1

Chapter I

INTRODUCTION

Background of the Study

Numeracy refers to the awareness, abilities, habits, and attitudes that students need

to be able to use mathematics in a variety of contexts. It requires understanding

mathematics' role in the world and being able to use math abilities. Most people use

numbers, computation, geometry, statistics, and probability in their daily lives, research, and

work. Problem solving, logic, mathematics, mathematical structure, and functions and

relations help people understand the natural and human worlds and their interactions (The

Department of Education and Training Melbourne, 2017). In addition, numeracy includes the

knowledge, skills, attitudes, and actions pupils need in many situations by Tout et al. (2020).

Moreover, numeracy refers to a personal general knowledge of numbers and

fundamental mathematical ideas. This includes ability to count compare, contrast, describe

shape and location and solve problems by Harris and Petersen (2019). Layug et al. (2021)

describes mathematics literacy which encompasses a comprehensive understanding and

appreciation of mathematics' capabilities, rather than just complex formulas. It involves

applying basic mathematical knowledge in everyday life, understanding, and combining

mathematical concepts, terminologies, facts, and skills to meet real-world situations. Pitogo

and Oco (2023) add that numeracy abilities are an integral part of mathematics and

mastering them is essential to improving one's performance in the subject.

The Department of Education (DepEd) adopts the National Learning Recovery

Program (NLRP) through DepEd Order No. 013, s. 2023 which aims to strengthen the

learning recovery and continuity program, improve literacy and numeracy, and accelerate

the achievement of education targets in February 02, 2023. The improvement of literacy and

numeracy programs and the integration of 'peace competencies' will be some of the priorities

of the (DepEd) in making the K to 12 curriculums relevant to produce job-ready, active and
 2

responsible citizens. However not every student is comfortable with learning mathematics. It

is commonly perceived to be difficult by Fritz et al. (2019). Mathematics has been

characterized as a tedious subject to learn as well as to teach. Sa’ad et al. (2014) found that

poor performance in mathematics can be attributed to students being fearful of the subject.

Gafoor and Kurukkan (2015) agreed that many students are of the view that the subject is

boring and expressed that they find it difficult to remember and understand formulas. Brandt

et al. (2016). Likewise Bertini and Passos (2016) and Prieto (2016) concurred that many

educators encounter difficulties with their students’ inability to understand and demonstrate

the use of the basic operations in both simple and complex problems.

To address this concern, the DepEd also had implement program that help/aids the

student improve their numeracy skills. One of these programs is the ABC+: Advancing Basic

Education in the Philippines (2019– 2026). It aims to promote and sustain a culture of

solving, improve teachers' teaching ability in numeracy, strengthen school and community

program and have accessible teaching to improve student in problem solving skills (RTI

International, 2021).

One of the important assessment methods is the program of International Student

Assessment (PISA). Intervention as defined in the website achievement for all, is a selection

of evidence-based teaching and learning process to help student improve their learning in

mathematics. This entails choosing suitable interventions to assist particular learner make

purposeful changes in his or her learning this was supported in Machera (2017). Philippines

News Agency, indicates that Philippines placed the second lowest overall in rank of 79

countries in the 2018 Programmed in International Student Assessment (PISA) by San Juan

(2019). In addition (PISA) indicates only 1 out of every 5 Filipino students aged 15 years and

above reach the proficiency level for Overall Reading Literacy Cristina Chi (2023).

Finally, when they across arithmetic operation to those which requires problem

solving skills, the pupils were still perplexed. Student have trouble learning mathematics due

to the problems, including the following (1) Computational skills in solving word problem.

Problem-solving does not only require the mastery of mathematical concepts and skills but
 3

also requires translating word problems into a mathematical equation (Dela Cruz & Lapinid,

2014). Students do not like to read very long problems. They find it difficult to understand the

keywords in the problem that result to difficulty in interpreting words into mathematical

symbols Phonapichat et al., (2014). (2) In understanding explanations and the intentions of

the questions (3) In understanding material and symbols. (4) Difficulty in carrying out

calculation include the basic math problem such as addition, subtraction, multiplication and

division Prasetyawan (2016). Students face difficulties in decoding the language and

visualizing the problem. Further, almost all students could read and understand what is

being asked in the problem, but they find it difficult to develop the correct structure of the

problem by Angateeah (2017). Problem-solving is a high-level thinking skill that requires the

ability to identify the nature of a problem, deconstruct it, and develop an effective set of

actions to address the challenges related to it which should be provided to students in the

increasingly complex world Abazov, R. (2016).

To address this issue in numeracy, gamification is one method it motivates students

to learn and think critically. This is supported by Jagušt et al. (2017) likewise Kiili et al.

(2015), who suggested that the use of gamification has significantly contributed to student’s

motivation, mathematical achievements, and problem solving. In a similar vein, Chin and

Zakaria (2015) found that games have been successful in improving students’ number

concepts and number operations skills. Gamification approach is also explained as

motivating the actions and problem-solving skills of pupils (Kristanto, 2020). Gamification is a

developing pedagogical tool that can be used to facilitate learning and heightened motivation

using components of games, methods, and game-based thinking. Kim noted that when using

gamification, students are engaged in activities that entail components of games where they

overcome a challenge; earn points or badges for completing a task. On the other hand, the

use of the term gamification does not restrict students to feel things are a game in order to

engage in learning Kim (2015). Goeller (2018) agreed that for students to learn and be

successful, motivation, engagement, attention, interest, effort, enthusiasm, participation, and

involvement are some important attributes that must be impacted. The use of gamification is
 4

a pedagogical tool that has the potential to evoke and impact the attributes suggested by

Goeller (2018).

Hence, this study aims to fill an empirical gap in the research on gamification and

numeracy by investigating its long-term effectiveness in improving numeracy skills among

students experiencing frustration in mathematics. While existing research has shown short-

term benefits, there is a lack of evidence on whether these improvements persist over time.

By examining the impact of gamification on problem-solving skills and critical thinking

abilities, this research will provide insights into its potential benefits for this specific group of

learners. The study will focus on understanding how gamification can enhance numeracy

instruction and support struggling students, ultimately contributing to improved numeracy

outcomes and educational opportunities for all.

Thus, to further form strategies that will improve students' problem-solving skills in

mathematics, this research aims to determine if students' problem solving can be improve

through the use of gamification

Statement of the Problem:

This study focuses on the use of gamification to enhance numeracy skills of students,

increase engagement and improve learning of students who have difficulty of numeracy.

Specifically, this study aims to answer the following questions:

1. What is the numeracy pre- test scores of the respondents?

2. What is the numeracy post- test result of the respondents?

3. Is there a significant difference between the pre- test and post- test scores of

gamifications to enhance numeracy skills of grade 8 students?

 5

Hypothesis

Below is the hypothesis that will be studied in this study:

H0: There is no significant difference in numeracy test between learners who use

gamification and students who do not use gamification.

Scope and Delimitation

This study focused on the use of gamification to improve students’ problem- solving

skills. This research will utilize gamification such as Magellan Game, BINGO Method, and

Snake and Ladder game as a key tool to enhance engagement and understanding, to

evaluate students’ comprehension of basic mathematical operations and problem- solving

abilities. This study will be conducted in Guiuan National High School, Guiuan Eastern

Samar. The respondents of this study are the grade 8 students of GNHS with 40

respondents, 20 controlled and 20 experimental. Additionally, the study aims to explore how

students can apply mathematical concepts and gamification strategies in real-life situations,

by providing a comprehensive analysis of their practical numeracy skills.

Significance of the Study

This study would be deemed beneficial to the following:

To the Students. This study explores the use of gamification on enhancing the

numeracy skills of the students would be helpful to improve students’ skills in solving math

problems. This study will also help them create ideas and use different method to learn math

problems.
 6

To the Math Teachers. This study would help Math teachers create activities that

would help students enjoy and enhance their practices that would improve students’

numeracy skills.

To the School. This study would help staffs and administration on the ideas of what

learning activities and practices to implement to improve students’ skills in numeracy. This

study would also help the school to inform the resource and teachers what teachings and

activities to give to the students.

To the Future Researchers. This study would expand their knowledge on how

gamification enhances the numeracy skills of students and use this study as source for its

future study.

Definition of Terms

The following are the important terminologies used in this study are defined to

enlighten the readers and lessen confusion, as well as establish a solid ground on how they

were defined.

Gamification. Uses game elements to increase motivation and engagement.

Teachers naturally use game elements in classroom activities, and the digital age has

increased the technological tools that are available to do so (Koster, 2014). In this study,

gamification is the method that uses games to conduct activities in math related problems.

This term

Grade 8 students. Seventh grade (also 7th Grade or Grade 7) is the seventh year of

formal or compulsory education. The seventh grade is typically the first, year of middle

school. In the United States, kids in seventh grade are usually around 12–13 years old.

(Merriam Webster Dictionary, 2018). This term will be used in this study of respondents.
 7

Numeracy. The ability to understand, reason with and apply simple numerical

concepts. Numeracy means understanding how mathematics is used in the real world and

being able totally it to make the best possible decisions. In this study (Merriam Webster

Dictionary, 2018), The term refers to as the capacity of a students to understand and

comprehend numeracy.

Numeracy skills. The ability to understand, reason with, and apply simple numerical

concepts and to apply it to the real-life situations.

Numeracy Test. Assessment that measures your ability to work with numbers, data

and graphs. They usually consist of multiple choices questions that the test your arithmetic,

reasoning, and interpretation skills (LinkedIn 2018). This term will be used in this study of

respondents.

Post-test. This term pertains to a test administered to students following the

conclusion of a lesson or lesson segment, frequently in conjunction with a pre-test to gauge

their progress and the success of the program (Merriam Webster Dictionary, 2023). In this

study, the term refers to the test that will be given to the respondents after the treatment is

administered.

Pre-test. This term pertains to a given preliminary test (Merriam Webster Dictionary,

2023). In this study, the term refers to the test that will be given to the respondents before

the treatment is administered.

 8

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of the literature and studies related to the use of

audio recorded reading materials in improving reading literacy of under frustration level

readers.

Gamification in Education

One of the most important and fascinating developments to emerge in education is

gamification. Teachers that have adapted game elements for educational situations have

found innovative ways to draw in pupils, increase motivation, and promote active learning.

This article explores the concept of gamification in education, including its benefits,

limitations, and potential to fundamentally change how we learn in the twenty-first century

(Singh, 2023).

Gamification refers to the process of incorporating game features, such as badges,

leader boards, and point systems, into “traditional” educational activities with the goal of

boosting motivation and participation. One possible way to gamify an online Physics course

discussion forum is to implement a badge system. Students would receive badges for each

milestone they reach, such as 10 postings for “Ptolemy,” 20 postings for “Galileo,” 30

postings for “Kepler,” 40 postings for “Einstein,” and so on. To foster a sense of rivalry or

camaraderie, students should be able to view the online badges that their peers have

achieved in ideal gamified learning environments. (University of Waterloo Centre for

Teaching Excellence, 2024)

The process of incorporating elements of game design into contexts that are not

games, such as education, is known as gamification (Dustman et al., 2021). Previous

research has demonstrated that games are popular and generally liked, which obliquely

makes them a popular choice among pupils. The incorporation of gamification into

mathematics education has drawn interest as a potentially useful strategy to improve

 9

learning outcomes. Because of this, gamification of mathematics has emerged as a strategy

for converting traditional instruction into online games that are accessible at any time or

location. The goal of this strategy is to enhance and make more interactive and interesting

learning opportunities for students.

There is not much time for the teacher to support students in keeping up their

mathematics abilities. In this situation, the instructor may choose to employ a different

strategy, such gamification. As stated by Krause et al. (2015), adding game aspects to

gamification can boost students’ information retention by 50% while only improving it by

25%. As stated by Jung et al. Al. (2021), gamification can help students learn more

effectively, unwind, and strengthen their habits by incorporating gaming components into the

curriculum.

Objectives, interaction, feedback, problem-solving, competitiveness, story, and

enjoyable learning settings are all things that games may offer. These things help boost

student engagement and maintain motivation. This instructional guide explains the

distinction between game-based learning and gamification, the educational benefits both

approaches can offer, and which game components are suitable for both in-person and

virtual learning environments.

Importance of Gamification as an Instructional Tool

According to Ängeslevä (2014), gamification enables people to use more than one

sense. According to the author, gamification also forces people to digest information

continuously rather than reciting it from transcripts or long-term memory at a later time.

According to the author, playing video games helps to stretch and engage the brain. It

basically changes the way the brain is structured by stimulating it and enhancing its ability to

learn. Children experience this transition more quickly and smoothly than adults do because

they can better illustrate it via their learning. Compared to adults, children are more flexible

and open to new ideas.

 10

Effective gamification, according to Deterding (2014) and Dicheva et al. (2015),

encourages and sustains players’ interest over time. Active engagement in mathematics

fosters the productivity of students’ ideas, conceptions, preconceptions, and experiences.

According to Deterding (2014), gamification applications outside of games have the ability to

replicate a comparable degree of motivation and engagement for different objectives. Active

engagement strategies help children acquire mathematical ideas more efficiently and do

better academically, according to Freeman et al. (2014).

A qualitative research study analysing the impact of a gamification model on

students’ performance and interest in mathematics was carried out by Appiah (2015). Three

teachers and 125 pupils in lower elementary school were the subject of this investigation.

The results showed that in addition to having a favourable effect on classroom dynamics, the

intervention also produced innovative teaching methods. Additionally, students’ participation

and engagement in their mathematics classes increased, improving student-teacher

interaction. According to Appiah (2015), gamification may end up being required as a

teaching method for elementary school mathematics instruction. This is explained by its

capacity to raise students’ interest, engagement, and interaction levels, which in turn creates

a more pleasurable learning environment for math classes.

The primary benefit of incorporating gamification into mathematics education is that it

stimulates students’ curiosity, which in turn makes them more interested in the subject and

pushes them to be active learners. Since students play cooperative and competitive games,

gamification also fosters social development Dash et al (2022) and offers a means of

achieving learning objectives by presenting mathematical concepts in an engaging and

interactive manner.
 11

Use of Gamification to Enhance Numeracy Skills

According to Sharma (2024), a student can reach new heights in their mathematical

ability by using gamification to help them strategize and make planned movements in

games; choosing game-based learning has an impact on strategic mathematical reasoning.

Pupils are encouraged to come up with creative solutions to problems, which improves their

understanding of numerical concepts; regular and consistent use of gamification in the

classroom helps foster computational fluency.

Students can improve their understanding of mathematical concepts and their

general math aptitude by learning computational techniques. Game-driven learning helps

students become more comfortable with the numerical system, and parents can help their

children’s academic performance and mathematical reasoning. Parents can be essential in

supporting math education, going beyond traditional school hours and teacher-led instruction

(Sharma, 2024).

Moreover, Duraiswamy and Mohammed (2024) cited that gamification is more

effective in attaining optimum learning outcomes compared to the traditional method of

curriculum teaching and learning. Research has been carried out to emphasize the

importance of gamification in enhancing numeracy and the effects of gamifying math to

increase motivation and engagement in numeracy learning. In their study, they have found

out that through the results of the pre-test and post-test values through the independent

sample T-test, show significant effects of gamification in enhancing numeracy learning and

increasing motivation and engagement among primary school students in Tamil Nadu. As

cited by Ke (2014), learning outcomes can be improved through the use of game elements

that will aid in them becoming more enthused and committed to the learning process.
 12

Use of Gamification to Increase Engagement and Improve Learning

The idea of using game mechanics to encourage and engage students in their studies

is known as gamification. In different words, games are now a regular part of a student’s

day. They play games for a long time. To participate, the gamification approach was utilized

to enhance student learning, incorporating game features and game design techniques in

and outside of games.

Games have been utilized in education for many years to support students’ learning

and development (Cheung and Ng, 2021). Studies have demonstrated that gamification

enables students to engage more fully in their education and form new relationships,

frequently while having fun (Chen and Liang, 2022).

As cited by Hernández-Fernández (2020), in detail, the way students receive the

knowledge changes from passive learning to active learning. In addition, gamification design

teaching helps solve problems of students in learning, stimulates students’ enthusiasm for

learning and thus largely improves their academic performance.

In the study conducted by Iverson (2019), titled Gamification of the Classroom:

Seeking to Improve Student Learning and Engagement, found that there was no major

distinction between the classes regarding student proficiency using test scores as data, but

the student surveys suggested that student engagement was increased because of the

rollout of gamification in the classroom. Gamification may not have a positive or negative

impact on student proficiency but does show that it can increase student engagement of the

classroom material.

Numeracy and Educational Vulnerability

Numeracy plays a crucial role across various domains, particularly in empowering

vulnerable populations. The intersection of numeracy with adult education and vulnerability

reveals its importance in contexts such as health, financial literacy, digital skills, and civic

participation, highlighting the centrality of numeracy practices in everyday life (Yasukawa et

 13

al., 2020). Moreover, contemporary perspectives emphasize a rich interpretation of

numeracy, recognizing it as more than just basic arithmetic; it involves a lifelong ability to

apply mathematical understanding in diverse and evolving contexts (Goos et al., 2015). The

UK’s National Numeracy Strategy further defines numeracy as the confidence and

competence in handling numbers and measures, essential for problem-solving in various

real-life situations (FitzSimons, 2021). Additionally, the evolution of the concept of numeracy,

particularly its recognition as a counterpart to literacy, underscores its significance in modern

education and its broader implications for both personal and societal development

(Johnston, 2023).

Challenges in Learning Mathematics

Mathematics is often perceived as one of the most challenging subjects for students,

primarily due to its emphasis on problem-solving, fundamental operations, and abstract

concepts (Langoban & Langoban, 2020; Acharya, 2017). Numerous studies have confirmed

the difficulties students face in learning mathematics. For instance, Prasetyawan (2016)

identified specific challenges such as understanding explanations, interpreting questions,

grasping mathematical symbols, and performing calculations. To address these difficulties,

educators have been encouraged to employ motivational strategies, diverse teaching

methods, and targeted tutoring.

Moreover, the importance of mathematics extends beyond the classroom, as it is

essential for various scientific disciplines (Hasanah, 2016). A strong foundation in

mathematical concepts enables students to comprehend other related concepts and apply

them to real-world situations (Mulligan, 2011). However, when mathematical difficulties

persist into adulthood, they can negatively impact decision-making in daily life (Salihu &

Räsänen, 2018). Therefore, early diagnosis and intervention in mathematical learning

difficulties are crucial for ensuring students’ academic success and long-term cognitive

development (Ardi et al., 2019; Lai et al., 2015).

 14

Innovative Approaches to Mathematics Education

To enhance students’ mathematical skills, various innovative teaching approaches

have been developed. One notable example is the Realistic Mathematics Education (RME)

approach, which emphasizes active-discovery learning. The Open Algorithm Based on

Numbers (ABN) method, derived from RME principles, is particularly effective in helping

students develop a deeper understanding of mathematical concepts. The ABN method

allows students to solve problems at their own pace using strategies that align with their

abilities (Aragon et al., 2024). This approach not only improves mathematical performance

but also supports students at risk of developing mathematical learning difficulties (MLD).

Globally, there is a growing focus on mathematics education as a critical factor in

economic progress. International assessments such as the Programme for International

Student Assessment (PISA) and the Trends In International Mathematics and Science Study

(TIMSS) have highlighted the need for improved mathematical outcomes (Baird et al., 2011).

Consequently, there has been a shift towards integrating content knowledge, deep

conceptual understanding, and mathematical processes to foster fluency, reasoning, and

problem-solving skills in students. This global perspective on mathematics education

underscores the importance of rethinking traditional math curricula to better prepare students

for the complexities of the 21st century (Asia Society, 2024).

Game-Based Learning in Math

Game-based learning has proven to be an effective method in enhancing

mathematical skills among students, particularly in developing critical thinking and problem-

solving abilities. Orbon and Sapin (2022) demonstrated through a quasi-experimental study

that educational games can significantly improve Grade 8 learners’ performance in

mathematics by making concepts easier to grasp and fostering collaboration among

students. Similarly, Hoffman (2022) highlights that gamification in mathematics education

engages students and promotes a deeper understanding of mathematical concepts by

 15

integrating meaningful and constructive learning experiences. Additionally, research by

Westwood, P.S. (2021) found that the use of computer-based games in elementary

education not only engages students but also leads to measurable improvements in

mathematics achievement, showcasing gamification as a promising approach to enhance

numeracy skills at various educational levels.

Gamification in Education

Gamification has emerged as a promising pedagogical tool for enhancing student

motivation and engagement in learning. Kim (2015) described gamification as the integration

of game elements into non-game contexts, such as educational environments. By

incorporating elements such as challenges, points, badges, and leader boards, gamification

can transform the learning experience into one that is more interactive and engaging for

students. Goeller (2018) emphasized that attributes such as motivation, engagement,

attention, and enthusiasm are crucial for effective learning, and gamification has the

potential to foster these attributes. The primary goals of gamification in education include

enhancing students’ abilities, providing clear learning objectives, increasing engagement,

optimizing the learning process, and promoting social interaction (Knutas et al., 2014;

Krause et al., 2015; Dichev & Dicheva, 2017). Research by Dichev and Dicheva (2017) and

Borges et al. (2013) has demonstrated that gamification can generate levels of involvement

comparable to those achieved in gaming, thereby making learning more enjoyable and

effective. Furthermore, Kingsley and Grabner-Hagen (2015) identified specific game-like

components, such as leader boards, badges, and quests, which can be integrated into

classroom settings to enhance learning outcomes. Mtitu (2014) also advocated for learner-

centered approaches, highlighting the need for active student participation in the learning

process. However, while gamification holds promise, Dichev and Dicheva (2017) and Geelan

et al. (2015) called for further research to explore its impact on student learning habits and

motivation, particularly in mathematics.

 16

Theoretical Framework

This study in anchored on the study of Tl (Sun et al., 2017). The idea of gamifying

learning is for learning to have the elements of fun and enjoyment, while learning. At the

foundation, self-determination theory Competence, autonomy, and relatedness, are the

factors which produce motivation in students. (Dichev & Dicheva, 2017). The possibilities of

gamification and the applications for motivation, make it an important area of study for

student success. Especially with the use of technology, gamification has potential for making

an impact on positive student achievement. Furthermore, a different theory will be anchored

on this study. The study of (Hamari et al., 2016) conclude the difference in games for

entertainment and educational games, is the primarily objective is learning. The combination

of learning while enjoying, increases engagement, which in turn increases learning and the

building of skills and knowledge (Hamari et al., 2016). These theories had a connection to

the study and shows how and why there could be a relevant of gamification to the

improvement of student’s numeracy skills

Conceptual Framework

This study is a one group pre-test and post-test design. The dependent variable Is

enhancing the numeracy skills of Grade 8 students which be tested before the intervention is

implemented and after it is implemented. The researchers measured the mathematics

solving skills of the respondents implement the intervention which enhance by using

Gamification which are Magellan, Bingo or Snake and Ladder for two weeks and finally

measure their Mathematical solving skills of the respondents. The conceptual framework of

the study adopted from (Patmanthara [Link]., 2019).

 17

Pre-Test
Intervention Post-Test

 Gain the participant’s

post-test score after
 Administer the using the gamification
 Gain the participants Gamification Magellan, which are Magellan,
score BINGO or Snake and BINGO or Snake and
 Calculate the average Ladder numeracy Ladder.
material  Calculate the average
 Compare the average
of pre-test and post-
test

[Link] Conceptual Flow of the Study adopted from Patmanthara [Link]., 2019
 18

Chapter III

METHODOLOGY

This chapter contains the research design, research locale, respondents of the study,

instruments of the study, data gathering procedure, measurements of the variable, and data

analysis that will be used in this research.

Research Design

In this study the researchers will use pre-test and post-test design (Choueiry, 2022).

The one-group pre-test-post-test design entails measuring a dependent once before

administering the treatment (Price et al., 2017). This design stands out as a superior

methodological choice, one-shot case studies and one-group post-test only designs. Its key

advantage lies in its ability to offer a comprehensive assessment of the dependent variable

by incorporating measurements both before and after the intervention, allowing for a more

understanding of the intervention's impact over time.

This research design is relevant because the researcher wants to see if there's a big

difference between the results of the test before and after the intervention. The intervention

involves using gamification in enhancing numeracy skills. By comparing the results of the

pre-test and post-test, the researcher can figure out how effective the intervention was.

Research Locale

The study conducted at Guiuan National High School (GHHS), located in Brgy.

Cogon Guiuan Eastern Samar. GNHS is a suitable location for the research due to its

diverse population of junior high school students. The research will focus on the school year
 19

2024-2025. GNHS teachers have observed that some students need to improve their

numeracy skills, making Grade 8 students the target respondents for this research.

Respondents of the Study

The respondents of the research were from Guiuan National High Schol, which is

associated with 40 eighth (8th) grade students. The participants were selected through

homogenous sampling under purposive sampling. These respondents were selected

because some of the students need to improve their numeracy skills. The researchers aims

to make this eighth(8th) grade students increase their solving math problems before moving

up to higher level.

The researchers selected 40 respondents with 20 experimental and 20 controlled of

same age, gender, section, and academic rating. The respondents were selected through

total population sampling under purposive sampling. According to Nikolopolou (2022), a

homogenous sample contains units with comparable attributes or distinctive qualities. The

researchers conducted a homogenous test in 8 th grade to identify which section has a

homogenous population. The sampling technique was employed to organize the

characteristics of the respondents.

Instruments of the Study

In this study, “The Use of Gamification in Enhancing the Numeracy Skills of Grade 8

Students” the researchers used a pre-test and post-test questionnaire sheet.

The pre-test questionnaire used a 10-item test that was answered by the

respondents and will be used to determine the comprehension level of the respondents

before applying the intervention. The post-test was using the same pre-test questionnaire

that determine whether the student’s vocabulary have improved or have remained the same
 20

before the intervention was implemented. The respondents are to write their names on the

pre-test and post-test questionnaires.

Data Gathering Procedure

For data gathering, the researcher asked permission through the communication

letter from the adviser of grade 8 students where the research was conduct. After being

permitted, the researchers proceed to gather data in a form of a game. This game is one

type of psychometric test. Before they conducted the psychometric test the researchers gave

the gamification stimulus materials to the respondents from GNHS with a time limit of 30

minutes. This psychometric test was determined the numeracy skills of the students after the

intervention was given. Then, after the intervention was given, the researchers give the

respondents from GNHS a 10 items psychometric test. The psychometric test was also

having a 30-minutes of variables time limit. The results of these psychometric test

determined whether the gamification stimulus materials increase their numeracy

comprehension.

Measurements of Variables

The following scale and its accompanying interpretations were used to assess the

students' numeracy abilities based on their pre- and post-test results. The researchers

employed a 5-point Likert-type scale to assess the numeracy skill. A Likert scale, according

to Bhandari (2023), is a scale that is used to a statement or question that has a set of seven

possible answers. The option that best expressed the respondents' opinions about the

statement or subject was chosen by the participants.

Its properties were quantified, and the pre- and post-test findings were classified

appropriately. The scale that was employed was as follows

 21

Math Proficiency. The scale for this variable was as follows:

Code Scores Interpretation

5 10-9 Very High

4 8-7 High

3 6-5 Fair

2 4-3 Low

1 2-1 Very Low

Data Analysis

To determine whether there was a significant difference in the students' numeracy

skills before and after using the gamification materials, the researcher in this study used

paired sample T-tests. According to Ross and Willson (2017), a paired sample t-test

examines the means of two matched groups of individuals or cases, or the means of a single

group that underwent two investigations. In this study, the researchers used a paired sample

t-test for one group. The researchers used the Statistical Package for the Social Sciences

(SPSS) software to evaluate the data. The data derived from the research findings

underwent a quantitative examination.

According to Kenton (2020), quantitative analysis employs measurement, inquiry,

statistical modelling, and mathematical modelling to comprehend behaviour. Numbers are

used by quantitative analysts to depict reality. This method made it possible to determine

whether there were any appreciable differences in the students' problem-solving skills before

and after using the gamification materials. The information was gathered using the students'

pre- and post-test scores.

 22

Chapter IV

RESULTS AND DISCUSSION

This chapter comprise the presentation, analysis, and interpretation of data that has

been collected through the test and intervention given to the respondents. This chapter also

contains the tabular presentation of data with their corresponding interpretation.

Pre-test Result

Table 1 displays the respondents' performance on the pre-test in terms of their

numeracy skills together with their score, frequency, percentage, and interpretation. As

presented on the data in the table, the highest frequency of the scores were 1-2 with 19 or

47.5 percent which is interpreted as very low. On the other hand, the lowest frequency of

scores is 9- 10 with 0 percent, interpreted as very high.

Table 1. Pre-test Result

Score Frequency Percentage Interpretation

1-2 19 47.5% Very Low

3-4 13 32.5% Low

5-6 7 17.5% Fair

7-8 1 2.5% High

9-10 0 0% Very High

Total 40 100.00%

This implies that majority of the respondents had a Very Low Numeracy skill before

the treatment was given.

Johnson, Anderson, and Parker (2019) orchestrated a sophisticated exploration of

auditory learning strategies tailored to elevate reading literacy among Grade 7 students.

Their meticulous research not only revealed the nuance effectiveness of specific auditory
 23

techniques but also demonstrated a profound understanding of the challenges faced by

readers operating below frustration levels.

Williams, Garcia, and Taylor (2020) pioneered an innovative investigation into

sensory integration approaches, strategically designed to amplify reading literacy for Grade

7 students performing below proficiency levels. This ground breaking study meticulously

examined the synergistic impact of various sensory elements, including expertly

implemented auditory support, culminating in a holistic and transformative reading

intervention.

Post-test Result

This table shows the score, frequency, percentage, and interpretation based on the

Reading Comprehension skills of the respondents during the post-test. As stated on the

table, the highest frequency of the scores was 10 with 16 or 53.3 percent which interpreted

as high. However, the lowest frequency of the scores were 1-2, 3-4 and 5 with 0 or 0 percent

with an interpretation of low.

Table 2. Post-test Results

Score Frequency Percentage Interpretation

1-2 0 0% Very Low

3-4 0 0% Low

5-6 0 0% Fair

7-8 9 22.5% High

9-10 31 77.5% Very High

Total 40 100.00%
 24

This shows that most of the respondents had a high Reading Comprehension level

after the intervention was implemented.

Rodriguez, Martinez, and Chen (2018) spearheaded an insightful inquiry into the

transformative potential of digital tools, with a particular focus on the integration of audio

recorded materials to enhance reading literacy among Grade 7 students. Their ground-

breaking research not only illuminated the dynamics of technology-mediated interventions

but also provided valuable insights into the evolving role of audio materials in the digital

landscape.

Turner, Baker, and White (2016) undertook a pioneering study that intricately

examined cognitive enhancement strategies, specifically navigating the role of auditory

support in decoding and comprehension. This ground-breaking research meticulously

unravelled the complexities of targeted interventions, offering a profound understanding of

how cognitive processes could be strategically addressed to yield substantial improvements

in reading outcomes for Grade 7 students grappling with literacy challenges.

Garcia, Turner, and Harris (2022) delved into the motivational intricacies within

technology-mediated learning environments, casting a discerning gaze on the transformative

potential gleaned from audio-based reading programs for Grade 7 students. Their cutting-

edge study not only provided nuanced perspectives on the interplay between motivation and

effectiveness but also underscored the pivotal role of audio interventions in fostering a

motivational milieu conducive to enhanced learning outcomes.

 25

Davis, Turner, and Hernandez (2017) spearheaded an innovative exploration into the

efficacy of tailored approaches, intricately weaving in the utilization of audio materials to

address diverse learning styles within reading interventions. This pioneering research artfully

showcased how adaptive strategies finely tuned to individual learning preferences could

engender positive impacts for Grade 7 students contending with literacy challenges.

Significant Difference between the Result of Pre-test and Post-test

Table 3 shows the significant difference between the result of the pre-test and post-

test. It is to measure the improvement of the grade 7 before and after the intervention was

implemented by teaching reading with the use of audio recorded reading materials. As

shown in the table, a correlation coefficient of 352.98459 interpreted as moderate correlation

with p-value <.00001 indicate significant difference between the two variables.

Table 3. Significant Difference Between the Result of Pre-test and Post-test

Variables Variables f-ratio p-value Interpretation

Pre-test Post-test Significant

Significant

This indicates that the Gamification materials helped the students Improved their

Numeracy skill.

Lee and Choi (2020) investigated the effectiveness of a tablet-based math game intervention

to enhance early numeracy skills among children in Tanzania. Their study, conducted with a
 26

sample of 122 standard level 1 students, involved a daily intervention session for 46 days,

with the intervention group demonstrating significantly greater score gains compared to the

control group. Notably, statistically significant effects were observed in quantity

discrimination, addition, and subtraction tasks. This research highlights the potential of

gamification in improving early numeracy skills, particularly in the context of developing

nations

Nur Rahmah, Nor Azan Mat Zin, and Rosadah Abd. Majid (2019) delved into the challenges

faced by "slow learners" in numeracy, meticulously examining the potential of gamification to

enhance their understanding and motivation. Their ground-breaking study resulted in the

development of "Numeratica," a gamified application designed to deliver numeracy content

to primary school students in a fun and engaging manner. This innovative approach not only

provided profound insights into the effectiveness of gamification in addressing learning

difficulties but also underscored the transformative impact on student engagement and

numeracy outcome

Duraiswamy and Ali Mohammed (2024) delved into the impact of gamification on numeracy

learning among primary school students, meticulously examining the transformative role of

game-based instruction in enhancing mathematical skills. This study not only provided

profound insights into the effectiveness of gamified teaching methods but also underscored

the significant impact on student motivation and overall numeracy outcomes.

Smith (2018) delved into the perceptions of fourth and fifth-grade teachers regarding the

integration of gamification into mathematics instruction. This qualitative exploratory case

study meticulously examined the impact of gamified teaching methods on student learning

and engagement, providing profound insights into the

 27

complexities of implementing gamification in the classroom. The study underscored the

importance of considering teacher perspectives in the successful integration of gamification

to enhance mathematics education.

Karamert and Kuyumcu Vardar (2021) investigated the effect of gamification on young

mathematics learners' achievements and attitudes. Their study, using a quasi-experimental

design, meticulously examined the impact of incorporating game elements into a fractions

unit. The research showed a statistically significant positive effect of gamification on student

achievement, suggesting its potential to enhance mathematics learning.

Alt (2023) meticulously examined the impact of various gamified and non-gamified

mathematics learning activities on 779 Israeli students' motivation and engagement. This

study compared four conditions: problem-based and non-problem-based digital gamification,

and their face-to-face counterparts. The ground-breaking findings revealed that problem-

based digital gamification significantly enhanced students' gameful experience and gaming

motivation, underscoring the crucial role of sound pedagogical design in effective

gamification for mathematics education.

 28

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the outcomes from the data analysis

conducted by the researcher, along with the conclusion and recommendation depicted from

these results

Summary of Findings

The main goal of this study was to enhance the Numeracy Skills of Grade 7-

Students in Guiuan National High School for the S.Y 2024. Specifically, this sought to

answer the following:

1. What is the numeracy pre- test scores of the respondents?

2. What is the numeracy post- test result of the respondents?

3. Is there a significant difference between the pre- test and post- test scores of

gamifications to enhance numeracy skills of grade 8 students?

Among the 40 respondents of this study, it came to a finding that there is a significant

difference between the result of the pre-lest and post-test. During the pre- test, majority of

the respondents had a very low level of solving numeracy skill. After the intervention was

administered, majority of the students had a very high level of solving numeracy skill on the

post-test. This shows that the gamification which are the Magellan, Snake and Ladder, Math

BINGO, Finger Count and Ice Cream Math Shop materials increases their level of Solving
 29

Numeracy skill. Result from the analysis and p-value indicated significant relationship

between the result of the pre- test and post-test, Meanwhile, a correlation coefficient 352

98459 showed a moderate correlation between the result of the pre-test and post-test with p-

value <.00001.

Conclusion

Based on the result of the pre-test, it indicates that most of the students in Grade 7

had a very low Numeracy skills before the intervention. On the contrary, after the

intervention had been given, the result of the post-test increased the reading comprehension

of the respondents. Moreover, with this pedagogical approach, the respondents were able to

improve their Numeracy skills through the use of Magellan, Snake and Ladder, Math BINGO,

Finger Count and Ice Cream Math Shop materials. Results from the p-value (<.00001)

indicated that there is a significant difference between the level of Numeracy skills of the

respondents in the pre-test and post-test. Therefore, the null hypothesis of this study is

rejected.

Recommendations

In cognizance of the results and conclusions, the researchers recommended the

following:

1. To the Students. According to the research result, the researchers recommend to the

students that they should be more active in improving their Numeracy skills and to continue

on solving through the use of gamification materials. The researchers hope that the students

will use gamification materials as one of their favourite learning strategies for improving their

Numeracy skills. So that they can learn in an enjoyable way and get maximum results in

their Numeracy skills.

 30

2. To the Teachers. Based on the findings of this study, the researchers recommend to the

Math teachers of Guiuan National High School to apply gamification materials in their

teaching process as one of their teaching strategies to help and develop or improve the

students' Numeracy skills. By applying this learning strategies on their way of teaching, this

will help the student be motivated on the learning situation and avoid feeling bored while

solving.

3. To the Parents/Guardian. According to the research findings, the researchers

recommend promoting the regular use of gamification as additional resources for solving at

home. To improve Mathematical Skills, keep an eye on the gamification material and

participate discussions about it. Reward and commend someone for their efforts in using

gamification as a way to enhance their numeracy skills.

4. To the School. According to the research findings, the researchers also recommend that

the school administration promote the inclusion of gamification which are the Magellan,

Snake and Ladder, Math BINGO, Finger Count and Ice Cream Math Shop resources in the

curriculum as a helpful aid for students who are having trouble with solving mathematics. Set

aside funds for the acquisition and upkeep of an gamification that includes a variety of

works. Plan teacher seminars or training sessions on how to help struggling to solve math

problems and successfully integrate gamification materials into lesson plans.

5. To the Future Researcher. According to the research findings, the researcher also

recommends future researchers to undertake additional research and investigation into

gamification materials that can assist students in increasing their Numeracy so that more

can be understood and effective methods for boosting numeracy can be developed.
 31

REFERENCES

State Government of Victoria Australia (2019). Numeracy for all learners.

[Link]
maths/Pages/numeracy-for-all [Link]#:~:text=Numeracy%20is%20the
%20knowledge%2C%20skills,mathematical%20knowledge%20and%20skills
%20purposefully

Tout, D., Grotlüschen, A., Tout, D., & Kaiser, G. (2020). Numeracy, adult education, and
vulnerable adults: A critical view of a neglected field. ZDM: The International
Journal on Mathematics Education, 52(3), 377–394. [Link]
020-01155-9

Harris, B., & Petersen, D. (2019). Developing math skills in early childhood. Mathematica
Policy Research, Inc. [Link]

Layug, G. D., Velario J. P., and. Capones J. G., (2021). Teachers’ interventions in improving
numeracy skills of grade 7 students in Baguio City National High School.
International Conference on Advanced Research in Teaching and Education.
[Link]

Pitogo, S. & Oco, R. (2023). Pupils’ numeracy skills and mathematics performance.
International Journal of Multidisciplinary Research and Publications, 6(2), 333-340.
Reddy, P., Chaudhary, K. & Sharma, B. (2021). Contextualized game-based
intervention for digital literacy for the Pacific Islands. Educ Inf Technol, 26, 5535–
[Link]://[Link]/10.1007/s10639-021-10534-y

Republic of the Philippines Department of Education. Adoption of the National Learning

 32

Recovery Program in the Department of Education,

DO_s2023_013.[Link]
adoption-of-the-national-learning-recovery-program-in-the-department-of-education/

Fritz, A., Haase, V. G., & Rasanen, P. (Eds.). (2019). International handbook of
mathematical learning difficulties. Cham, Switzerland: Springer.

Sa’ad, T. U. & Usman, R. (2014). The Causes of Poor Performance in English Language
Among Senior Secondary School Students in Dutse Metropolis of Jigawa State,
Nigeria. Retrieved on 4th November, 2014 from
[Link]
_Language_among_Senior_Secondary_School_Students_in_Dutse_Metropolis_of_J
igawa_State_Nigeria

Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult?
An Exploration of Affective [Link]://[Link]/paper/Why-High-
School-Students-Feel-Mathematics-Difficult-Gafoor
Kurukkan/d7c3f5b301b569c9caca64fce97ebb3688744d75
[Link]

Brandt, C. F., Bassoi, T. S., & Baccon, A. L. P. (2016). Difficulties of 6th Grade Elementary
School Students in Solving the Four Basic Fundamental Operations: Addition,
Subtraction, Multiplication and Division of Natural Numbers. Creative Education, 7,
1820-1833[online]. Retrieved on 9th November,2019 Available:
[Link]

Bertini, L. de F., & Passos, C. L. B. (2016). Learning Difficulties Arithmetic in the Early
Grades.
[Link]
sm15ss08_02.pdf

RTI INTERNATIONAL [Link] to the Challenge: Improving Basic Education in the

Philippines. [Link]
philippines
 33

Machera, R. P. (2017). Teaching Intervention Strategies that Enhance Learning in Higher

Education. [Link]

Ratziel San Juan (2019). Philippines lowest in reading comprehension among 79 countries
[Link]
[Link]/v/s/[Link]/headlines/2019/12/03/1974002/
philippines-lowest-reading-comprehension-among-79-countries/amp/?
amp_gsa=1&amp_js_v=a9&usqp=mq331AQIUAKwASCAAgM%3D#amp_tf=From
%20%251%24s&aoh=17267979297686&csi=1&referrer=https%3A%2F
%[Link]&ampshare=https%3A%2F%[Link]
%2Fheadlines%2F2019%2F12%2F03%2F1974002%2Fphilippines-lowest-reading-
comprehension-among-79-countries

Cristina Chi (2023). Philippines still lags behind world in math, reading and science — PISA
2022
[Link]
world-math-reading-and-science-pisa-2022/amp/

Dela Cruz, J. K., & Lapinid, M. R. (2014). Students’ difficulties in translating worded
problems
into mathematical symbols. Paper presented at the De La Salle University Research
Congress, 2014, Manila. Retrieved from
[Link]
proceedings/[Link]

Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school
students’ difficulties in mathematical problem solving. Procedia-Social and Behavioral
Sciences, 116, 3169-3174.

Prasetyawan, D. G. (2016). Diagnosis of mathematics learning difficulties of grade IV

students
in SD Negeri Congkrang 2 Muntilan Magelang [in Bahasa]. Basic Education, 5(26),
2481–2488.

Angateeah, K. (2017). An investigation of students’ difficulties in solving non-routine word

problem at lower secondary. International Journal of Learning and Teaching, 3(1),
46-50.
 34

Abazov, R. (2016). How to improve your problem-solving skills. Available at:

[Link]
305062877_How_to_Improve_Your_Problem-Solving_Skills. (Accessed January 19,
2023).

Jagušt, T., Boticki, I., Mornar, V., & So, H. G. (2017). Gamified digital math lessons for lower
primary school students. Retrieved from
[Link]

Kiili, K., Devlin, K., & Multisilta, J. (2015). Editorial: Is game-based math learning finally
coming of age? International Journal of Serious Games, 2(4), 1–4

Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z. (2013). Effect of cooperative learning on
secondary school students’ mathematics achievement. Creative Education, l4(2), 98–
100.

Kristanto, Y. D. (2020). Upaya peningkatan kualitas pembelajaran matematika melalui

flipped classroom dan gamifikasi: Suatu kajian pustaka. In PRISMA: Prosiding
Seminar Nasional Matematika (Vol. 3, pp. 266–278). Universitas Negeri Semarang

Kim, B. (2015). Gamification in education and libraries. Library Technology Reports, 51(2),
20–28. Retrieved from [Link]
/view/5631/6951Cached

Goeller, K. A. (2018). Six steps to boost students learning: A leader’s guide. New York, NY:
Routledge.
Dichev, C. & Dicheva, D. (2017). Gamifying education: what is known, what is believed and
what remains uncertain: a critical review. International Journal of Educational
Technology in Higher Education, 14(9).doi 10.1186/s41239-017-0042-5

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A
Systematic

Merriam-Webster. (2018). Grade 8 students. In [Link] dictionary. From

[Link]
 35

Merriam-Webster. (2018). Numeracy. In [Link] dictionary. From

[Link]

LinkedIn. (2018). Numeracy Test. In [Link] dictionary. From

[Link]

Merriam-Webster. (2023). Posttest. In [Link] dictionary. Retrieved April 11,

2023 from [Link]

Merriam-Webster. (2023). Pretest. In [Link] dictionary. Retrieved April 11,

2023 from [Link]

Alt (2023)Assessing the benefits of gamification in mathematics for student gameful

experience and gaming motivation
[Link]

Ängeslevä, S. (2014). Level up: TyörutiinitPeliksi. Helsinki, Finland: Talentum Media.

Appiah, D. (2015). Gamification in mathematics: Improving elementary mathematics
through engagement in hybrid learning in the classroom. Retrieved from
[Link]
[Link]

Chen and Liang (2022). Play hard, study hard? The influence of gamification on
students’ study engagement. Frontiers in Psychology.
[Link]
full?fbclid=IwAR325RFa99sfskfCU_700HXDA1eQtWh-Azd-
k3w0YYb3pGoOCKoGIn9sXds

Cheung and Ng (2021). Application of the Educational Game to Enhance Student Learning.
Frontiers in Education.
[Link]

Dash, G., Akmal, S. , Mehta, P., & Chakraborty, D. (2022). COVID-19 and E-Learning
Adoption in Higher Education: A Multi-Group Analysis and Recommendation.
Sustainability, 14(14),8799. [Link]
 36

Deterding, S. (2014). Eudaimonic design, or: Six invitations to rethink gamification. In F.

Mathias, S. Fizek, P. Ruffino, & N. Schrape (Eds.), Rethinking gamification (pp. 301–
331). Lüneburg, Germany: Meson Press.

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A
systematic mapping study. Educational Technology & Society, 18(3), 75–88.

Duraiswamy and Mohammed (2024). The Effects of Gamification Teaching Method in

Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu.
[Link]

Dustman, W. A., King-Keller, S., & Marquez, R.J. (2021). Development of Gamified,
Interactive, Low-Cost, Flexible Virtual Microbiology Labs That Promote Higher-Order
Thinking during Pandemic Instruction. Journal of Microbiology and Biology
Education, 22(2). [Link]

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences,
111(23), 8410–8415.

Hernández-Fernández, A., Olmedo-Torre, N., and Peña, M. (2020). Is classroom

gamification opposed to performance? Sustainability 12:9958. Doi:
10.3390/su12239958
Iverson, K. (2019). Gamification of the Classroom: Seeking to Improve Student
Learning and Engagement. [Link]
article=1183&context=education_masters

Jung, Y., Burson, S. L., Castelli, D. M., Julien, C., & Bray, D. F. (2021). Development of a
School-Based Physical Activity Intervention Using an Integrated Approach: Project
SMART. Frontiers in Psychology, 12. [Link] /10.3389/fpsyg.2021.648625

Karamert and Kuyumcu Vardar (2021) The effect of gamification on young mathematics
learners’ achievements and attitudes

[Link]
 37

Ke, F. (2014). An implementation of design-based learning through creating educational

computer games: A case study on mathematics learning during design and
computing.
Computers & Education,73(1), 26–39.
[Link]

Krause,M., Mogalle,M., Pohl, H., & Williams, J. J. (2015). A Playful Game Changer:
Fostering Student Retention in Online Education with Social Gamification L@S 2015
– 2nd ACM Conference on Learning at Scale, 95-102.
[Link]

Lee and Choi (2020)Enhancing early numeracy skills with a tablet-based math game
intervention: a study in Tanzania
[Link]
343702091_Enhancing_early_numeracy_skills_with_a_tablet-
based_math_game_intervention_a_study_in_Tanzania?
f_link_type=f_inlinenote&need_sec_link=1&sec_link_scene=im

Nicola Smith (2018) Integating Gamification Into Mathematics Instruction

[Link]

Nur R., Nor Azan Z., & Rosadah Abd. Majid (2019)Gamification Design for Teaching
Numeracy to Slow Learners
[Link]
336221574_Gamification_Design_for_Teaching_Numeracy_to_Slow_Learners/references

Sharma, N. (2024). Gamified Math: How Game-Based Learning Improves Numeracy Skills
in K12 Students. [Link]
improves-numeracy-skills-in-students/#:~:text=Game%2Dbased%20learning%20is
%20often,actively%20participate%20in%20problem%2Dsolving.

Singh, K. (2023). Gamification in Education: Advancing 21st Century Learning;

[Link]
learning
University of Waterloo Centre for Teaching Excellence, 2024. Gamification and Game-Based
 38

Learning. [Link]
gamification-and-game-based-learning

Choueiry,G. (2022). One-group pretest-post-test design:An [Link]

[Link]://[Link]/40kKEse

Price, P. C., Jhangiani, R. S., Chiang, L. A., Leighton, D. C., & Cuttler, C. (2021). Non-
equivalent group designs. Research Methods in Psychology, 3.
[Link]

Kassiani Nikolopoulou. Revised on June 22, 2023. Homogeneous Sampling.

[Link]

Pritha Bhandari and Kassiani Nikolopoulou. Revised on June 22, 2023. Likert-scale.
[Link]

Ross, A. and Willson, V. L. (2017) Paired Samples T-Test. In Ross, A., ed., Basic and
Advanced statistical Tests, Brill, Leiden, 17-19.
[Link]

Kenton, W. (2022). Quantitative analysis (QA): What it is, how it's used in Finance.
Investopedia, Retrieved
[Link] terms
%20of%20a%20numerical%20value. 2023, from %20analysis%20(QA)%20is%208

APPENDIX A
 39

APPENDIX B
 40

APPENDIX C
 41

APPENDIX D
 42

APPENDIX E
 43

APPENDIX F
 44

APPENDIX G
 45

APPENDIX H

“THE USE OF GAMIFICATION IN ENHANCING NUMERACY SKILLS OF GRADE 8

STUDENTS OF GUIUAN NATIONAL HIGH SCHOOL”

PRE-TEST
 46

Name: LRN:

Grade & Section: Sex: M F

INDIVIDUAL SUMMARY RECORD

PART A: Comprehension

Responses to Questions: Score: %= Comprehension Level:

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

PART B: Word Problem

1. Sam loves basketball and can sink the ball in the net 65% of the time. If he takes 30
shots, how many will he sink?
a. 19 c. 20
b. 19.5 d. 20.5
2. If there are 150 people born in the world every minute; how many are born every
Hour?
a. 7,000 c. 9,000
b. 8,000 d. 9,500
 47

3. A bag of marbles can be shared equally among 3, 5 or 6 students with none left over.
What's the least number of marbles that can be in the bag?
a. 20 c. 28
b. 25 d. 30
4. If there are 150 people born in the world every minute; how many are born every
Day?
a. 216,000 c. 231,000
b. 220,000 d. 250,000
5. An 800 cars parking lot is divided into 3 sections. There are 270 spots in section 1,
and 150 more in section 2 than in section 3. How many spots are in section 2?
a. 220 c. 300
b. 250 d. 340
6. The tables at the party are shaped like the hexagon. If you put the tables together,
how many would you need for 50 people?
a. 10 tables c. 14 tables
b. 12 tables d. 16 tables
7. The grocery store parking lot that will hold 1000 vehicles. 2/5 of the parking spaces
are for cars. When you went to buy groceries, there were 200 cars and some trucks
in the parking lot. The parking lot was 3/4 full. How many trucks were in it?
a. 500 trucks c. 750 trucks
b. 600 trucks d. 800 trucks
8. Jasmine has 50 marbles in a bag. 20% of the marbles are blue. How many marbles
are blue?
a. 5 c. 10
b. 8 d. 12
9. Justin is making snowballs to build a fort on the winter break. Justin can build 15
snowballs in an hour but 2 snowballs melt every 15 minutes. How long will it take him
to build 210 snowballs?
a. 20 hours c. 40 hours
b. 30 hours d. 50 hours
10. The recipe for mint chocolate ice cream requires 2 1/4 cups of cream for 5 people.
You need ice cream for 8 people. How much cream will you need?
a. 2.5 cups c. 3.6 cups
b. 3 cups d. 3.8 cups

APPENDIX H

“THE USE OF GAMIFICATION IN ENHANCING NUMERACY SKILLS OF GRADE 8

STUDENTS OF GUIUAN NATIONAL HIGH SCHOOL”

PRE-TEST
 48

Name: LRN:

Grade & Section: Sex: M F

INDIVIDUAL SUMMARY RECORD

PART A: Comprehension

Responses to Questions: Score: %= Comprehension Level:

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

PART B: Word Problem

11. Sam loves basketball and can sink the ball in the net 65% of the time. If he takes 30
shots, how many will he sink?
a. 19 c. 20
b. 19.5 d. 20.5
12. If there are 150 people born in the world every minute; how many are born every
Hour?
a. 7,000 c. 9,000
b. 8,000 d. 9,500
 49

13. A bag of marbles can be shared equally among 3, 5 or 6 students with none left over.
What's the least number of marbles that can be in the bag?
a. 20 c. 28
b. 25 d. 30
14. If there are 150 people born in the world every minute; how many are born every
Day?
a. 216,000 c. 231,000
b. 220,000 d. 250,000
15. An 800 cars parking lot is divided into 3 sections. There are 270 spots in section 1,
and 150 more in section 2 than in section 3. How many spots are in section 2?
a. 220 c. 300
b. 250 d. 340
16. The tables at the party are shaped like the hexagon. If you put the tables together,
how many would you need for 50 people?
a. 10 tables c. 14 tables
b. 12 tables d. 16 tables
17. The grocery store parking lot that will hold 1000 vehicles. 2/5 of the parking spaces
are for cars. When you went to buy groceries, there were 200 cars and some trucks
in the parking lot. The parking lot was 3/4 full. How many trucks were in it?
a. 500 trucks c. 750 trucks
b. 600 trucks d. 800 trucks
18. Jasmine has 50 marbles in a bag. 20% of the marbles are blue. How many marbles
are blue?
a. 5 c. 10
b. 8 d. 12
19. Justin is making snowballs to build a fort on the winter break. Justin can build 15
snowballs in an hour but 2 snowballs melt every 15 minutes. How long will it take him
to build 210 snowballs?
a. 20 hours c. 40 hours
b. 30 hours d. 50 hours
20. The recipe for mint chocolate ice cream requires 2 1/4 cups of cream for 5 people.
You need ice cream for 8 people. How much cream will you need?
a. 2.5 cups c. 3.6 cups
b. 3 cups d. 3.8 cups