Title

USING GAMIFIED LEARNING STRATEGIES TO ENHANCE PROBLEM-SOLVING PERFORMANCE IN MATHEMATICS

Author(s)

DARIFE S. BAHOY

RANELENE MAY N. BINARAO

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Secondary Education (BSEd) – Math

Contributor

BACUS, JOICELYN A. - Adviser

BALUYOS, GENELYN R. - Instructor

ENTERA, REYWEL C. - Panel

NANUD, MAY NOREN D. - Panel

Year

2025

Abstract

Gamified learning strategies (GLS) have been recognized as effective tools in enhancing students’ motivation, engagement, and problem-solving performance in mathematics. This study examined the effectiveness of GLS in improving the mathematical problem-solving performance and engagement levels of 28 first-year college education students at Misamis University during the School Year 2024–2025. A one-group pretest-posttest design was utilized across eight instructional sessions that incorporated gamified elements such as quizzes, leaderboards, and point systems. The participants were purposively selected and completed both pretest and posttest assessments on mathematics problem-solving and engagement-motivation scales. Statistical tools, including frequency, percentage, mean, standard deviation, and paired t-test, were applied to analyze the data. Findings showed that before the implementation of GLS, students demonstrated very poor problem-solving performance, low engagement, and motivation. After the intervention, problem-solving performance and engagement levels were assessed. Did the results reveal a statistically significant difference between learners’ scores before and after the implementation of gamified learning strategies? These findings confirm that GLS is an effective instructional approach for enhancing student performance and engagement in mathematics.

Keywords

Gamified learning strategies, mathematics performance, motivation, pretest-posttest, problem-solving, student engagement