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Gamification and Differentiated Strategies Survey

The survey aims to collect students' perceptions on the effectiveness of gamification and differentiated strategies in enhancing their engagement in mathematics. It includes statements related to gamification strategies, differentiated strategies, and overall participation in math class, with a scale for students to express their level of agreement. The document references various educational studies to support its framework.

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jhondale260
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8 views2 pages

Gamification and Differentiated Strategies Survey

The survey aims to collect students' perceptions on the effectiveness of gamification and differentiated strategies in enhancing their engagement in mathematics. It includes statements related to gamification strategies, differentiated strategies, and overall participation in math class, with a scale for students to express their level of agreement. The document references various educational studies to support its framework.

Uploaded by

jhondale260
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Survey on the Use of Gamification and Differentiated Strategies in

Mathematics
Purpose: This survey aims to gather students’ perceptions of gamification and differentiated
strategies in enhancing their participation and engagement in mathematics.

Instructions: Please read each statement carefully and circle the number that best
represents your level of agreement.

Scale:
1 – Strongly Disagree
2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly Agree

Part I: Gamification Strategies


1. 1. I enjoy learning math more when games are used in class.
2. 2. Games in math class make lessons more interesting and fun.
3. 3. I participate more actively when math lessons include game-based activities.
4. 4. Using points, badges, or rewards motivates me to do better in math.
5. 5. Competitive or team-based games help me learn math concepts better.

Adapted from:
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., &
Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and
outcomes. Computers & Education, 63, 380-392.
https://doi.org/10.1016/j.compedu.2012.12.020

Part II: Differentiated Strategies


6. 6. My teacher gives me activities that match my skill level in math.
7. 7. I understand math better when the teacher explains it in different ways.
8. 8. I feel more confident when I can choose how to do a math activity (e.g., drawing,
writing, group work).
9. 9. I learn better when the math tasks are tailored to my strengths.
10. 10. I stay more focused when the teacher uses different strategies for different students.

Adapted from:
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All
Learners (2nd ed.). ASCD.
Part III: Participation in Mathematics Class
11. 11. I am more willing to speak or answer questions in class when engaging methods are
used.
12. 12. I look forward to attending math class when it includes fun and varied activities.
13. 13. I feel more involved in math class when the lesson fits my learning style.
14. 14. I enjoy group work or interactive tasks more than just listening to lectures.
15. 15. I am more interested in math when I feel challenged but supported.

Adapted from:
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the
concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

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