Gamification in Mathematics Education: Improving EGNA Scores of Key Stage 2 Learners in Numbers and Algebra

RHODA MAE A ANCAJAS; RICHELLE A ANCAJAS; JOEL A ANCAJAS JR

Gamification in Mathematics Education: Improving EGNA Scores of Key Stage 2 Learners in Numbers and Algebra

Author(s)	Ms. RHODA MAE A ANCAJAS, Ms. RICHELLE A ANCAJAS, Mr. JOEL A ANCAJAS JR
Country	Philippines
Abstract	This study determined the effectiveness of Game-Based Learning Activities (GBLA) in enhancing the results of the Early Grade Numeracy Assessment (EGNA) among Key Stage 2 learners of Carmelo Elementary School, Cebu Province Division, during School Year 2025–2026. Specifically, it examined the demographic profiles of the teacher and learner respondents, the extent of implementation of GBLA in terms of the types of games utilized and teaching and learning competencies, the mathematics performance of learners after the intervention, and the significant relationship between the implementation of GBLA and learners' mathematics performance. The study employed a descriptive-correlational quantitative research design involving 60 respondents, composed of 10 teachers and 50 Key Stage 3 learners, selected through purposive sampling. Data were gathered using a researcher-made questionnaire to assess the implementation of Game-Based Learning Activities and the Early Grade Numeracy Assessment (EGNA) to measure learners' numeracy performance. Descriptive statistics, including frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient, were utilized to analyze the data. Findings revealed that the implementation of Game-Based Learning Activities was Very Highly Implemented in terms of both the types of games utilized and teaching and learning competencies. The posttest results indicated a significant improvement in learners' mathematics performance compared to their pretest results. Moreover, Pearson correlation analysis revealed a significant positive relationship between the implementation of Game-Based Learning Activities and learners' mathematics performance, leading to the rejection of the null hypothesis. The study concluded that Game-Based Learning Activities effectively enhance learners' numeracy skills, motivation, engagement, and overall mathematics achievement. Based on the findings, a Game Learning Exercises in Mathematics package was developed to provide teachers with a supplementary instructional material that supports engaging, learner-centered, and competency-based mathematics instruction.
Keywords	Game-Based Learning Activities, Early Grade Numeracy Assessment (EGNA), mathematics performance, numeracy skills, Key Stage 2 learners, descriptive-correlational research, learning exercises in mathematics.
Field	Mathematics
Published In	Volume 7, Issue 5, September-October 2026
Published On	2026-10-16

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Gamification in Mathematics Education: Improving EGNA Scores of Key Stage 2 Learners in Numbers and Algebra

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