Effectiveness of Gamified Teaching Approach in Mathematics Achievement

Abstract

Mathematics is considered one of the most essential yet challenging subjects among senior high school learners. Traditional teaching approaches often result in low student motivation, limited participation, and poor academic performance. This study determined the effectiveness of a gamified teaching approach on students’ mathematics achievement at Calanasan National High School, Schools Division of Apayao, during the fourth quarter of School Year 2025–2026. The study employed a quasi-experimental pretest-posttest control group design involving two intact Grade 11 sections. The control group consisted of 12 students who received traditional instruction, while the experimental group consisted of 18 students exposed to a gamified teaching approach integrating points, rewards, levels, feedback mechanisms, and classroom challenges. A validated 40-item teacher-made Mathematics Performance Test (MPT) served as the primary instrument for data gathering. Statistical tools such as mean, mean gain, paired samples t-test, and independent samples t-test were used to analyze the data at a 0.05 level of significance. Findings revealed that both groups improved after instruction; however, the experimental group obtained a significantly higher mean gain score than the control group. Results further showed statistically significant differences between the pretest and posttest scores of both groups, with the experimental group demonstrating greater improvement in mathematics achievement. The findings indicate that the gamified teaching approach significantly enhances students’ mathematics achievement by increasing engagement, participation, and motivation during instruction. The study recommends the integration of gamified strategies into mathematics instruction and the provision of institutional support for innovative and learner-centered pedagogical approaches.