Gamification Learning Strategies on Learners’ Performance in Mathematics

Gamification as a learning strategy integrates game elements like points, badges, and leaderboards into educational activities to enhance student motivation, engagement, and academic performance. This study investigated the effects of gamification on the Mathematics performance and attitudes of Grade 5 learners at Mulondo Central Elementary School during the School Year 2023-2024. Specifically, it examined the Mathematics performance of the two groups during the pretest and post-test, analyzed learners' attitudes toward Mathematics, identified significant differences in Mathematics performance between the two groups, evaluated the impact of the gamification learning strategy on learners' academic performance, and explored the implications of the findings for teaching Mathematics. A total of 80 Grade 5 students were selected using purposive sampling and divided into control and experimental groups. A quasi-experimental design was employed with pretests and post-tests administered. Data were gathered using a researcher-made questionnaire aligned with the K to 12 Curriculum. Descriptive statistics such as frequency, percentage, mean, standard deviation, t-test, and F-test were employed for data analysis. The findings indicated that the experimental group initially had higher pre-test scores than the control group. Both groups expressed a strong agreement with positive attitudes toward Mathematics, reflecting a generally favorable perception of the subject. A t-test analysis revealed no significant difference in pre-test scores between the two groups, suggesting similar baseline performance. However, a significant difference in post-test scores was observed, implying that the gamification learning strategy had a positive impact on the experimental group’s performance. Despite this, the f-test showed no significant overall difference between pretest and posttest scores across the groups, indicating that while gamification may enhance short-term outcomes, further research is necessary to assess its long-term effectiveness and broader implications. In conclusion, the gamification learning strategy did not have a significant impact on learners’ performance in Mathematics. Teachers are encouraged to integrate gamification with traditional methods, focusing on alignment with curriculum goals and addressing diverse learner needs. Future studies should explore its long-term effects on learning outcomes in Mathematics.