THE EFFECT OF INTERACTIVE MATH GAMES ON THE ACHIEVEMENT SCORES OF GRADE 7
STUDENTS IN ALGEBRA
A Thesis Presented to
The Faculty of the Graduate School of Education
University of the Visayas
Cebu City
In Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Leadership and Management
YOUR NAME
June 2025
INTRODUCTION
This study investigates the effect of interactive math games on the achievement scores of
Grade 7 students in Algebra. Interactive math games are educational tools that use game-
based elements such as rewards, feedback, and challenges to increase student engagement.
Achievement scores refer to the measurable academic performance of students assessed
through standardized tests or teacher-made assessments. Since Algebra serves as a
foundation for higher-level math, the study explores how game-based learning strategies
can improve student understanding and performance.
Several studies support the positive impact of interactive math games on student
performance. Ke (2008) found that game-based learning significantly enhances problem-
solving skills in math. Kebritchi, Hirumi, and Bai (2010) observed that students exposed to
computer-based math games demonstrated higher motivation and better Algebra scores
than those taught traditionally. Randel et al. (1992) also confirmed that educational games
have a moderate positive effect on cognitive learning outcomes in mathematics.
While international studies have demonstrated the benefits of interactive math games,
limited research exists in the Philippine context, particularly in public schools. Many local
schools have yet to fully integrate technology-based learning in Algebra instruction. This
gap calls for empirical studies that investigate the applicability and effectiveness of
interactive math games for Filipino learners, given their unique educational setting.
This study aims to address these gaps by determining the effect of interactive math games
on Grade 7 Algebra achievement scores. The study hopes to inform educators and
administrators about the potential benefits of game-based learning, ultimately enhancing
student motivation, engagement, and academic performance in Algebra.
REVIEW OF RELATED LITERATURE
Interactive Math Games
Interactive math games integrate rewards, instant feedback, and visual elements to simplify
complex concepts and promote engagement (Ke, 2008). Gee (2003) noted that games allow
for problem-solving in low-risk environments, fostering cognitive development. Prensky
(2001) emphasized that game-based environments are particularly effective for digital
natives who are accustomed to interactive media.
Achievement Scores in Mathematics
Achievement scores reflect students’ learning outcomes. Guskey (2003) emphasized that
assessment results indicate both student understanding and instructional effectiveness. The
National Mathematics Advisory Panel (2008) revealed the persistent challenges students
face in Algebra, suggesting that effective strategies are required to improve achievement.
Hattie (2009) found that feedback and student engagement significantly affect achievement
outcomes.
Related Local Studies
In the Philippines, Gonzales (2015) and Santos (2018) showed that technology-enhanced
instruction in mathematics boosts student interest and achievement. However, these
studies are limited, emphasizing the need for more extensive research in the local context,
especially focusing on Algebra.
THEORETICAL CONCEPTUAL FRAMEWORK
This study is anchored on the Constructivist Learning Theory (Vygotsky, 1978) and Flow
Theory (Csikszentmihalyi, 1990). Constructivist theory posits that learners actively
construct knowledge through experiences and interactions. Flow theory emphasizes
optimal learning when learners experience full immersion and balance between challenge
and skill.
Schema:
Interactive Math Games → Student Engagement & Motivation → Achievement Scores in
Algebra
STATEMENT OF PURPOSE
This study aims to determine the effect of interactive math games on the achievement
scores of Grade 7 students in Algebra.
Specific Objectives:
1. To determine the pre-test achievement scores of Grade 7 students in Algebra.
2. To determine the post-test achievement scores of Grade 7 students after using interactive
math games.
3. To find out if there is a significant difference between pre-test and post-test scores.
4. To assess students’ perceptions of interactive math games in learning Algebra.
