Abstract
This quasi-experimental study examined the effectiveness of Mathematics Educational Video Games (Math EViGs) in learning fundamental operations of polynomials. This study focused on two groups of thirty (30) Grade 7 learners from Malapatan National High School in Sarangani. Fifteen (15) learners served as control group and received lecture method, while the other fifteen (15) learners received Math EViGs as an intervention. Frequency count and percentage, mean scores, and t-tests for dependent and independent samples addressed the research questions. Both groups performed poorly in mathematics knowledge at the start of the study. The mean gain score of the experimental group is 19.27, while the control group is 15.27. The t-test for dependent samples shows a -3.964 t-value and a 0.000 p-value which implies that there is a significant difference between the mean gain scores of the two groups. The lecture method for the control group increased groups' performance. However, the experimental group scored significantly higher than the control group in mean gain. The study concludes that integration of Math EViGs is more effective than a traditional lecture method. Consequently, it is recommended that mathematics teachers utilize Math EViGs in remedial classes to improve mastery level in math and enrichment programs to improve numeracy.
