INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 04, APRIL 2020 ISSN 2277-8616

Integrative Gamification Technique In Teaching

Specialization Courses In Mathematics
Maryann H. Lanuza

Abstract— One of the theories to improve Mathematics performance is by the integration of fun while learning, to name one Yadav (2015) conducted a
play-way method resulted to students’ learning mathematics clearly and easily. By this, the study sought to determine the significant differences on the
perceived use of Gamification Technique (GT) when grouped according to sex, age, year level, and Mathematics course. Also, it sought to determine the
relationship of the Mathematics performance in the four areas of GT namely; academic achievement, cooperation, behavior and familiarization of non-
virtual Filipino Modified Games. The relationship of its integration in general when the four areas were combined is also tested. The researcher made
use of the multiple randomized block action research design. The researchers surveyed the proportional stratified randomly selected 181 college
students. Appropriate Statistical tools were then used and revealed an extreme positive perception towards GT. As to sex profile, only cooperation while
as to age, only academic achievement area were revealed significant. These mean that male, 21 to more than 23 years old had a more positive view
compared with female and 18 to 20 years old. A significantly different conclusion in all four areas of GT was reflected in first, second, third and fourth
year students. Such four areas were all significantly different in College, Advanced and Abstract Algebra, Plane, Solid and Modern Geometry, and Plane
Trigonometry courses. A positive correlation in all areas to Mathematics performance of the students was revealed. Generally, the use of GT is a way of
innovating teacher’s instruction in improving students’ Mathematics performance. However, limitations on the use of GT were seen in abstract
mathematics concepts and subject for its further improvement.

Index Terms— Gamification Technique, Academic Achievement, Cooperation, Behavior, Non-Virtual Filipino Modified Games, Mathematics Education
——————————  ——————————
1 INTRODUCTION Thus, the researchers integrated as well the traditional Filipino
The world contains numbers, which are largely, Mathematics. games in learning Mathematics courses. Thus, the purpose of
One of the problems about Mathematics is the impression that the study is to determine if there is a need to redefine the
comes along with it. Many people think that Mathematics is guidelines of the gamification technique if found significantly
difficult to learn. Learning Mathematics stand by now could be different in the demographic profile. Also, to determine in what
changed through the theory of game-based learning. Why, area of GT helps to improve Mathematics learning and
because besides the results by the Third International perhaps do some improvement over time implementation.
Mathematics and Science Study-Repeat (TIMSS-R) 2015 that Limitation of the study is not determining its full effectiveness
Filipino students are still scrawny in Mathematics and Science since no experimental and controlled group was assigned.
and a report of the Department of Science and Technology
(DOST) said that the 6,601 Filipino students who took the 1.1. Research problem
TIMSS last 2016 ranked 36th in both Science and The study aimed to determine the learners’ performance in
Mathematics tests out of a field of 38 countries. (Philstar Mathematics course while gamification technique is integrated.
Global, 2017), innovations in teaching Mathematics must be Specifically, the study sought to answer the following: (1) What
developed. Now, one of the theories to improve the is the profile of the respondents in terms of; (a) sex, (b) age (c)
performance in Mathematics is by the integration of fun while year level (d) Mathematics course? (2) What is the perception
learning. Based from the study conducted by Yadav (2015), of the students in using gamification technique in the
the Mathematics teacher should provide some simple games mathematics courses as perceived by the students enrolled in
and make the learner to play for acquiring maths. Mainly, the different Mathematics courses in terms of; (a) Academic
teacher has to teach an arithmetic skill to the students and the achievement, (b) Cooperation (c) Behavior, (d) Familiarizing
other aspects of mathematics courses which can be Contextualized Filipino games (e) General Gamification
incorporated with games. The teacher can creatively provide Perception? (3) Is there a significant difference on the
conventional materials to design the classroom as an entire perceived used of gamification technique in each area when
game. the participants are grouped according to profile, (a) sex, (b)
This will make the student to learn mathematics with more age (c) year level (d) Mathematics course? (4) What is the
desire. By learning in play-way method, the student learns performance level of the participants in their Mathematics
mathematics clearly and more easily. Thus, learning may be taken course? (5) Is there a significant relationship between
fun and interesting. Moreover, a gap from the traditional each Mathematics course performance of the participants and
culture from the students' behavior nowadays was found since their perceived use of gamification technique according to; (a)
they are belonged to the so called ―millennials‖ who are more Academic achievement, (b) Cooperation (c) Behavior, (d)
inclined with modern games, traditional Filipino games were Familiarizing Contextualized Filipino games (e) General
now forgotten. The value that the traditional games gave in the Gamification Perception? (6) What activities and
previous generations may not be absorbed by the new enhancements can be proposed in using gamification
generation now because of its absence in the community. technique based on the findings of the study?

1.2. Theoretical Framework

The study is anchored on Self-determination theory (SDT) by
Edward Deci and Richard Ryan, Social Development Theory
by Lev Vygotsky, and Goal-setting theory of motivation as
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discussed by Gollwitzer & Oettingen, (2012).
 Maryann H. Lanuza is from Department of Arts, Sciences,
and Teacher Education City College of Calamba
The self-determination theory (SDT, Deci & Ryan, 2012) —
arguably the most-frequently used psychological theory in
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gamification research to date (Seaborn & Fels, 2015) — to that any interpretations may be limited (Adams, 2010) and that
develop and test hypotheses about the trinity of gamification the researcher has to be very aware of his/her own values
design elements: points, levels and leaderboards (Werbach & around what constitutes learning and what he/she believes a
Hunter, 2012). SDT would suggest that points, badges and student should be doing.
leaderboards, visualizing progress made, serve as
informational feedback instilling a sense of intrinsically 2.2 Participants and Sampling Technique
motivating competence in the user. This SDT is highly The population of the study was the college students from first
significant to the present study since the gamification year to fourth year level with Mathematics Education courses
technique used chip-point incentives, heart-chip lives, and enrolled in Bachelor of Secondary Education program in the
badges for leveling. The tangible objects kept by the leaders in City College of Calamba. The researchers used stratified
each group which served as their informational feedback sampling technique and computed to have 158 students from
which motivates every member from the group to perform a population of 255, however, the actual participants became
better. 118 since questionnaires from some fourth year respondents
Next is Vygotsky’s Social Development Theory (1978) which were not retrieved because they graduated already, while
states, some lower year levels transferred from another school.
"Every function in the child's cultural development
appears twice: first, on the social level, and later, 2.3 Data Gathering Procedure and Ethical Considerations
on the individual level; first, between people The teacher-researcher applied the GT for three (3)
(interpsychological) and then inside the child consecutive semesters. Specialization courses were Calculus
(intrapsychological). This applies equally to for third year students (3rd year) , Plane Geometry for first
voluntary attention, to logical memory, and to the year (1st year) and Abstract Algebra for fourth year college
formation of concepts. All the higher functions students (4th year) taken during the second semester (2nd
originate as actual relationships between sem) of academic year (A.Y.) 2017-2018. College and
individuals” Advanced Algebra for 1st year, both Solid Geometry and
Plane Trigonometry for 2nd year, and Modern Geometry for
This theory plays a major role in developing cooperation skills 3rd year all taken during the 1st semester A.Y. 2018-2019. GT
of the student especially in the gamification technique since guidelines were distributed to every group during the first
every action, behavior and academic performance of one meeting of every semester, the guidelines include how the
member will affect the progress of the group. This cooperation group can earn and lose heart lives. Every group had initial
skills learned in contributing to the group leveling up helped heart lives of 5, point incentives can be earned through the
eventually the individuals’ development. Last applicable integration of modified Filipino games designed for specific
theory is the goal-setting theory of motivation. Based from topic in the mentioned course. Point incentives cn also be
Gollwitzer & Oettingen, (2012) goal-setting, another well- earned through exemplar behavior and getting badges, like
established theory of motivation, to generate and test most punctual group in submitting problem sets, assignments
predictions about the effect of leaderboards on performance in and projects, most disciplined, inside and outside the class,
a brainstorming task. Findings suggest that leaderboards most active in both classroom and school activities, etc. The
indeed may function as an implicit form of goal-setting, inviting collected point incentives can be exchanged as a heart live so
users to self-set performance goals at or near the top of the that the group can move forward to level 2 up to level 5 before
leaderboard: peoples’ performance on leaderboards populated the class ends. The total collected heart lives were equivalent
with high scores that are difficult or impossible to achieve was to plus points in the final examination. The role of the co-
comparable to that of people being given explicit difficult or researcher was to research Filipino Games, convert the
impossible goals. In addition, the authors found that individual twisted version in Maths and create the manipulative and
goal commitment, an established individual moderator in goal- materials to be used. After the implementation, the
setting theory, moderates performance with leaderboards as it researchers first seek the approval of the college president to
does with explicit goals. gather the data needed in the study as well as to use the
official documents of the institution such as the scores and
2 METHODOLOGY final rating of the participants form first semester (sem)
2.1 Research Design academic year (AY) 2017-2018 to present semester AY 2018-
A Randomized Complete Block Design (RCBD) was used. 2019. The letter was first prepared by the researchers, let the
This design according to Calmoren & Calmorin (2007) is an acting director of DASTE noted it as well as the director for
experimental design which uses multiple group of respondents research and extension. The researchers also furnished a
which are being studied while subsequent treatments were copy to the vice president for academic affairs for
applied. There is no control group in this design so the only recommending approvals and the final step is through the
measure of improvement is the post-test gathered from every president’s approval and eventually the students’ acceptance
group. This design was suited since the researchers to participate in the study. The survey questionnaire were
implemented the gamification technique to different group of distributed into two manners, first was through google forms
students’ constituting different year levels who are taking and for those students without internet connection, a hard
different Mathematics courses. At the same time, this study copy was given to them.
utilized action research since the role of the researcher is that
of practitioner-researcher, where a lecturer examines his/her 2.4 Data Analysis
own practice, and is, thus, very responsive to data collected Data collected form the survey instruments were tallied,
and flexible in reactions to findings from the observations (De tabulated, and analyzed using the statistics generated by the
Villiers, 2005). This close relationship to the research means Statistics Package for Social Sciences (SPSS). The statistical
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tools used were percentage formula, weighted and arithmetic which is evident at mean value of 3.94. Moreover, in these two
mean, t-test and analysis of variance, last was the pearson geometry courses, they find the retention of concepts easily
product moment correlation coefficient. same as the application of theories learned in real-life
applications which was opposite result to the Non-Euclidean
3 RESULTS AND DISCUSSIONS geometry – The Modern Geometry which gave an overall
The profile of the students in terms of the sex distribution who mean value of 2.84. The highlights of table 1 were found in the
responded the study can be seen that majority were similarities of closed perceptions from College and Advanced
participated by 67.4% (122) female out of 181 total Algebra, Plane Trigonometry, Calculus 1, and Abstract Algebra
respondents whereas 32.6%(59) male respondents completed course when it comes to the help the gamification can give to
the remaining ones. In majority of the recent studies as well as students’ academic achievement. It is evident to the mean
the population distribution all over the world, females actually values which were all interpreted as extremely agree. It
dominated the males. Also, Kelleher (2011) concluded that implied that they have an extent of positive perception about
most of the youths enrolled in a teacher-education program the use of the technique in their Mathematics courses.
were females where she reported the statistical discussion of However, the only course which gave the least mean value
feminization of teachers in five mentioned countries, i.e. in came from Modern geometry course which is consistent to all
Dominica, Lesotho, India, Samoa, and Sri Lanka. The age academic achievement’s indicators. One reason is that, the
group of the participants was 18 to 20 years old with 70.7% nature of the course is abstract by nature which gamification
(128), these participants were mostly graduate of the Grade 12 technique had the hard time to integrate activities and games
senior high school and the average age mostly ranges from in the lesson most of the time. But generally, the gamification
the mentioned age group. This was followed by 21 to 23 years technique was perceived with high regards in academic
old with 20.4%(37), in this case, these are usually the second achievement perception of the students in their endeavor with
year students called ―lifelong learners‖ wherein, they were the their Mathematics courses at 3.4. and interpreted as extremely
last graduates of Revised Basic Education Curriculum (RBEC) agree. Just what Psychologists have long time acknowledged
in the Philippines, that is 2015 and below graduates but failed the importance of play in cognitive development and learning.
to continue college and did not undergone Kinder to Grade 12 Piaget (1962), for example, described play as being integral
(K-12) curriculum. Lastly, the study was participated least by to, and evolving with, children’s stages of cognitive
the 8.8%(16) which were usually the graduates of Batch 2018, development. According to Piaget, play becomes more
the researcher let them evaluate the gamification technique abstract, symbolic, and social as children mature through
since, they were the pioneer recipients of the technique. In different developmental stages. One way that play is seen as
consistent to the Hamilton Project (2017) that the plurality of contributing to children’s cognitive development is by
students at both four-year and public two-year institutions are activating their schemas in ways that allow children to
between the ages of 18 and 24. Nonetheless, more than 20 transcend their immediate reality.
percent of undergraduate students at four-year institutions are Table 2 (See Appendix A: Table 2 The Distribution of Means in
over the age of 24. The distribution of profile when it comes to using Gamification technique in terms of Cooperation) showed
frequency of students as to their year level, 40.3% (73) were the mean distribution of the perceived used of the gamification
first year, 24.9% (45) were fourth year, 17.7% (32) were technique in terms of cooperation. The highest computed
second year, while 17.1% (31) were third year. This distribution mean was 3.52 in this part which tells that the students
can be observed inconsistent because of the secondary establish rapport (harmonious) relationship with their
curriculum transition from RBEC to K-12, which affected the classmates, this indicator was all extremely agreed by
college enrollment. The distribution of the participants in each students enrolled in six offered Mathematics courses except to
course offered in the City College of Calamba per year level in theose students enrolled in Modern Geometry course which
Bachelor of Secondary Education in Mathematics Education. for them was only ―agree‖. It was followed by a weighted mean
The 30.4%(55) came from the students who took College and of 3.51 which allows them to learn Mathematics through group
Advanced Algebra, followed by 1 7.1%(31) and 16.6%(30) studies. All students again enrolled in the six courses strongly
from the students who took Calculus 1 and Modern Geometry believed this part; however students in Modern Geometry
respectively. The participants were least participated by 9.9% course maybe tend to agree only since they opted to study in
(18) who took Plane Geometry, two 8.8%(16) from students individual basis in most of the lessons. Third indicator with
enrolled in Solid Geometry and Plane Trigonometry and last computed mean value of 3.42 tells that the students can share
by 8.3%(15) from the enrolled students in Abstract Algebra their thoughts comfortably in the group about the lessons
course. which was evident to all responses of extremely agree to all
Table 1 (See Appendix A: Table 1The Distribution of Means in six courses while agree in Modern Geometry course. Second
using Gamification technique in terms of Academic to the least indicator with 3.34 mean was assigned to the
Achievement) described the mean distribution of the perceived indicator stating that gamification technique helps them to
used of gamification technique in terms of students’ academic contribute little efforts in the progress of the group. Students
achievement in general at 3.4 mean value. The highest enrolled in five courses strongly believed on that while
perceived mean was derived from each Mathematics course students in Calculus were humble enough to claim an agree
which was computed highly from the students took Solid perception while disagree by the students in Modern Geometry
Geometry course with 3.69 computed value followed by Plane class. Lastly, a mean of 3.29 was computed from the indicator
Geometry course with 3.57. It can be implied that geometry that gamification technique helps the students to lead the
courses can easily integrate activities and games since it is a group performance, the fact that all members are participating
branch of Mathematics which were applied by nature in which in every activity and games inside the class, they
students enjoyed Mathematics while learning which helps acknowledged everyone’s effort and believed that nobody
them to boosts their perception in academic achievement monopolizes the power. A general weighted mean in terms of

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cooperation was computed at 3.42 which was equivalent to a is not successful; one possible reason is that the course is too
verbal interpretation of extremely agree. As mentioned in the abstract, technical and proving which the facilitator and the
study conducted by Plass, Homer and Kinzer (2015) that researcher find the difficulty on how to integrate it well. It is
gamification designs should take into account activities that fortunate to know that students in the Abstract Algebra which
specifically intended to promote social interaction and were now teachers also tend to use and practice gamification
friendship, social networking around a specific activity, and technique in their career now as seen in the computed means
social support structures that result in learning around the of 3.80 and 3.87 based on indicators four (4) and five (5)
interaction related to a specific activity. This interaction and respectively, but unhappy to know that the fourth year students
fluidity between interest-driven and friendship-driven social who were enrolled in Modern Geometry class find uninterested
participatory structures imply learning. in the technique used to them since their responses fall in 2.27
Table 3 (See Appendix A: Table 3 The Distribution of Means in disagreement in both mentioned indicator. Moreover, the
using Gamification technique in terms of Behavior) gave the students enrolled in the first year and second year
distribution of means on the use of gamification technique in Mathematics courses enjoyed and strongly embraced the
terms of behavior. What is recognizable in this key area of technique implemented to them, and had the future plans to
gamification is that the very first in rank with highest mean is implement the technique as well in their future endeavor as a
3.63 and interpreted as extremely agree that the gamification teacher. Additionally, the study wanted to strengthen Filipino
helps the students to compete fairly by not stealing the games in the past since most of the millennial today was not
incentive chips and heart lives chips of other groups. However too familiar with the Filipino culture when it comes to traditional
it is noticeable too that among all the seven courses offered by games. A mean weight of 3.65 was commendable already to
the college, only students enrolled in Modern Geometry class imply that gamification technique in the context of this study
disagreed this part. It can be implied that some of the groups helped the researcher to meet its goal since they extremely
honestly assessed themselves that they sometimes did this now aware to some of the used Filipino games like ―Pinoy
stealing for the sake of group progress. This is evident in the Henyo‖, ―Paper Dance‖, ―Boat is Sinking‖, ―Charades‖, ―Relay‖,
second highest in rank indicator at 3.58, where all six courses ―Picture Perfect‖ and many more which led the students to
extremely viewed that life is a friendly competition that it is not highly appreciate Filipino games rather than virtual and online
about winning the game but it is about learning the main gaming since it involves face to face interaction which
purpose which in contrary to the answers of students in garnered a computed mean value of 3.59 which was also
Modern Geometry class since it was interpreted as disagree interpreted as extremely agree. The discussion in Table 4 was
which tend them not to attend (come) on class enthusiastically. generally positive yet considering its weak points when it
While students in all six courses (College and Advanced comes to the perceptions of students in Modern Geometry
Algebra, Plane Geometry, Solid Geometry, Plane class. This weak result, although small in the whole picture
Trigonometry, Calculus 1, and Abstract Algebra) strongly needs to reinforce in the next implementation especially in this
acknowledged that aside from being careful to their actions course Modern Geometry. It may lead to a worse scenario if
inside and outside the school is not because of the incentives regret and set aside.
they are about to earn but because they strongly agreed that it Table 5 (See Appendix A: Table 5 The Distribution of Means in
is the right thing to do, they also highly believed that they need using Gamification Technique in terms of the Four Key Areas
to behave according to what is expected to them as a teacher- in General) summarized the general mean weight of each key
education students. While some students in Modern geometry area considered in the implementation of this gamification
class only agreed this thing. Like what was studied by the technique in the City College of Calamba. The highest mean
paper of Glover (2013), he outlined some of the key concepts was 3.6 in the fourth key area of Familiarization of Modified
and criticisms of gamification as to when deciding whether to Filipino Games in Mathematics courses, seconded by
gamify a learning activity/process, it is necessary to consider behavior at 3.55, third in cooperation, and last in academic
some question first. He considered the question ―Are there achievement at 3.42 and 3.40 respectively which then
behaviors to encourage/discourage?‖ Gamification is interpreted as all extremely agree. This strong agreement was
frequently used to provide incentives to modify specific consistent to all students enrolled in Solid Geometry at 3.83,
behaviors, such as by encouraging group work or followed equally by Plane Geometry and Plane Trigonometry
discouraging interruptions and distraction. This particular use with equal means at 3.72, continuously supported by three
can be effective, but it may not result in long-term changes courses in College & Advanced Algebra, Calculus 1, and
without continued incentives. Although, the weighted mean of Abstract Algebra at three equal weights of 3.60. Nevertheless,
3.55 was interpreted as extremely agree perception in general, a bare agreement was come from the perception of students
this one subject with students’ negative perception must be enrolled in Modern Geometry course with 2.54 computed
considered in designing appropriate activities that will help not weighted mean. The result implied that with the four key areas
just the majority but all students in developing behaviors of integrating gamification technique in Mathematics courses,
through gamification. the objective of learning Mathematics will be interesting in their
Table 4 (See Appendix A: Table 4The Distribution of Means in minds and enjoyable in dealing the subject.
using Gamification technique in terms of Familiarizing Modified Table 6 (See Appendix A: Table 6 The Comparison of Means in
Filipino Games) represented how gamification technique helps using Gamification Technique when the participants were
the students in Familiarizing Modified Filipino Games. The grouped according to Sex) showed a comparison of means in
distribution of means was quite interesting since the general using the gamification technique when the participants were
weighted mean of 3.6 manifested extreme agreement. grouped according to sex. Aside from the viewpoint of
However, out of seven courses, only six perceived it strongly gamification technique in general, and from the four areas, i.e.,
as to compare in Modern Geometry course as disagree. It can Academic Achievement, Cooperation, Behavior and
be implied that the contextualization of activities in this course Familiarizing Modified Filipino Games, only Cooperation Area

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was perceived differently by male and female. It can be works, activities and final examinations.
implied that cooperation among male and female was Pilkington (2018) studied a playful approach to promote
differently received by each group. Males highly valued motivation to third year third-year students via a gamified
cooperation in each member as to compare in females. approach to improve coursework participation and student
Table 7 (See Appendix A: Table 7 The Comparison of Means in experience which is parallel to the recent study which is the
using Gamification Technique when the participants were main goal is to improved academic performance but this time
grouped according to Age Group) showed a comparison of in all level of students. The good performance is evident since
means in using gamification technique when the participants a general mean of 72.08% is in the bracket of satisfactory
were grouped according to age bracket. Among all the four rating.
key areas, this time the only significant different was the area Table 11 (See Appendix A; Table 11 The Correlation of
of academic achievement, older students tend to view the Mathematics courses Performance Level of the Students in
significance of gamification in the contribution to their BSE major in Mathematics and their perceived use of
academic achievement in the course. Gamification Technique in General) had the means for each
Table 8 (See Appendix A: Table 8 The Comparison of Means in Mathematics course with corresponding verbal interpretations
using Gamification Technique when the participants were for academic performance level as well as the perceived used
grouped according to Year Level) elucidated the comparison of of Gamification Technique as whole agreement. It also had the
mean perceptions in using gamification technique when the distribution of correlation R-values with its corresponding level
participants were grouped according to year level. Since all p- of correlation in which all were negligible. P-values were then
value is flat 0.00 which is highly significant in all four areas derived to determine the relationship of the two mentioned
including the general perception, it implied that the variables under considerations and it was found out that the
gamification technique was received differently by each year performance of mathematics major students in their
level. It can be implied that activities implemented in each year Mathematics course was significant positively correlated to the
in the college were appropriate to their level. The facilitator extreme agreement in using of Gamification Technique in
and the researcher tried to differentiate the activities which General and vice versa. It can be implied that the higher their
were suited to them which were successful since it is evident level of agreement in experiencing Gamification Technique in
to the statistical measure of significance. General, the higher there grades in there Mathematics course.
Table 9 (See Appendix A: Table 9 The Comparison of Means in On the other hand, the lower the perceived values the mere
using Gamification Technique when the participants were they can get a lower grade. Mathematics should offer us
grouped according to Mathematics Course) expounded the logical thinking. When the learner learns various approaches
comparison of mean perceptions in using gamification of problem-solving in learning mathematics, they come to
technique when the participants were grouped according to know which approach is the best. Standard curriculum should
Mathematics courses. All p-value is flat 0.00 which is highly be rich in such activities that are helpful in learning numbers
significant in all four areas including the general perception; and make transition to algebra easier too. To keep the interest
the courses offered in the Teacher education program under of students in the subject, it was found that engages the
Mathematics Education have different natures, one can be students in an activity which helps in their learning and
applied by nature like Plane and Solid Geometry which deals provides them strong foundation, (Yadav, 2015). This result is
with figures in flat surface and in space, Plane Trigonometry consistent to the study since enriched activities were
and Calculus 1 which were application in Science, Technology, implemented to improve learning in Mathematics..
Education and Mathematics field. While other one is technical
theories, concepts and definitions by nature, these are seen in 4 CONCLUSIONS
Algebra, Modern Geometry and Abstract Algebra. Implied that Based on the findings of the study, the researcher drawn
the nature of the course is important in integrating gamification several conclusions:
technique, since it was perceived differently, the students 1. The participants were mostly female, age group was 18 to
received appropriate learning activities in the course as 20 year old first year college students enrolled in College and
reflected in their mean perception which fell all in extremely Advanced Algebra course during the first semester of AY
agree, but received just enough in Modern Geometry course in 2018-2019. This mean that that City College of Calamba
an agreeable level only. students profile taking BSE-MathEd program in terms of sex
Table 10 (See Appendix A: Table 10 The Frequency was dominated by female while having the age group mostly
Distribution of Mathematics courses Performance Level of the by 18 to 20 years of age.
Students in BSE major in Mathematics) explicated the 2. All areas of gamification technique such as academic
performance level of the students in their Mathematics achievement, cooperation, behavior, and Familiarizing
enrolled Mathematics courses in the City College of Calamba Modified Filipino Games were all highly received positively by
for the past three recent semesters starting from first semester the respondents including the integration of Gamification
2017-2018 up to the first semester 2018-2019. It can be seen Technique in general. This implies that students are not
that the students performed very good in there Calculus 1 resistant to innovative way in learning Mathematics courses.
class at 85.29%. Three mathematics courses were at good 3. The perceived use of Gamification technique was
remarks at Solid Geometry, Abstract Algebra and Plane significantly different in some areas when the students were
Geometry with 78.79%, 77.2% and 74.61% respectively. It was grouped according to profile. Implied that different approaches
followed by a satisfactory level in Plane Trigonometry and where received successfully by different categories.
College % Advanced Algebra at 73.56 and 65.31% 4. The performance level of the mathematics major students in
respectively. While only a passing remark in Modern Geometry the City College of Calamba is satisfactory when it comes to
class. These performances were a result of gamification their major subjects. It is quite proven that the licensure
technique with the use of incentives and heart lives in seat examination rating of the college for the past years are still
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evident to the future performance of the students major in University Research Archive (SHURA) at:
mathematics since they performed well. http://shura.shu.ac.uk/7172/
5. The use of gamification technique matters in the http://shura.shu.ac.uk/7172/1/glover_-_play_as_you_learn_-
performances of the students in Mathematics. Hence the use _proceeding_112246.pdf on October 2, 2018.
of GT is highly recommended in Mathematics teaching [9] Gollwitzer, P. M., & Oettingen, G. (2012). Goal Pursuit. In R. M.
Ryan (Ed.), The Oxford Handbook of Human Motivation (pp.
5 RECOMMENDATIONS 1—47). Oxford.
In the light of the findings, conclusions and implications drawn http://doi.org/10.1093/oxfordhb/9780195399820.013.0013
from the study, the researcher recommends the following: [10] Gressick, J. & J. Langston. (2017). The Guilded Classroom:
1. Administrators of the local colleges may conduct Using Gamification to Engage and Motivate Undergraduates. A
seminars and trainings for in Mathematics anchored journal in Journal of the Scholarship of Teaching and Learning,
in Gamification Technique. Vol. 17, No. 3, July 2017, pp. 109-123. doi:
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