Rose Ann D. Dizon

Dangcol National High School

Completed 2026

ABSTRACT

This action research examined the effectiveness of drills combined with gamification in enhancing the basic mathematics skills of Grade 7 learners at Dangcol National High School. The study addressed the persistent gap in mathematics proficiency observed among learners in Grade 7-Tulips and Grade 7-Cosmos, where nearly half of the 47 respondents were identified as not proficient or low proficient based on the Rapid Mathematics Assessment (RMA). Employing a quantitative, one-group pretest-posttest design, the study utilized a researcher-prepared RMA test and a validated 5-point Likert-scale questionnaire to gather data on learners’ mathematics fundamental skills and their perceptions of the intervention. Findings revealed that learners’ mathematics fundamental skills improved from the pre-intervention to the post-intervention period, with a statistically significant mean gain score confirming the effectiveness of the intervention. Learners also expressed a highly positive perception toward drills with gamification, describing it as strongly effective in enhancing their engagement, motivation, and understanding of mathematical concepts. Nonetheless, the study was limited by its single-school setting, relatively small sample size, and the absence of a control group, which may affect the generalizability of the findings. The research offers original, context-specific evidence supporting the integration of gamified drills as a practical classroom intervention, contributing to DepEd’s MATATAG agenda and the Basic Education Research Agenda strand on Teaching and Learning. The findings imply that teachers and school administrators may adopt gamified drills to sustain learner engagement and improve numeracy outcomes, while future researchers are encouraged to replicate the study using larger samples, and longer intervention periods.