GAMIFYING MATH: EVALUATING THE POTENTIAL AND CONSTRAIN OF TECHNOLOGY-ASSISTED PROBLEM-SOLVING AMONG THE GRADE 11-HUMSS STUDENTS OF BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

This study aimed to evaluate the potential and challenges of using gamification and technology-assisted problem-solving to enhance critical thinking skills in mathematics among Grade 11-HUMSS students at Bestlink College of the Philippines. It explored the demographic profile of the respondents, including their grade level, strand, and section. The study also assessed the effectiveness of gamified technology, identified significant differences in scores, examined the challenges faced by students, and proposed an intervention program based on the findings. The research study adopted a true-experimental design, using interactive quizzes and presentations, such as the ClassPoint App integrated with PowerPoint, alongside standardized tests to improve students' understanding and engagement in mathematical problem-solving. The respondents were divided into two groups: the experimental group and the control group. Data were collected through pretests and posttests, and analyzed using descriptive and inferential statistics to assess the impact of the intervention. The study found that the pre-test results of the experimental and control groups showed minimal differences, indicating no significant variation between the test variables. However, in the post-test, both groups exhibited an increase in their mean scores. This change suggests a significant difference in the scores of both groups following the application of the treatment. The data strongly supports the use of gamified elements, such as badges, points, and rewards, in boosting motivation and engagement, highlighting their potential for enhancing future educational programs. The integration of gamified technology can significantly improve students' critical thinking skills, engagement, and motivation, particularly in problem-solving. However, challenges such as limited internet access and a lack of sufficient devices for all students need to be addressed. The study recommends that school administrators explore further ways to incorporate gamification principles into the math curriculum. Additionally, teachers should involve students in developing interactive and enjoyable math resources to enhance engagement and foster a more dynamic learning environment.