G.A.M.E.S.: Gamification and Mathematics Education Synergy
Neil Arden B. Sotto, Ma. Janet S. Geroso, Heide S. Hofileña, Princess Jeah Marie S. Geroso, Guarin S. Maguate

Abstract
Filipino learners have been left behind in terms of Mathematics education, scoring below the lowest level of proficiency in the Programme for International Student Assessment (PISA) in 2018. In response to the challenges in teaching Mathematics and the apparent decline in Mathematics proficiency, teachers seek new approaches to motivate learners and improve academic performance. One such approach is integrating games into the learning process. The process of Gamification has become one of the most popular concepts and innovative instruction implemented in the field of education to motivate and engage student learning. The purpose of this study is to develop non-digital gamified instructional materials and test its effectiveness in improving academic performance in Mathematics. This study employed a quasi- experimental research design using the developed gamified instructional materials as intervention. Purposive sampling was used to determine the respondents which resulted in 32 learners. Findings revealed that academic performance in Mathematics of the respondents improved significantly after exposure to the gamified instructional materials. This study concluded then that the use of the developed gamified instructional materials and activities marked a highly significant difference in the level of academic performance in Mathematics. Thus, the developed gamified instructional materials and activities effectively improved academic performance in Mathematics. These findings further solidifies the gamification approach’s effectiveness in improving learning engagement, and games generally have an overall positive effect in enhancing engagement and motivation.

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