Abstract
The purpose of this quantitative experimental research was to examine the effects of digital game-based learning (DGBL) on students’ Mathematics achievement scores. This study started with a problem about the 2003 report on TIMMS, that the Philippines ranked 23rd in Mathematics and Science which implies a low performance of Grade 8 students in Mathematics. The “low mastery” of performance creates an idea from the researcher to conduct experimental research about one of the drivers to motivate the students and somehow results to high achievement score. Thus, the research was conducted to identify the effects of the new teaching strategy of using digital game-based learning on student’s achievement score, compare results of achievement scores between traditional teaching and DGBL and make suggestions for improving student’s performance in teaching and learning Mathematics in this time of Pandemic were the education paradigm transformed to digital distance learning. The study was participated by Grade 7 students of General Santos City National Secondary School of Arts and Trades. The design of this research divided the respondents into 2 groups wherein the first group was called control group. The control group undergone a supplementary instruction called traditional teaching. The other group was called the experimental group wherein they undergone a supplementary instruction called Digital Game-Based Learning or DGBL. A pre-test was given before the participants were exposed to traditional teaching and DGBL and a post-test after they were exposed to the 2 treatments. The importance of this study is to provide educators with knowledge about the effects to DGBL into student’s Mathematics achievement scores. There was a statistical significant difference between Mathematics achievement scores of the students exposed to than that of achievement scores of the students who are exposed to the traditional teaching.
