Using Gamified Learning Strategies to Enhance Problem-Solving Performance in Mathematics

Abstract

In an age where student motivation in mathematics continues to decline, gamified learning emerges as a dynamic strategy to turn struggling learners into engaged problem-solvers. This study determined the effectiveness of gamified learning strategies in improving the mathematical problem-solving performance and engagement of first-year students who enrolled in mathematics-related subjects in the College of Education in one of the private institutions in Ozamiz City, Philippines, during the School Year 2024–2025. A one-group pretest-posttest design was used, involving 28 students who participated in eight instructional sessions using gamified elements such as points, leaderboards, and interactive tasks. Data were gathered using a researcher-made Gamified Problem-Solving Performance Test and a Student Engagement and Motivation Questionnaire. Findings revealed that students initially demonstrated very poor performance and low levels of engagement and motivation. After the intervention, significant improvements were observed in both problem-solving skills and learner engagement. Statistical analysis showed a significant difference between pretest and posttest results in terms of mathematical performance as well as engagement and motivation. These results affirm that gamified learning is an effective instructional strategy for enhancing students’ academic outcomes and motivational levels in mathematics. Integrating such strategies into classroom instruction is therefore recommended to foster more active, enjoyable, and effective learning experiences.