Effectiveness of Math Legend (Ml) Game-Based Approach in Teaching Mathematics

Not all students like learning Mathematics. Some sees it as a boring and a burden subject. This factor contributes to the decreasing mean percentage score of the quarterly exam result. That is why, this study is realized, it is about an approach in teaching Mathematics that aims to know the significant difference in math performance between the Control and Experimental Groups of participants and when group according to their mathematical abilities; the significant interaction effect between the control and experimental groups and when group according to their mathematical abilities; and propose an intervention program based from the results of the study. The data gathered proved that both methods showed effectiveness to the both groups. On the other hand, above average in both methods failed to reject null hypothesis. These proves that that there is no effect in the said level and also in the below average level. In contrast, the data in the average level has difference in both methods. Thus, it implies that there is a significant difference in Math performance between control and experimental groups of students. It is therefore found out that the academic achievement of the between the Control and Experimental Groups of participants and when group according to their mathematical abilities has a significant difference. And there is no significant interaction effect between the control and experimental groups and when group according to their mathematical abilities. These concludes that students learning depends on them. There learning was not really impacted by the strategy used. Students learn in different situation may it a student-centered approach or the teacher-centered approach. Learning happens anytime and anywhere. They get more interested when they are involved and engage. It also makes them feel excited to be part of the game not realizing the importance of the game being an integration.