Enhancing Mathematics Learning Achievement Through the Sopas Approach

This study investigated the effectiveness of the SOPAS Approach—a gamified flipped classroom strategy that integrates YouTube video lessons and math-based scavenger hunts—in enhancing the mathematics learning achievement of 40 Grade 8 students at Nueva Ecija University of Science and Technology (NEUST) Gabaldon Campus. The SOPAS approach centers on self-directed learning, opportunities for collaboration, playful engagement, active participation, and skill development, operationalized through requiring students to engage first with teacher-created online video content before class and then participate in collaborative, game-like scavenger hunts designed around the mathematics curriculum during class sessions. Grounded in connectivist learning theory, the approach fosters knowledge building through networking, peer interaction, and technology-mediated activities. This research employed a one-group pre-test/post-test design to evaluate students’ achievement gains both before and after the full implementation of SOPAS components over eight weeks. Results indicated a significant improvement in mean mathematics scores from pre-test (13.93) to post-test (22.6), with a large effect size (Cohen's d = 1.5). These findings demonstrate the direct impact of the SOPAS Approach’s blended, gamified structure and underscore its value as an innovative teaching method for mathematics. The study recommends focused teacher training for effective SOPAS implementation and highlights the value of further research into which specific elements—such as video content, collaborative play, or in-class gamification—best drive learning outcomes.