Back2Basics: Developing a Gamified Intervention Material in Teaching Basic Mathematical Skills in Physics

Abstract

Physics is often seen as a challenging subject. Low achievement in Physics is linked to a need to have strong foundational skills in mathematics aside from comprehension and critical thinking. However, conventional teaching methods often bore students and worsen learning. This study tackled this issue by introducing a Gamified Intervention Class (GIC) designed to improve academic achievement among Grade 8 students. Using a quasi-experimental approach, the study measured student performance through pre- and post- tests in both high and low performing homogeneous sections. The GIC was developed utilizing the “How to Gamify?” model and included elements outlined in Toda (2019) et al’s framework. The material underwent reviews and revisions based on ten (10) evaluators to ensure clarity, accuracy, and usability of the material. The findings showed that normalized gain scores improved better in high-performing sections than in low-performing counterparts. In conclusion, the GIC proves to be a potential innovative tool in teaching basic skills in physics due to its fun and enjoyable sensation. However, refinements must be made to help low-performing classes to improve as well.