Enhancing Achievement and Interest in Mathematics Learning Through Innovative Pedagogical Approach

This study aimed to evaluate the effectiveness of innovative pedagogical approach compared to conventional instructional method in enhancing students’ academic performance in mathematics. The research involved pre-test and post-test assessments of students in both experimental and control groups. Findings revealed that the students in the controlled group had a mean score of 9.46 for the pre-test and 16.18 in the post-test. The result showed that the scores from pre-test to post-test increase a bit. While the students in the experimental group obtained a pre-test mean score of 9.31 and post-test mean score of 24.14. The result showed that the scores of the students from the pre-test almost doubled their scores in the post-test. The mean scores of pre-test and post-test in both methods have a p-value of 0.000 which is less than the significance level of 0.05. Thus, both methods rejected the null hypothesis. The significant improvement in post-test scores for the experimental group highlighted the effectiveness of the innovative pedagogical method. Additionally, the results indicated that the experimental method was more effective across different mathematical levels, with high-achieving students showing greater improvement. In this study, the researcher was employed the pretest – posttest non comparable quasi experimental design to determine the effectiveness of the innovative created game-based approach in teaching Mathematics 8 on the academic achievement of students. In this design, two groups of students were involved. This design is the same as the classic controlled experimental design except that the subjects cannot be randomly assigned to either the experimental or control group. In other words, participants do not have the same chance of being in the control or experimental group, or of receiving or not receiving the treatment. Design. Quasi-experimental design involves selecting groups, upon which a variable is tested, without any random pre-selection processes. The researcher used the mean scores of students in pre-test and post-test of the two methods. The researcher used the One-Way ANOVA to identify if there is a significant difference between the mean gain score of the students in the pre-test and post-test using the conventional and experimental methods.