The Use of Gamified Learning Modules in Teaching Geometry

This study investigated the effectiveness of Gamified Learning Modules (GLMs) in enhancing the geometry performance of Grade 8 students at Quezon National High School. Using a pre-experimental one-group pre-test–post-test design, data were gathered from 104 students who completed a pre-test prior to exposure to the GLMs and a post-test after engaging with the modules. Descriptive results revealed that in the pre-test, 43% of the students achieved a very satisfactory rating, 30% were satisfactory, 25% were fair, 2% were poor, and none reached the outstanding level. Following the implementation of the GLMs, performance improved notably: 12% attained an outstanding rating, 59% were very satisfactory, 28% were satisfactory, 2% were fair, and no student received a poor rating. Comparative analysis showed a statistically significant difference between pre-test and post-test scores, indicating substantial improvement after exposure to the gamified modules. The computed effect size of 0.78 suggests a large practical impact, demonstrating that the GLMs meaningfully enhanced students’ academic performance in geometry. These findings affirm the potential of gamification as an effective instructional strategy for improving mathematical achievement. However, the scope of the study was limited to Grade 8 students of Quezon National High School and focused exclusively on selected geometry topics in Mathematics 8, which may affect the generalizability of the results to other grade levels, mathematical domains, or educational contexts.