Republic of the Philippines

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

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

_______________________________________________

A Research Paper Presented to

Wilmar Nakaytona Espenosa
Of Florita Herrera-Irizari National High School

_______________________________________________

Grade 8 – Darwin
Donald Cubero
 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

i
 Republic of the Philippines
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

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

List of Tables

Table Page

1 Respondents

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

List of Figure

Figure Page

1 Schematic Diagram of the Study

iv
 Republic of the Philippines
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. Over percent of students
with grade has this. As the digital era progresses, gaming has become an integral
part of students' lives, and incorporating gamification techniques may enhance the
mathematical performance of Grade 8 Bell students.

1
 Republic of the Philippines
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.

2
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
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.

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.

3
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

Schematic Diagram

Input Proces Outpu

s t
Gamified Learning Employing of Gamified Enhanced Mathematical
Strategies Learning in Math Lessons Performance
 Points, Badges, and Improved Test Scores
Leaderboards Integration of game elements
 Rewards and into lesson plans Increased Student
Challenges Facilitation of gamified Engagement
 Interactive and activities (e.g., quizzes,
Visual Game competitions, and group tasks) Greater Motivation and
Elements Monitoring and Feedback Comprehension
Collection
Grade 8 Bell Students’ Enhanced Student
Profile Conducting Pretests and Performance
 Sex Posttests
 Mathematical Measure baseline performance
Performance (pretest)
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

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?

4
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

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. COURSE OF ACTION

Hypotheses:

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.

Null Hypothesis (H₀):

There is no significant difference in the mathematical performance of Grade 8 Bell
students when taught using gamification strategies compared to traditional teaching
methods.

Significance of the Study

School Administrators - The administrators can adopt new methods to enhance

student motivation and academic performance.. The study supplies them with
information that enables them to make informed decisions regarding curriculum
reform and teacher education.

5
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

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 performance of Grade 8 Bell
students. The researchers believe that the findings of this study will significantly
benefit students, teachers, and educational institutions by providing actionable
insights into the use of gamified learning strategy. This study will be conducted during
the School Year 2024–2025.

6
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR

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 Performance - Mathematical performance refers to a student's

ability to understand, apply, and solve mathematical concepts and problems
accurately and efficiently (Lester, 2010).

7
 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
performance badges create a competitive yet collaborative learning environment,
motivating students to perform better academically. This approach was shown to

8
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
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 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

9
 Republic of the Philippines
Department of Education
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL
LANUZA, SURIGAO DEL SUR
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 the integration of game elements like badges, points, and levels helped
students view learning as a more enjoyable and interactive experience, which in turn
improved their understanding of mathematical concepts. This research suggests that
gamification is an effective strategy in making mathematics more accessible and
motivating for students, aligning with the goal of improving student performance in
subjects traditionally perceived as challenging.

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

eighth-grade students in algebra lessons. Their 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:

10