BSED Mathematics Students’ Knowledge, Attitudes, and Experiences of Classroom Gamification in the Philippines

Abstract

Gamification, implemented through both conventional and technology-enhanced approaches, is widely recognized as an effective strategy for enhancing student engagement and learning. This study examined junior high school mathematics teachers’ knowledge, attitudes, and experiences regarding the use of gamification in the classroom. Specifically, it aimed to determine the extent to which teachers understand, value, and apply gamified strategies to motivate learners. A descriptive–correlational research design was employed, utilizing a survey questionnaire to collect data on respondents’ demographic profiles, as well as their knowledge, attitudes, and experiences with gamification. The participants consisted of 33 junior high school mathematics teachers from the Mandaue City South District. Findings revealed that teachers’ profile variables did not significantly influence their knowledge and attitudes toward gamification. However, a significant relationship was found between profile variables and teachers’ experiences, particularly in terms of educational attainment and teaching experience. The study recommends the provision of targeted training and professional development programs to enhance teachers’ competence in effectively integrating gamification into classroom instruction.