Date of Publication

2023

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Educational Methods

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Celina P. Sarmiento

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Auxencia A. Limjap
Shirlee R. Ocampo

Abstract/Summary

In the Philippine context, improving pedagogy is continuously advocated for, especially in teaching Statistics and Probability. In addition, the recent COVID-19 pandemic compelled schools to respond with a learning modality that caters to the new normal. Poor student engagement was an evident concern during this period which may be linked to the attitudes of students towards the subject. Gamification is a recommended pedagogical approach that impacts the engagement and attitudes of students positively despite mixed results from studies. In gamifying a learning environment, the students’ learning style and player type were used. Hence, this study aimed to explore the engagement and attitudes of senior high school students in a gamified Statistics and Probability class designed with their learning styles and player types. The researcher believes that the students have existing attitudes towards Statistics and Probability that influence their engagement, and these attitudes may change after exposure to a gamified class. The learning style was determined using Honey and Mumford’s Learning Style Questionnaire. The player type was identified with Marckzewski’s User Type Test. The attitudes were measured using the Survey of Attitudes Towards Statistics (SATS-36). The pre-implementation stage of this study included designing the course for a blended flexible learning modality. The gamification elements implemented in the course were choice, progress, experience points, badges, missions, and party and guilds. Varied tasks were prepared based on the LEGA framework that integrated learning styles and player types. In the implementation stage, the participants’ engagement in the gamified course was recorded through logs from the learning management system, reflection entries, and a focus group discussion. In post-implementation, the quantitative data from the logs and SATS-36 were analyzed together with the qualitative data from the reflection entries and focus group discussion. Results showed that after experiencing the gamified Statistics and Probability course, attitudes towards the subject moved towards the negative. The difference between the pre- and post- SATS-36 scores were statistically significant in four components, with effect sizes ranging from small to large. The data from the reflection entries and focus group discussion brought out themes that supported the quantitative results. As this was the 1st iteration of an action research, the results prompted the teacher-researcher to further reflect on the design of the gamified course in conjunction with his teaching style.

Abstract Format

html

Note

Undated; Publication date supplied

Language

English

Format

Electronic

Keywords

Gamification; Statistics—Study and teaching

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Embargo Period

10-2025

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Available for download on Wednesday, October 01, 2025

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