• P-ISSN 0974-6846 E-ISSN 0974-5645

Indian Journal of Science and Technology


Indian Journal of Science and Technology

Year: 2021, Volume: 14, Issue: 23, Pages: 1970-1974

Original Article

Math Class Gamified! Effects on the Mathematics Performance of COED Students of Eastern Samar State University, Philippines

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


  1. Brull S, Finlayson S. Importance of Gamification in Increasing LearningThe Journal of Continuing Education in Nursing2016;47(8):372375. Available from: https://dx.doi.org/10.3928/00220124-20160715-09
  2. Furdu I, Tomozei C, Kose U. Pros and Cons Gamification and Gaming in ClassroomBRAIN: Broad Research in Artificial Intelligence and Neuroscience2017;8:5662. Available from: https://arxiv.org/abs/1708.09337
  3. Camarista G. The Art of Problem Solving. (pp. 1-108Lorimar Publishing. 2016.
  4. Laskowski M, Badurowicz M. Gamification in Higher Education: A Case StudyInternational Conference. 971-975.
  5. Bicen H, Kocakoyun S. Perceptions of Students for Gamification Approach: Kahoot as a Case StudyInternational Journal of Emerging Technologies in Learning2018;13(02):72. Available from: https://dx.doi.org/10.3991/ijet.v13i02.7467
  6. Hong G, Yung M, Masood. Effects of Gamification on Lower Secondary School Students’ Motivation and EngagementWorld Academy of Science, Engineering and Technology2014;8(12).
  7. Çakıroğlu Ü, Güler M. Gamification in Higher Education: A Case Study. p. 971975.
  8. Manzano-León A, Camacho-Lazarraga P, Guerrero MA, Guerrero-Puerta L, Aguilar-Parra JM, Trigueros R, et al. Between Level Up and Game Over: A Systematic Literature Review of Gamification in EducationSustainability2021;13(4):2247. Available from: https://dx.doi.org/10.3390/su13042247


© 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.