GAME-BASED LEARNING IN MATHEMATICS: A QUASI-EXPERIMENTAL STUDY ON STUDENT ACHIEVEMENT

Mathematics

This study aimed to examine how Game-Based Learning (GBL) approach affected the performance of Grade 7 students in the Revised K-12 Curriculum. A quasi-experimental pretest-posttest group design was used to compare the experimental group, which got the game-based learning intervention utilizing Math Bingo and other interactive mathematics games, to the control group, which received traditional instruction. Pretest and posttest scores were gathered and evaluated using appropriate statistical techniques to find significant differences within and between the groups. The pretest scores of the experimental and control groups did not differ significantly, according to the results, suggesting that their baseline performance levels were similar. However, there was a substantial difference between the experimental group’s pretest and posttest scores, suggesting progress following the implementation of game-based learning activities. Additionally, the posttest findings showed a substantial difference between the experimental difference between the experimental and control groups, with the experimental group attaining higher performance gains. These findings suggest that game-based learning effectively improved students’ understanding and proficiency. The study comes to the conclusion that integrating game-based instructional strategies into mathematics instruction is advised as they are a useful intervention for improving students’ mathematical performance.

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