Indian Journal of Science and Technology
Year: 2021, Volume: 14, Issue: 23, Pages: 1970-1974
Edgar Julius A. Lim 1, *
1 Eastern Samar State University
*Corresponding author email: [email protected]
Received Date:23 May 2021, Accepted Date:28 June 2021, Published Date:09 July 2021
Objectives: The purpose of the study was to see what impacts using games had on teaching and evaluating students' math ability. Its goal was to determine the performance in the pretest and posttest of the students under study, and to discover if there is difference in the performance of the students under study in their pretest and posttest. Methods: This study utilized the one group pretest – posttest experimental design. It sought to find the difference in the performance of students who were exposed to a certain method in teaching mathematics. Findings: No significant difference was found between the pretest and posttest scores, and a very little mean difference was revealed, presenting that the null hypothesis was to be accepted, and showing that gamified classes are not always a better teaching strategy for teaching problem solving in mathematics. Novelty/Applications: Game integration or plays in classes are not assurance of learning effectiveness. The fun the learners have when integrating games are not enough to presume that learning is taking place. Results of this study tell us that games as a teaching approach would only be effective to some lessons in math.
Gamified Class, Math Games, Math Class, Mathematics Performance, Experimental Research
© 2021 A. Lim. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Published By Indian Society for Education and Environment (iSee)
Subscribe now for latest articles and news.