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THE IMPACT OF DIGITAL GAMIFICATION AND TRADITIONAL BASED LEARNING

ON STUDENTS' MATHEMATICS ACHIEVEMENT: EVIDENCE FROM THE
PHILIPPINES

Article in Shu Ju Cai Ji Yu Chu Li/Journal of Data Acquisition and Processing · January 2024
DOI: 10.5281/zenodo.778108

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DOI: 10.5281/zenodo.778108

THE IMPACT OF DIGITAL GAMIFICATION AND TRADITIONAL BASED

LEARNING ON STUDENTS’ MATHEMATICS ACHIEVEMENT: EVIDENCE
FROM THE PHILIPPINES

Jessica O. Medico1, Daryl S. Nepangue2, and Lloyd Matthew C. Derasin3

1-2
Cebu Normal University
3
Cebu Institute of Technology – University

Abstract – the study focused on The Impact of Digital Gamification and Traditional-Based
Learning on Grade 10 Students’ Mathematics Achievement. The study utilized a quasi-
experimental research design. This study focuses on gamified learning approaches and
traditional-based learning and their impact on students’ achievement in Mathematics.
Moreover, the study occurred at Bantayan National High School, Ticad, Bantayan, Cebu. The
participants of this research are the grade 10 students of Bantayan National High School. Two
sections will be assigned to the control group, while another two will be assigned to the
experimental group. The findings of the study indicated that the use of digital gamification can
significantly improve students' mathematical skills, aligning with the need to leverage
technological advancements in education. Likewise, adapting to technological developments
is crucial for educators, emphasizing the value of incorporating tools such as gamified
teaching approaches to enhance student engagement and learning effectiveness.
Keywords: Digital Gamification, Mathematics Achievement.

Introduction

Education professionals are very interested in gamification—the application of game

elements and mechanisms to non-gaming contexts—as a possible way to raise student
motivation, engagement, and academic outcomes. The study of mathematics significantly
contributes to the development of logical reasoning, problem-solving, and critical thinking
skills. By adding gaming features, such as challenges, prizes, and progress monitoring, into
mathematics education, digital gamification can help achieve these objectives. Traditional,
teacher-to-student learning, on the other hand, places a strong emphasis on knowledge transfer.
Common elements of traditional learning methods include readings, assignments, and lectures
(Villar et. al, 2022). Traditional learning has been the most common method of education for
many years. It is based on the notion that the best ways for students to learn are through
exposure to professional knowledge and practice applying that knowledge through assignments
and assessments.
According to Hattie (2009), traditional teaching strategies like guided practice and
direct instruction can help students learn more effectively. Hattie did find that the effect size of
these techniques’ ranges from moderate to high, indicating that further research is necessary.
This suggests that to satisfy the needs of every student, teachers should focus on enhancing an
enjoyable learning environment, providing efficient feedback, and using different teaching
approaches. Clear results about the best approaches to assist students in learning mathematics

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EVIDENCE FROM THE PHILIPPINES

will come from additional research on the effects of traditional, classroom-based instruction
(Canque et. al., 2021).
Moreover, according to Setambah, et. al. (2023) about non-digital gamification: Effects
of teaching on mathematics achievement, this study also demonstrates how engaging and
appropriate teaching strategies can influence students' behavior and perceptions of
mathematics. As per the comprehensive research findings, NDGBL is among the educational
resources that aid in establishing a productive learning atmosphere. To compare samples from
urban and rural locations, researchers recommend doing another study. This will be facilitated
in large part by our research on Digital Gamification Based Learning (DGBL). Taking into
consideration the students' tech-savvy and digital gaming experience, this study will
specifically examine how digital gamification impacts students' academic performance.
As teachers, we should be aware of the student’s interest in learning different sets of
lessons (Carredo et. al., 2022). There is no one-size-fits-all strategy in teaching so teachers
should consider utilizing various strategies (Montero et. al., 2022) There are cases in which
students who are digital natives may not easily respond to traditional instructional approaches
(Derasin et. al., 2021, and Canque et. al., 2021). Understanding the potential benefits of digital
gamification for improving learning outcomes is important especially since students are more
engaged in computers and technology-based activities (Abojon et. al., 2022). When students
are given a gamified learning technique that enables them to view and experience the lesson
differently, students who are initially not interested in learning mathematics become more
hyper and motivated. These are some of the reasons why research on digital gamification and
traditional-based learning should take place as it also aligns with the needs of modern
education, especially in the field of mathematics.
This study about the impact of digital gamification and traditional-based learning can
establish a concept of the effects of gamification compared to traditional-based learning on
student achievements in Mathematics. To improve students’ achievement in school, teachers,
administrators, and curriculum designers can use these research findings to make a proper
evaluation about integrating gamification or traditional-based approaches into educational
practices. By understanding the impact of digital gamification and traditional-based learning
on student achievements in Mathematics, educators can make informed decisions on which
approach to adopt to enhance student performance. This research study can also provide
valuable insights into the potential benefits and drawbacks of each approach, allowing for more
effective and targeted implementation of educational practices.

Methods and Materials

This study is a quasi-experimental research design. This study focuses on gamified

learning approaches and traditional-based learning and its impact on students’ achievement in
Mathematics. Since it is experimental, there will be a control group and an experimental group.
The gamification group and the traditional-based learning group. While the traditional learning
group will receive education using conventional techniques like lectures and homework
assignments, the gamification group will receive instruction utilizing Kahoot, an online game-
based learning platform featuring game components like leaderboards, badges, and points. The

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same test will be used to assess the math proficiency of both groups using pretest and post-test.
The scores will serve as the achievement of the students during the period with and without the
use of gamified learning approaches. The gathered data will be analyzed and evaluated with
the help of an appropriate statistical tool.
In addition, the research took place in Bantayan National High School, Ticad,
Bantayan, Cebu. It is a public school that is under the Department of Education, Cebu Province.
It was established in 1993 and has been catering to Grades 7-10 year levels. Each year level is
composed of 12 sections with approximately 35-45 students per section. In the current school
year, it has a population of 1,934. It caters to students that are mostly from the Municipality of
Bantayan, one of the three municipalities of Bantayan Island.
Bantayan National High School (BNHS) adheres to the K-12 Curriculum, focusing on
Outcome-Based Education. Every quarter, teachers are responsible for submitting a
Curriculum Map, Budget of Work, and Course Outline to ensure proper lesson planning.
Additionally, each teacher is required to submit a Weekly Lesson Log (WLL). The WLL
undergoes a thorough review by the Subject Area Coordinator (SAC) before the lesson is
taught.

Research Respondents
The participants of this research are the grade 10 students of Bantayan National High
School. Two sections will be assigned to the control group, while another two sections will be
assigned to the experimental group. Each section comprises approximately 35-40 students,
resulting in a total of 72 students for the experimental group and 77 students for the control
group.

Research Instruments
To obtain the data that are needed to answer the problems in this study, the following tools
are used:
Pretest Examination. A pretest examination is given before their involvement in either
gamification groups or traditional-based learning. A pretest examination is designed to gather
data about participants so that it can be used to measure their prior knowledge and compare
them to the general population or find any potential confounding variables.
Post-test Examination. A posttest examination is given to participants in a study or
experiment after the administration of either gamification or traditional-based learning. Posttest
examinations are used to gauge participants' knowledge and actions after intervention
exposure.

Sampling Procedure
In conducting this study, the researcher will submit a letter to the principal of Bantayan
National High School. The researcher will ask permission to conduct an experimental study
with the selected Grade 10 students. In addition, the researcher will collect a copy of the scores
of the students.
This study will be carried out using a cluster sampling design. In cluster sampling, a
probability sampling technique, the population is divided into clusters which will be the grade

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sections, and a subset of the clusters is chosen at random. The researcher would identify the
clusters first based on the student’s mathematics classrooms. Following cluster identification,
a random selection of a subset of the clusters would be made by the researcher to take part in
the investigation. The study would then comprise every student in the chosen clusters.
The following steps will be followed through cluster sampling:
1) Identify the clusters: Grade 10 Mathematics classroom.
2) Randomly select some of the clusters/sections to participate in the study: There will be
two sections for gamified learning approaches and two mathematics class for
traditional-based learning approaches.
3) Administer pretest to the two clusters.
4) Run the lesson plan incorporating gamification for the experimental group and
traditional-based teaching for the controlled group.
5) Administer the posttest to both clusters.
6) Analyze the data gathered and treat it accordingly.

Ethical Consideration
Digital Gamification and Traditional-based learning is used to in order to improve
student motivation and mathematics achievement to determine which of these strategy have
more impact to the students. The ethical considerations of gamification and traditional-based
learning must be carefully considered too, especially in relation to Mathematics proficiency. In
data gathering, analysis of the results the following ethical consideration will be observed by
the researcher:
Confidentiality. The researcher will treat the data of the participants with utmost
confidentiality. The researcher will make sure to consider the privacy of participants by
carefully examining the test results. The responses of each participant are not disclosed to
anyone or anywhere. The data gathered should be marked as anonymous or name should be
optional to preserve student privacy. Any sensitive data should only be permitted to access by
the researchers of this study.
To avoid unwanted access, loss, or misuse, the researcher should set up a proper and secure
storage of the data gathered. And to minimize the possibility of identifying the data of each
participant, precise and clear protocols should be followed for both data gathering and
publishing the findings of this study.
Fair Treatment. The researcher will treat all participants with equality, respect, and
dignity regardless of their status in life, religion or beliefs, learning styles, and individual needs.
Gamified learning environments and traditional-based learning should be accessible and
inclusive for all students. Researchers should address potential biases and inequalities that
gamification may influence. The pretest and posttest should be fair and equitable, measuring
student learning outcomes accurately and objectively, regardless of the learning method used.
Transparency. The researcher will see to it that the research methods, data-gathering
procedures, and results are all presented with appropriate documentation and is supported with
the necessary documents. The findings of this research will be shown in a way that it can be
accessed easily with the participants and the community involved in the study.

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Consent. The researcher will clearly explain the purpose and procedures of the study
to the school administration and participants. Getting informed consent requires that students,
as well as their parents or legal guardians, be informed clearly and simply about the research's
goals, procedures, risks, advantages, and withdrawal policies. Participants should be able to
access and comprehend this information.

Results And Discussion

In Gamification, points and leaderboards are the game aspects that the teacher used in
the research. Leaderboards show all players' scores, indicating who is leading and how pupils
are performing about their classmates. Leaderboards can be used to monitor students' progress
over time, promote healthy competition, and inspire pupils to raise their test scores. Points can
be given for finishing tasks, providing assistance to fellow students, or providing accurate
answers. Points can be utilized for competing with others, earning rewards, and monitoring
progress.
In Traditional-Based Learning, the teacher employs drill and practice, lectures, and
direct instruction. In direct instruction, the teacher explains new ideas and skills in detail and
gives examples of them. Following that, students have the chance to put what they have learned
into practice through both individual and guided practice. During a lecture, the teacher presents
the material to the class, usually utilizing a mix of spoken explanations, visual aids, and
interactive exercises. Additionally, in drill and practice, students must practice a skill or
concept multiple times to fully understand the lesson. Below are the results of this experimental
study:

Table 1: Experimental and Controlled Group Performance

GROUP Minimum Maximum Mean Std. Deviation

Experimental pretest 5.00 17.00 9.9583 2.41729
Controlled pretest 2.00 15.00 8.0649 2.47268
Experimental post-test 2.00 21.00 11.6667 3.52456
Controlled post-test 3.00 15.00 10.4675 2.57817

Table 1 shows the mean and standard deviation of the performance of the experimental
group and the control group. The mean of the scores of the students in the control group is 8.06
with a standard deviation of 2.47. This is the same as the mean score of the experimental group
of 9.9 with a standard deviation of 2.41. This indicates that the two groups' starting math
proficiency was equal. This implies that the experimental intervention is responsible for any
variations in their post-test scores.
The table also shows the post-test scores of the students in the controlled group with a
mean score of 10.46 and a standard deviation of 2.57. This is lesser compared to the mean score
of the experimental group which is 11.67 with a standard deviation of 3.52. This suggests that
the experimental intervention had a positive effect on students' mathematics performance.

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Table 2: Significance Difference between pretest and posttest of Controlled and

Experimental Group

Standard P-
GROUP Mean t df Decision Interpretation
Deviation Value
Experiment
al group
11.6667 3.52456 Reject the
post-test Significant
2.547 71 .013 null
Control Difference
10.4675 2.57817 Hypothesis
group post-
test

Table 2 shows the significant difference between the post-test of the experimental group
and controlled group. The p-value of 0.013 which is less than the level of significance at 0.05
significance with degree of freedom of 71. This means that the study's results offer strong proof
that, in terms of posttest scores, the gamification-enhanced experimental group fared better
than the standard learning-controlled group. This suggests that gamification may be a useful
technique for improving the mathematical learning outcomes of students. The two groups'
statistically significant differences indicate that the gamified method was more successful in
fostering students' comprehension of mathematical ideas and their capacity to use those ideas
to solve problems. Numerous elements contribute to gamification's beneficial effects on student
learning. Gamification can enhance student engagement and motivation by incorporating
elements of competition, challenge, and play into the learning process. Furthermore,
gamification can give students instant feedback and incentives, enabling them to monitor their
development and solidify their knowledge.
The findings of this study are consistent with earlier studies that have demonstrated the
advantages of gamification in the classroom. Gamification improved student motivation,
engagement, and learning outcomes, according to a meta-analysis of using seventy-eight (78)
studies (Sailer and Homner, 2020).

Table 3: Significance Difference between the pretest and posttest of the Experimental Group
Standard P-
GROUP Mean t df Decision Interpretation
Deviation Value
Experimental
9.95 2.41 Reject the
pre-test group - Significant
-.3932 71 .000 null
Experimental Difference
11.66 3.52 Hypothesis
post-test group

Table 3 shows the pretest and posttest performance of the students in the experimental
group. The p-value is 0.000 which is less than the significance level of 0.05 significance. The
mean difference between the pretest and posttest results is 1.7104 and the standard deviation

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difference is 1.11. The findings show that there is a significant difference between the pretest
and posttest performance of the students after performing the digital gamification. This means
that when compared to their performance before the intervention, students who were a part of
the experimental group performed significantly better than those who were in the controlled
group.
Thus, the students’ achievement in mathematics was positively affected by the
experimental intervention, which is digital gamification. The fact that the pretest and posttest
scores differed significantly shows that the gamification strategy was successful in improving
the students' comprehension and application of mathematical ideas. It also means that digital
gamification on the internet can be a useful strategy for raising arithmetic accomplishment
levels.
This also shows that the students who are motivated and engaged before the assessment
perform better than those students who were not able to experience digital gamification. The
points and leaderboards that were given during the discussion motivate the students to do better
and encourage them to participate so they can earn points and be on top of the leaderboards.
These results are aligned with the study (Smith, 2018) entitled Integrating Gamification into
Mathematics Instruction. The research shows that the measure of a student’s success is not
limited to academics. Gamification also impacted students’ social well-being, as well as
lifelong skills such as social interaction, collaboration, perseverance, motivation, problem-
solving, and critical-thinking skills.
Gamification is the utilization of game mechanisms to enhance problem-solving
abilities and foster higher levels of involvement. The growing utilization of gamification in e-
learning settings can be attributed to the fact that digital games facilitate the cultivation of
problem-solving, literacy, and active and reflective thinking abilities (Gee, 2003). Furthermore,
gamification has been found to increase motivation and engagement among learners, as it taps
into their natural inclination towards competition and achievement (Deterding et al., 2011).
Likewise, Zichermann and Cunningham (2011) defined gamification as the use of game
mechanics and structures to real-world problem-solving activities. While gaming serves as the
foundation of gamification, the incorporation of game components seamlessly combines it with
the process of learning and teaching. This is particularly beneficial in e-learning settings where
learners may lack the immediate feedback and social interaction found in traditional classroom
environments.
In line with this, Kimble (2020) states that students use technology programs for several
different reasons in elementary math. Gamification may not fix and meet all the desired needs
of the students however; it can be used to motivate and engage students while aligning
curriculum to class instruction. Teachers may use gamification to improve students' skill
mastery and accomplishment levels. Along with gathering information and updating students
on their progress, these activities would also involve catering skills, program alignment, and
student progress tracking. These are elements that teachers could use in regular lessons in other
subject areas, and this methodology could involve technology rotation.
Conclusion
The findings of the study indicate that the use of digital gamification can significantly
improve students' mathematical skills, aligning with the need to leverage technological

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advancements in education. However, it is acknowledged that challenges exist, particularly in

a third-world country like the Philippines, where students may lack equal access to technology.
Moreover, adapting to technological developments is crucial for educators, emphasizing the
value of incorporating tools such as gamified teaching approaches to enhance student
engagement and learning effectiveness. The statement recognizes the diversity in students'
learning styles, highlighting the necessity for a flexible teaching strategy that caters to
individual preferences. Moreover, a significant challenge lies in the unequal access to
technology, particularly for students without reliable internet connections and smartphones.
This inequality raises concerns about the equitable distribution of the benefits of digital
gamification.
Likewise, the success of implementing gamified teaching approaches relies on teachers
who are willing to embrace new strategies. Teachers are crucial in creating an environment
conducive to effective learning, and their openness to innovation is vital for the success of the
educational process. Ultimately, the goal is to provide quality and sustainable education. This
requires educators to proactively explore and implement innovative teaching methods while
considering the long-term impact on students' learning outcomes. In summary, while digital
gamification holds promise for enhancing mathematical prowess, addressing diverse learning
styles, and ensuring equitable access to technology are essential components for inclusive and
effective education.

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