Implementation of Gaming Strategy in Enhancing the Mathematics Performance of Learners

Abstract

This study examined the implementation of gaming strategies and their relationship with the mathematics performance of learners at an elementary school during the School Year 2023–2024. Specifically, it assessed the extent of implementation of digital game-based learning, gamified classroom activities, and tabletop games and determined whether these strategies were significantly associated with learners' mathematics performance. A quantitative descriptive-correlational research design was employed involving 145 Grade 5 learners selected through stratified random sampling. Data were gathered using a validated researcher-developed questionnaire and the learners' mathematics grades obtained from official school records. Descriptive statistics, including weighted mean and standard deviation, were used to determine the extent of implementation, while Pearson Product-Moment Correlation was applied to examine the relationship between gaming strategies and mathematics performance at the 0.05 level of significance. The findings revealed that digital game-based learning and tabletop games were implemented to a very high extent, whereas gamified classroom activities were implemented to a high extent. The learners attained a very satisfactory level of mathematics performance. Moreover, all three gaming strategies demonstrated significant positive relationships with mathematics achievement, with digital game-based learning exhibiting the strongest association. The study concludes that integrating game-based instructional strategies can enhance learner engagement and contribute to improved mathematics performance. It recommends strengthening institutional support, expanding teacher training, and sustaining the integration of game-based learning approaches to improve mathematics instruction in elementary schools.