Abstract
This study delved into the perceptions of Mathematics’ student teachers regarding the implementation of gamification in secondary schools at Nasugbu, Batangas. This research investigates the rising global trend of implementing gamification in education, particularly in Mathematics teaching, to address contemporary learner needs by examining student teachers’ use of gamified activities, their design factors, encountered challenges, and perceived benefits. Purposive sampling was utilized in a multiple-case study approach to select ten (10) secondary school Mathematics’ student teachers engaged in practice teaching in Nasugbu, Batangas. Qualitative findings revealed common gamified activities employed by student teachers, emphasizing the importance of student-centered design, alignment with learning objectives, student engagement, assessment, and adaptation to the classroom context. Challenges faced by student teachers in integrating gamification included technical limitations, sustaining engagement, time management, and addressing diverse learning styles. Despite these challenges, integrating gamification showed benefits such as increased engagement, improved learning outcomes, reduced math anxiety, and enhanced attitudes towards Mathematics. In conclusion, gamified activities play a significant role in enhancing student engagement and learning outcomes in Mathematics classrooms. The findings suggest student teachers to explore and integrate gamified activities into Mathematics lessons to create engaging environments supporting student success.
Keywords
Citation
Feleo, A. J., Mangarin, J., & Cahayon, M. A. (2024). PERCEPTIONS OF MATHEMATICS’ STUDENT TEACHERS IN THE IMPLEMENTATION OF GAMIFICATION IN SECONDARY SCHOOL AT NASUGBU, BATANGAS. GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL, 2(2), 22–46.
https://doi.org/10.5281/zenodo.1206938