback. In gamified
learning, elements such as points, badges, and leaderboards act as external stimuli
that push students to learn and persevere in mathematical concepts.

According to Self-Determination Theory (SDT) developed by psychologists

Edward L. Deci and Richard M. Ryan in the 1980s., intrinsic motivation
is developed when learners experience a sense of competence, autonomy, and
relatedness. Gamification promotes intrinsic motivation by allowing students to
master challenges, make choices, and interact with peers in a supportive
environment.

Similarly, Keller's ARCS Model of Motivation identifies four key components for
fostering effective motivation: Attention, Relevance, Confidence, and Satisfaction. In
the context of gamification, games naturally capture student's attention by
incorporating visual and interactive elements. Relevance is obtained among students
when gamification caters to student's interests and strengths. Confidence and
Satisfaction are built by providing friendly competition and rewards.

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Department of Education
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LANUZA, SURIGAO DEL SUR

Moreover, the Constructivism Theory of Ozer in 1999 claims students are central
in learning, and students' learning process is influenced by experiences, motivation,
and collaboration. This theory highlights that strategies such as gamified learning
strategy must ensure a learning environment where students actively engage and
build comprehension through problem-solving, challenges, and collaborative learning.

Howard Gardner's Theory of Multiple Intelligences states that students possess

diverse types of intelligence, such as logical-mathematical, linguistic, spatial, and
interpersonal, etc. Each student has their strengths and weaknesses, and employing
gamification in learning can address these differences, gamification can cater to
various bits of intelligence, by incorporating competition, problem-solving and
interactivity.

This framework assumes that by gamifying math lessons, students will become
more engaged and motivated, ultimately leading to better understanding and
performance in mathematics.

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

Conceptual Framework

This study analyzes the effect of gamified learning, the independent variable, on
Grade 8 students' mathematical performance, the dependent variable. As such, in this
framework, gamified learning is said to enhance engagement and motivation, thus,
improving student performance.

It assumes that by using game elements in math lessons, students will become more
engaged and motivated, which will enable them to understand and apply
mathematical concepts in a better manner.

Input Proces Outpu

s t
Teaching Strategies Employing of Gamified
 Gamified Learning Learning in Math Lessons
Strategies
 Traditional Teaching Integration of game elements
Method into lesson plans
Facilitation of gamified
activities (e.g., quizzes,
Grade 8 Bell Students’ competitions, and group tasks)
Profile Monitoring and Feedback
 Sex Collection
 Mathematics Level
(Highly Proficient, Conducting Pretests and Mathematics
Proficient, Nearly Posttests Achievement
Proficient, Low Measure baseline performance
Proficient, Not (pretest)
Proficient) Assess changes in performance
after gamified lessons
(posttest).

Observation and Analysis

Evaluate engagement,
comprehension, and motivation
levels
Compare outcomes between
traditional teaching methods
and gamified strategies

Figure 1. Schematic Diagram of the Study

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Department of Education
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LANUZA, SURIGAO DEL SUR

Statement of the Problem

This study aims to find out the difference of gamified as interactive learning
approach in teaching Mathematics for Grade 8 Bell students by comparing traditional
teaching methods with the gamification of math lessons as an interactive learning
approach. Thus, it sought to addresses the following questions:

1. How may the profile of the respondents be described in terms of:

1.1 Sex; and

1.2 Mathematical Performance?
2. What are the pretest and posttest mean scores of the students using two
teaching approaches?
3. How do gamification strategies influence the mathematical performance of
Grade 8 Bell in Math subjects and in Math lessons in terms of:

3.1 Student’s Engagement;

3.2 Student’s Learning; and
3.3 Students Learning of the Lesson?

4. Is there a significant difference on the pretest and posttest mean scores of

the students when taught using a gamification teaching strategy and
traditional teaching method?

5. Will the integration of gamification in teaching mathematics improve the

learning outcomes and comprehension of Grade 8 students at Bell?

Hypothesis:
This hypothesis is formulated to guide the researcher whether to negate or
accept the null hypothesis. The following hypothesis will be tested at 5% level of
confidence.

Ho: There is no significant difference in the mathematical performance of Grade

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
8 Bell students when taught using gamification strategies compared to
traditional teaching methods.

Significance of the Study

School Administrators – This study will enable school administrators understand

how teachers' instructional methods impact student motivation and academic
performance. With these insights, they can design development programs that equip
teachers with effective teaching strategies, refine evaluation systems to support
teacher growth and implement policies that foster a more engaging and student-
centered classroom environment.

Teachers - It sheds valuable light on how gamified learning can effectively work as a
teaching strategy. The study might be a basis upon which other creative lesson plans
may be devised, or innovative methods embraced for better learning for students who
have difficulty with mathematics.

Students - This study introduces an engaging and innovative approach to learning

mathematics where students can benefit to. By incorporating gamification into
lessons to increase students' motivation, participation, and comprehension of
mathematical concepts. This study will foster a more interactive and enjoyable
learning for Grade 8 Bell students.

Future Researchers - This study contributes to the growing body of literature on

gamified learning. It opens opportunities for further research into its applications
across other subjects and grade levels, as well as its long-term effects on students’
academic performance and motivation.

Scope and Limitations

The primary focus of this research study is to evaluate the effectiveness of
gamification strategies in enhancing the mathematical achievement of Grade 8 Bell
students at Florita Hererra Irizari National High School (FHINHS). The researchers
believe that the findings of this study will significantly benefit students, teachers, and
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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
educational institutions by providing actionable insights into the use of gamified
learning strategy. This study will be conducted during the School Year 2024–2025.

Definition of Terms

Gamification - Gamification is the use of game-like elements, such as rewards,

challenges, and competition (Lister, 2015), non-game contexts like education to
increase engagement, motivation, and participation (Deterding, 2024).

Engagement - Engagement refers to the level of emotional, cognitive, and

behavioral involvement a person exhibits in an activity, task, or interaction.

Traditional Teaching - Traditional teaching is a teacher-centered approach where

the teacher imparts knowledge, and students primarily listen and absorb information
(Eggen, 2013).

Mathematical Level - The mathematical level is a person’s stage of understanding

or proficiency in mathematical concepts, ranging from the basics to advanced. It is
often used to track mathematical progress or evaluate instructional methods in
mathematics education (Canada Statistics, 2008).

Pre-Test – An assessment used to evaluate a person's or student's prior knowledge,

skills, or abilities before instruction or an intervention (APA Dictionary of Psychology).

Posttest – An evaluation sent out after an intervention, treatment, or condition to

track and measure changes that occurred (APA Dictionary of Psychology).

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 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

Chapter 2
Review of Related Studies

Local:
Malabayabas et al. (2024) demonstrated that the use of the gamified
application Math-GALING significantly improved the academic performance of Grade
11 learners in statistics and probability. The study employed a quasi-experimental
design and showed that students exposed to gamified learning achieved higher scores
in both formative and posttests compared to those taught through traditional
methods. The integration of game elements such as rewards and interactive tasks
was found to enhance motivation and comprehension of mathematical concepts.

Lim (2021) examined the effects of gamified classes on mathematics

performance and found that while students enjoyed the interactive learning
environment, there was no significant difference in their pretest and posttest scores.
The study concluded that gamification alone may not guarantee improved learning
outcomes and suggested that its effectiveness depends on the nature of the
mathematical topics being taught, particularly for non-routine problem-solving tasks.

Deterding et al. (2011) emphasized that gamification can transform routine

tasks into engaging activities, significantly increasing focus and effort among learners.
Their research found that incorporating game-like elements such as points, rewards,
and competitive structures enhances intrinsic motivation, which directly impacts
academic performance. These findings highlight the potential of gamification to make
complex subjects like mathematics more accessible and enjoyable for students.

Rincon-Flores et al. (2023) highlighted the benefits of gamified reward systems

in mathematics education. The study concluded that elements like leaderboards and

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
performance badges create a competitive yet collaborative learning environment,
motivating students to perform better academically. This approach was shown to
reduce math anxiety while enhancing learning outcomes.

Foreign:
A systematic literature review on the integration of gamification in mathematics
education between 2018 and 2023 was carried out by Jutin and Maat (2024).
According to their research, gamification provided a more stimulating and engaging
environment for learning that increased the level of motivation among students as
well as improved performance. Game-based elements, including rewards, challenges,
and leaderboards, incorporated into learning further enhanced critical thinking and
problem-solving skills, whereas anxiety related to mathematics was found to decrease
among students. It was also found that gamification caters to various learning styles
and supports visual, auditory, and kinesthetic learners, which increases retention and
enhances positive social interactions among students.

Similarly, the study by Maryana et al. (2024) deals with the quasi-experimental
design to study the gamification effect on student engagement and academic
outcomes in middle school mathematics. Significant differences were found in the
students' engagement and motivation levels when taught using the gamified
approach in comparison to the traditional teaching strategy. Notable changes were
also observed in the mathematical achievements of students and the improvements
made toward their attitudes toward mathematics. Using game mechanics such as
badges, points, and leaderboards, educators were able to create a supportive and
competitive environment that made learning mathematics more enjoyable and
interactive.

Hui and Mahmud (2023) systematically reviewed the effects of game-based

learning (GBL) on students' cognitive and affective domains in mathematics. Their
findings revealed that GBL positively influenced students’ knowledge, mathematical
skills, engagement, motivation, and attitude. The study emphasized that GBL bridges
the gap between abstract mathematical concepts and real-world applications by

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
providing interactive learning experiences. Furthermore, the approach was noted to
enhance problem-solving capabilities while supporting emotional development, such
as confidence and enthusiasm toward mathematics. The review underscored the
effectiveness of well-designed game elements in improving both academic and
personal growth.

A study by Surendeleg et al. (2019) explored the effectiveness of gamification in

mathematics education across various countries. The study found that gamification
significantly enhanced student engagement, motivation, and achievement in math. It
showed that integrating game elements like badges, points, and levels helped
students view learning as a more enjoyable and interactive experience, which
improved their understanding of mathematical concepts. This research suggests that
gamification is an effective strategy in making mathematics more accessible and
motivating students, improving student performance in traditionally perceived
challenging subjects.

Solekhah et al. (2023) investigated the role of gamification in engaging

Indonesian eighth-grade students in algebra lessons. The study revealed that gamified
activities, especially those incorporating rewards, significantly increased student
engagement and participation in mathematics. However, the study also noted
variations in student responses based on their performance in the games. Students
who succeeded in the gamified tasks expressed enjoyment and motivation, while
those who struggled were less enthusiastic. The researchers recommended designing
gamified activities that consider individual preferences and providing supportive
teacher guidance to maximize the effectiveness of gamification in mathematics
classrooms.

Review of Related Literatures:

Local:
Gamification has become an effective tool in increasing student engagement
and motivation in mathematics education (Bautista, 2020). According to Bautista and
Villanueva (2020) in the Philippine Journal of Education, incorporating game elements
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Department of Education
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LANUZA, SURIGAO DEL SUR
in instruction significantly boosts student participation and interest, as the game-like
structure makes learning less intimidating and more interactive. Similarly, Caballero
and Tan (2021) noted in Manila Bulletin that gamification fosters a dynamic learning
atmosphere, enhancing students' confidence in their mathematical abilities and
encouraging them to tackle more challenging problems. The inclusion of rewards,
challenges, and competition further sustains enthusiasm for learning, making
mathematics a more engaging and enjoyable subject.

Another significant benefit of gamification is its ability to reduce math anxiety.

Santos and Cruz (2019) from the Department of Education Learning Portal found that
67% of students in gamified classrooms felt less stressed and more confident in
solving problems compared to those in traditional settings. Their study highlighted
that gamified learning strategies, such as rewards, progress tracking, and interactive
elements, played a crucial role in reducing fear and fostering a positive emotional
connection to mathematics. By framing lessons as challenges or games rather than
traditional tasks, students became more engaged and developed a greater enjoyment
of the subject.

Gamification also enhances students' retention and understanding of

mathematical concepts. A report by Perez and Manalo (2020) in the Philippine Star
found that students in gamified environments exhibited up to 25% higher retention
rates and better comprehension compared to those in traditional math classes. The
structured levels and repeated exposure to key concepts in games helped solidify
their understanding of fundamental principles, enabling them to recall and apply
learned material more effectively.

Gamification also fosters critical thinking and collaboration among students. A

report from Philippine Science High School (2021) indicated that incorporating
leaderboards, point systems, and collaborative problem-solving tasks enhanced
teamwork and higher-order thinking skills, with 72% of students reporting improved
abilities in working with peers, solving complex problems, and applying critical

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thinking. Additionally, Tan and Garcia (2020) from DepEd Learning Portal found that
the adaptability of gamified systems allowed teachers to personalize learning
experiences, catering to different learning paces and styles, which further improved
students' academic performance.

A survey conducted by De La Salle University (2021) revealed that 79% of

educators in the Philippines felt that gamified learning strategies allowed them to
better meet the needs of diverse learners. By incorporating various challenges and
rewards, students could experience a more personalized learning journey, ultimately
leading to better academic performance in mathematics.

Foreign:
Kapp (2012), in his book The Gamification of Learning and Instruction, explores
how game-based learning enhances student engagement and academic performance.
He emphasizes that incorporating game mechanics such as points, leaderboards, and
challenges into mathematics instruction increases motivation and retention. Kapp’s
research highlights that students in gamified environments show a higher willingness
to participate, as these elements make learning more interactive and enjoyable. His
findings suggest that gamification not only improves problem-solving skills but also
fosters a positive learning experience by reducing fear and anxiety associated with
mathematics.

Chou (2015), in Actionable Gamification: Beyond Points, Badges, and

Leaderboards, expands on the concept of human-focused gamification, arguing that
effective game design is not just about rewards but also about creating meaningful
experiences. He introduces the Octalysis Framework, which identifies eight core
drivers of human motivation, including achievement, social influence, and
unpredictability. His research suggests that incorporating these elements into
mathematics education leads to deeper engagement, improved persistence, and
higher academic performance. Chou’s work demonstrates that well-designed
gamification strategies encourage students to develop intrinsic motivation, which is
crucial for long-term learning success.

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McGonigal (2011), in Reality Is Broken: Why Games Make Us Better and How
They Can Change the World, discusses the psychological benefits of gamification in
education. She argues that the principles behind game-based learning—such as
challenges, rewards, and immersion—help reduce stress and increase students'
confidence in tackling complex mathematical problems. Her findings indicate that
students exposed to gamified learning are more likely to develop a growth mindset,
where they view challenges as opportunities for improvement rather than obstacles.
McGonigal emphasizes that gamification fosters resilience, making students more
persistent and engaged in their studies.

Loh, Sheng, and Ifenthaler (2015), in Game-Based Learning and Gamification for
Education, present empirical studies showing that gamified instruction significantly
enhances comprehension and retention rates. Their research suggests that structured
progression in games—where students advance through levels while repeatedly
applying key concepts—solidifies mathematical understanding. The study found that
students in gamified environments retain up to 25% more information compared to
those in traditional settings. Their work underscores the effectiveness of gamification
in reinforcing learning through repetition, interactive engagement, and immediate
feedback.

Kim, Eberle, and Ifenthaler (2018), in Game-Based Learning, Gamification in

Education and Serious Games, examine the role of serious games in fostering critical
thinking and collaboration. They argue that gamification promotes adaptive learning,
allowing students to progress at their own pace while receiving personalized
feedback. Their research highlights that incorporating competitive and cooperative
game elements in mathematics instruction leads to higher levels of engagement and
improved teamwork skills. Additionally, their findings suggest that gamification
bridges learning gaps by catering to diverse student needs, ultimately enhancing
overall academic performance.

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Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

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LANUZA, SURIGAO DEL SUR

Chapter 3

This chapter discusses the research methodology, encompassing the

research design, research instrument, data gathering procedure, research
respondents, and sampling technique of the study.

Research Design:

This research study employs a quasi-experimental research design to examine

the effects of gamified learning on the mathematical level of Grade 8 Bell at Florita
Herrera Irizari National High School during the 4 th Quarter of the School Year. The
quasi-experimental design will allow researchers for the comparison of pretest and
posttest outcomes in naturally occurring groups, such as classrooms, where random
assignment may not be feasible. The study adopts both approaches of quantitative
and qualitative research.

Purposive sampling is utilized in this research study to select participants from

Grade 8 Bell students at Florita Herrera Irizari National High School. This method will
ensure that the sample is representative of the target population, focusing on
students who face challenges in mathematics. Criteria such as current math grades
and teacher recommendations are used to identify participants, which will ensure the
selected students (participants) share the same math proficiency and guarantee
students will likely benefit from the gamified intervention. \\ evidence here about
students na naka pasar or failed then compare to bell students, or perhaps
in percentage of grades.

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LANUZA, SURIGAO DEL SUR

Research Instruments

This study will use the Grade 8 K-12 Achievement Test in Mathematics from the
National Standardized Testing (NST) Program as the main research instrument to
measure students' math proficiency before and after the intervention. The test
specifically contains math lessons for Grade 8 during the 4 th Quarter of the School
Year. Since this is a standardized test, researchers ensure accuracy in assessing key
competencies based on the K-12 curriculum. The test will first be given as a pre-test
to determine the student's initial skills, followed by a post-test after a month of using
gamification-based teaching strategies. Using the same test for both assessments will
allow a clear comparison of results, showing how much students improved.

Data Gathering Procedure

The research study initiates the administration of a pre-test to evaluate the

baseline of the mathematical performance of the selected participants. The
experimental group is then introduced to multiple gamified learning strategies while
the control group remains with traditional teaching methods. After a four-week
intervention, participants are then evaluated through a post-test to measure
improvement in math performance. Surveys are also distributed to gauge the
engagement level of participants.

Statistical Treatment

Researchers use a combination of descriptive and inferential statistics to

carefully examine the data collected. Descriptive statistics, such as mean standard
deviation will summarize and showcase student performance and engagement levels
both before and after the intervention. An independent t-test is also used to compare
the mean scores between the experimental group (using gamified learning) and the
control group (using traditional methods). Effect size calculations will be performed to
assess the magnitude of any observed differences and ensure the results are robust.

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Mean Deviation – Researchers adopt mean deviation to analyze how much students'
performance and engagement levels vary before and after implementing gamified
learning. This will allow researchers to analyze if their scores become more consistent
after gamification, indicating whether it helps reduce learning gaps.

Independent t-test – Researchers will apply an independent t-test to compare the

post-test scores of students in the gamified learning group (Grade 8 Bell) and those in
the traditional teaching group. This will determine whether gamification has a
significant impact on students' mathematics performance compared to conventional
methods.

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