Effectiveness of Gamification in Teaching Mathematics to the Mathematics’ Engagement

of Grade 10 Students of Abada College

Conceptual Framework

Gamification Mathematics’ Engagement

 Relevance to the Topic  Participation
 Frequency of the activity  Mathematical Reasoning
 Technology-assisted  Knowledge Retention

Figure 1. Conceptual Framework

Figure 1 shows that the independet variable which is gamification have significant
relationship on Mathematics’ Engagement Grade 10 students of Abada College in terms of
participation, mathematical reasoning and knowledge retention.

The single headed arrow signifies the hypothesized relationship between the variables.

Statement of the Problem

This research aimed to determine the relationship between gamification in teaching

mathematics and Mathematics’ Engagement of Grade 10 students of Abada College.

Specifically, the researchers wanted to answer the following questions:

1. What is the effect of gamification in teaching mathematics to Mathematics’ Engagement in

terms of:
1.1. Relevance to the Topic
1.2. Frequency of the Activity
1.3. Technology-assisted
2. What is the level of Mathematics’ Engagement of Grade 10 students of Abada College in
terms of:
2.1. Participation
 2.2. Mathematical Reasoning
2.3. Knowledge Retention

3. Is there a significant relationship between gamificiation and the mathematics’ engagement of

Grade 10 students of Abada College?

Significance of the Study

The result of the study will be beneficial to the following:

Students. This study will help students as they will understand the effect of gamification when
teaching mathematics. The student will be engaged on mathematics and will developed
knowledge retention when it come to learning mathematics.

Teachers. Recognizing the effectiveness of gamification in teaching mathematics will help

teachers generate various strategies to make the teaching and learning process entertaining and
worthwhile.

Parents. This study may also be useful for parents because they will know that their children is
in good hands as they have access to quality education that can make them successful in
academics.

Future Researcher. The conducted study will open doors for future researcher to refine and
expand studies in relation to gamificiation in teaching mathematics. This may serve as a source
of information about the effectiviness of gamification when teaching mathematics in the
engagement of students.

Definition of Terms

Frequency of the activity - the interval at which an activity or events takes place
Gamification - is the process of adding games or gamelike elements to something (such as a task)
so as to encourage participation.

Knowledge Retention - refers to the process of absorbing and retaining information. For an
individual, that typically looks like taking in information and transferring it from short-term to
long-term memory.
Mathematics Engagement - the ability of a student to actively participate or students'
involvement in the mathematical activity of the classroom and their commitment to learning the
mathematical content.

Mathematical Reasoning - a skill that allows students to employ critical thinking in mathematics.
It involves the use of cognitive thinking, which has a logical approach. This skill enables
students to solve a mathematical question using the fundamentals of the subject.

Participation - ability of the student to actively involves in the subject matter, encourages them
to develop ideas, and requires them to prove their assertions.

Relevance to the topic – appropriateness on the topic at hand. To simplify, an activity which is
connected to a certain lesson.

Rationale

Mathematics is often seen as difficult and uninteresting by students. By incorporating

gamification techniques, educators aim to make learning mathematics more enjoyable and
encourage students to actively participate in the learning process.

In the instruction, gamification can increase motivation of students in the teaching and
learning process as it provide fun and excitment that can boost students’ engagement. Likewise,
students can learn in an enjoyable way and the knowledge can retain much longer because of the
authenticity it provide.

This research seeks to explore the effectiveness of gamification in terms of its relevance
to the topic, the interval or frequency of the game, and the technology-assisted games on the
mathematics’ engagement of the Grade 10 students of Abada College.