INTEGRATION OF GAME-BASED LEARNING IN TEACHING MATHEMATICS 7

Abstract

Mathematics 7 serves as a crucial foundation for learners transitioning to junior high school, yet many students experience low engagement and difficulty in understanding abstract mathematical concepts. Traditional teaching approaches often fail to address diverse learning needs and motivation levels. In response, game-based learning (GBL) has emerged as a learner-centered instructional strategy that integrates play, challenge, and feedback to enhance understanding and participation. This study examined the integration of game-based learning—both ICT-based and non-ICT-based—in teaching Mathematics 7 and its influence on learner performance and classroom instruction using a quasi-experimental non-equivalent control group design combined with a descriptive-evaluative approach involving 100 Grade 7 students and 25 mathematics teachers. Findings revealed a systematic and effective process for integrating GBL into lessons. Teachers expressed favorable assessments of GBL, particularly in enhancing instructional clarity, content relevance (mean = 4.06), student engagement (mean = 4.04), and classroom interaction. While both groups showed improvement, the experimental group demonstrated significantly higher post-test gains (mean = 82.22, Satisfactory) compared to the control group (mean = 74.98, Needs Improvement). Statistical analysis confirmed a significant difference between the post-test performances (p < 0.001), indicating the positive effect of GBL on student achievement. The study concludes that GBL is an effective and viable instructional strategy for teaching Mathematics 7.