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Differentiated Instruction and Gamification Strategies: An Investigation into the Student’s Academic Competence and Performance in Mathematics

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Listed:
  • Judelyn M. Fundal

    (Sultan Kudarat State University, Philippines)

  • Rey S. Fuentebilla

    (Sultan Kudarat State University, Philippines)

Abstract

Innovative teaching strategies, such as differentiated instruction and gamification, have gained increasing recognition for their potential to enhance student engagement and improve learning outcomes in mathematics. This study investigated the relationship between teachers’ levels of implementation of these strategies and the academic competence and performance of Grade 9 students at Concepcion National High School. A descriptive-correlational research design was utilized. Data were collected from 120 randomly selected students using validated and pilot-tested instruments, including questionnaires, performance assessments, and academic records, to ensure the reliability and accuracy of the data. To assess the strength of the relationships among variables, Pearson’s r correlation was employed. The study examined the extent to which teachers practiced gamification and differentiated instruction by calculating mean and standard deviation scores. Results revealed that both strategies were consistently and highly implemented. Students’ academic competence and performance were also evaluated using descriptive statistics, showing that both strategies contributed to improved outcomes. Findings showed strong positive correlations between differentiated instruction and both academic competence (r = .701) and performance (r = .702). Similarly, gamification was positively correlated with academic competence (r = .639) and performance (r = .544). These results suggest that teachers who frequently utilized these strategies had students with higher academic achievement and demonstrated competence in mathematics. The study concludes that the effective implementation of differentiated instruction and gamification is strongly associated with enhanced student academic outcomes. Limitations of the study include the relatively small sample size, possible teacher familiarity bias, and limited generalizability. Future research is encouraged to explore longitudinal effects and broader demographic contexts..

Suggested Citation

  • Judelyn M. Fundal & Rey S. Fuentebilla, 2025. "Differentiated Instruction and Gamification Strategies: An Investigation into the Student’s Academic Competence and Performance in Mathematics," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 1499-1509, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:p:1499-1509
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    References listed on IDEAS

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    1. Koivisto, Jonna & Hamari, Juho, 2019. "The rise of motivational information systems: A review of gamification research," International Journal of Information Management, Elsevier, vol. 45(C), pages 191-210.
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