Abstract
This study aimed to investigate the effect of gamification on the attitudes of the students towards Mathematics and academic performance of Grade 9 students. The attitudes of students were assessed using a ATMI- Likert scale before and after the intervention, with both the experimental and control groups exhibiting neutral attitudes towards mathematics. Academic performance was measured through pre-test and post-test scores, revealing a significant improvement in the experimental group, reaching a very satisfactory level, while the control group achieved a satisfactory level. Statistical analysis indicated no significant change in attitudes towards mathematics between the groups post-intervention. However, a substantial increase in academic performance was observed in the experimental group, with a mean score jump from 10.06 to 25.33, significantly higher than the control group's score of 17.82. These findings suggest that while attitudes remained neutral, the gamification intervention had a notable positive impact on the academic performance of students in the experimental group compared to the control group. Overall, the intervention had a more significant impact on academic achievement in comparison to the control group. The incorporation of gamification into mathematics education for students in the ninth grade has a great deal of promise for improving both students' attitudes about the subject as well as their academic achievement. Educators can create engaging learning experiences by utilizing the motivational components of games.
