Probing The Teachers' and Students’ Perspectives on The Role, Influence, and Challenges of Gamified Mathematics Instruction

Abstract

This study explores the perspectives of teachers and students on the role, influence, and challenges of gamified mathematics instruction at Tolotolo National High School during the school year 2024–2025, serving as the foundation for a proposed gamification-enhanced instructional plan. It aims to examine how gamification facilitates instruction, enhances learning experiences, and presents implementation challenges, while also identifying differences in viewpoints between educators and learners. A descriptive-comparative research design was employed, involving selected students from Tolotolo National High School and Mathematics teachers from three public secondary schools, namely: Garing National High School, Lanipga National High School, and Tolotolo National High School. Participants were chosen through random and purposive sampling techniques to ensure a diverse yet focused representation. Data were gathered using a structured questionnaire designed to assess perceptions across three key areas: instructional facilitation, learning influence, and encountered challenges. To analyze differences in perspectives, the Mann-Whitney U Test was applied. Findings revealed that there is a significant difference between teachers’ and students’ perspectives on gamified mathematics instruction. Teachers generally viewed gamification more favorably than students, particularly in terms of its instructional role and its positive impact on learning. They also reported fewer or different challenges compared to students, highlighting a disparity in how gamification is experienced across roles. Hence, the researcher recommends that the proposed gamification-enhanced instructional plan be adopted and given special attention by school administrators and interested teachers, as a proactive step toward enriching mathematics instruction through innovative and student-centered approaches.