CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed literature and studies related to the very direction of
this study. The presented information here also supports the existence of the problem being
studied which even solidifies the gap that the researcher is trying to fill in.

Gamified Remedial Instruction

The phrase gamification, a fresh creation of the twenty-first century, was unheard of until
about a decade ago. It wasn't until later in 2011 that the term was officially defined as "the
application of typical elements of game playing (e.g. point scoring, competition with others,
rules of play) to other areas of activity, typically as an online marketing technique to encourage
engagement with a product or service." Gamification may be defined more simply as the act of
adding game features into anything other than gaming (Rigo, 2020).

Gamification's pervasiveness in academia has had a particularly powerful influence on

math curriculum education, learning, and development. Math is one of those courses that
students either love to hate or can't live without as one of the key subjects they are required to
study throughout their academic careers (Jandro, 2019). However, in general, the majority of
math students struggle with acquiring the material and fail to develop an interest in and/or
respect for the subject. Psychological and medical research have connected mental health
difficulties to the study of math, which has been dubbed one of the most daunting topics (i.e.
math anxiety). Because this is such a sensitive but violent issue, game makers and instructors
have tackled it in a variety of ways. Many others have followed the straightforward road of
changing and complying to the pure game architecture. Land of Venn and Guess the connection
are two examples of these games. As previously noted, an alternate strategy is the creative
incorporation of gaming features while still functioning and keeping a strong identity as a
classroom (or e-classroom) (Hughes, 2021).

The shift from traditional learning to gamification of math education has been
enormously effective, with studies emphasizing several benefits for both students and teachers.
According to Deakin University research, when arithmetic was gamified, pupils had a more
favorable attitude about it (Valamis, 2021). Additionally, students were more interested and
driven since the gamification process alleviated the monotony of practicing question after
question. Other advantages of gamification include enhanced learning engagement and
productivity (Valamis, 2021).

Gamification has also been connected to a decrease in arithmetic anxiety. This is due to
two factors: first, learners are now free to learn at their own speed and in their own environment,
rather than being constrained by a typical classroom setting or timeframe (i.e. progression of
math concepts and topics is independent and achieving competency is now perceived as
desirable) (Darzi, 2020). According to studies, when courses are gamified, students' attention
spans increase, and those with learning difficulties such as ADHD are less disruptive and more
focused. Another advantage is that kids may now tackle arithmetic challenges with a stronger
backbone and thicker skin. There is now a stronger temptation in a gaming setting to not give up
on seemingly tough issues or failures to master topics in Algebra 2 or Precalculus so that one can
go to university statistics (Bouwer, 2021).

Finally, gamification makes tracking each student's progress more straightforward and
simple. Using metrics in the form of progress charts/bars, teachers may quickly assess a student's
strengths and weaknesses and, as a result, address student needs by offering extra help to areas
that need work and praising students for their success in areas they have mastered (Kaihara,
2021). Real-time information on students' progress can also help teachers provide immediate
support to pupils. Instant feedback on student development is critical because it informs the
teacher that the manner of delivery, or the topic itself, may need to be altered and retaught in a
different way to increase student understanding. Finally, progress indicators may be used to
motivate pupils when they see levels or tasks being accomplished in a systematic manner
(Ravandi, 2022).

Also, Godoy (2018) in a study revealed that putting a fresh twist on mathematics benefits
both students and instructors. Students get to learn about a topic in a fresh manner, while
instructors may experiment, be creative, or delegate the hard labor to a maths software. It takes
time and effort to develop procedural fluency and intrinsic number awareness. These are the
same components that lead to boredom (Godoy, 2019). Gamification increases engagement with
the repeated and consistent learning that leads to fluency. Students struggle to make the
connection between numbers on a page and their everyday lives. Games, on the other hand, may
bring learning to life and inspire kids to begin drawing connections between mathematics and
their surroundings (Godoy, 2019). This was the inspiration for Mathletics' gamified Problem-
Solving and Reasoning games. Students are encouraged to use their knowledge in these exercises
to solve multi-step, real-world situations that they can connect to. Games and gamification may
give unique insights into the learning abilities of your pupils. Some pupils excel at competition,
while others seek to better their previous day's best score (Godoy, 2019).

Meanwhile, Dedovets (2021) reiterated on their study that gamification, which is often
utilized in marketing and business, is gaining popularity in educational settings because to its
capacity to enliven otherwise monotonous or challenging activities. A gamified environment
applies game-like incentive components to learning processes, therefore engaging learners in the
learning task and changing boring classroom settings into smart ones (Dedovets, 2021). More
focus on building gamification interventions is required for establishing smart learning
environments. Active learning pedagogies, such as games, may be useful to students as an
alternative to conventional pedagogies. Games have been characterized as systems in which
participants participate in an artificial conflict, their actions are regulated by rules, and the result
of playing the game is measurable (Dedovets, 2021). The player is emotionally invested in the
outcome, and the outcomes of the action are negotiable. Gamified learning uses game aspects to
create game-like experiences in order to achieve predetermined objectives, which boosts learners'
motivation. Game-based learning and gamification are two techniques to incorporating games
into mathematics classrooms, both of which engage students in entertaining explorations of
mathematical topics (Dedovets, 2021). Geometry is an essential branch of mathematics because
it helps students improve their spatial awareness and geometric reasoning. The difficulties
encountered in teaching geometry at the elementary level can be attributed to students' individual
cognitive and affective development, as well as teachers' selection and application of
instructional strategies, learning activities, and resources that are aligned with student thinking
levels (Dedovets, 2021).

Students’ Achievement and Engagement in Mathematics

Education professionals have paid close attention to how students feel about mathematics
(Chen, 2018). Students that are enthusiastic about math are more likely to they are likely to
prioritize studying mathematics since they enjoy the topic, see its importance, and feel confident
in it (Kiwanuka, 2020) which might result in excellent performance in the same.

Despite the fact that a number of researchers have found a link between students' attitudes
toward mathematics and their academic success (Dowker, 2019) Others have discovered a
negligible correlation between them.

Since attitude is a branch of affective science and is more stable and cognitive than
emotion, it differs from emotion. Since attitude is less cognitive than belief, it also differs from
belief (Zhu, 2019) stated that while "beliefs are psychologically held understanding assumptions,
or statements about the world (attitude is related to) modes of doing, feeling, or thinking that
reveal one's disposition or opinion," it was claimed that "beliefs are related to attitudes." As a
result, a person's attitude is a psychological inclination that is generally steady toward a single
idea, object, or creature with a definite positive or negative valence. As a result, students'
attitudes toward mathematics might be described as an overall assessment of mathematics.

From multiple viewpoints, researchers have hypothesized the existence of a number of

attitude toward mathematics components. For instance, using survey information from 318
Malaysian secondary school students (Davadas, 2017) indicated that aspects of attitude toward
mathematics include inspiration, fun, confidence, and value. Likewise (Kiwanuka, 2020) three
components were identified when 1,496 Italian children in grades 2 through 13 were asked to
write about their personal experiences with math: "emotional disposition, perception of
mathematics, and perceived competence." The Trends in International Researchers from the
Mathematics and Science Study (TIMSS) looked at three different aspects of pupils' attitudes
toward mathematics. The value of mathematics, the fun of mathematics, and the assurance
mathematics. In conclusion, although different researchers have employed various words, they
have consistently used three components to measure attitude toward mathematics: like
mathematics (LM), value mathematics (VM), and trust in mathematics (CM).

Numerous researchers have looked at how kids feel about arithmetic. They have,
however, infrequently applied a person-centered approach, which facilitates the analysis of
various patterns or combinations of factors in each profile. The majority of studies have looked
at students' attitudes toward mathematics in conjunction with other constructs, despite the fact
that few have explored the profiles of students' attitudes toward mathematics. For instance, in
their investigation of the attitudes and beliefs of 293 American college students about
mathematics (Berger, 2020) three latent profiles were identified, and they were classified as math
positive, math neutral, and math negative. Moreover, Latent profile analysis (LPA) was used to
identify six profiles of attitudes toward mathematics and science among 10,051 Austrian eighth-
graders. They identified four distinct attitudes among pupils toward mathematics: negative,
neutral, positive, and very favorable. We can therefore suppose that there are three or four
different profiles of students' attitudes toward mathematics. An additional study that focuses
exclusively on students' attitudes toward mathematics is needed to test this notion.

Students' encounters with mathematics in diverse contexts help to shape their views
toward it (Davadas, 2017). As exposure to a certain object or subject over time influences.
Students either adopt a favorable or unfavorable attitude toward these encounters depending on
their psychological state. Additionally, students often behave and think in ways that align with
their attitudes. For instance, pupils who have a favorable attitude toward mathematics are more
likely to find the subject enjoyable, see its value, and feel confident in their ability to succeed in
it.

Additionally, these kids devote more time and effort to their math studies. However,
pupils who have a negative attitude toward mathematics often despise the subject, think it's
pointless, and are reluctant to do it. As a result, these students frequently shy away from math-
related activities (Cho, 2019). As a result, we can infer that a student's attitude toward
mathematics and their ability in math have a favorable link.

According to some earlier studies, students' attitudes toward mathematics have a positive
impact on their mathematical achievement (Chen, 2018). For example (Dowker, 2019) 113
studies were analyzed in a meta-analysis, and a favorable and statistically significant association
between them was discovered 67 English and 49 Chinese children participated in a recent study,
which indicated that attitude toward mathematics explained 26% of the variation in math
achievement.

(Kiwanuka, 2020) LM, VM, and CM were used to assess the attitudes of 4,244 seventh-
grade Ugandan students toward mathematics. The results revealed a statistically significant
correlation between these kids' mathematics attitudes achievement.
 TIMSS 2003 grade 8 dataset was used to examine the relationship between the same
three indicators and math achievement, and it was discovered that each factor had a substantial
positive relationship with math achievement. Students are more likely to perform better in
mathematics because they are more motivated to study the subject and persevere in the face of
difficulty if they have higher degrees of "value of," "enjoyment of," and "confidence in"
mathematics (Cho, 2019).

The significance of mathematics in both formal education and people's daily lives is what
is causing researchers' interest in investigating mathematical accomplishment to increase
(Namkung, 2019) emphasized the importance of quantitative understanding for both personal
and professional success, for instance. Success in arithmetic is also linked to happiness, life
satisfaction, health, earnings, employability, and lifespan.

The development of the nation's future workforce for quick advancement depends in
large part on education. This opens the door for numerous arduous searches around the globe to
find more effective ways to raise academic standards (Simms, 2017).

(Yavuz, 2017) stated that developing the requisite math skills and talents is the most
practical and active instrument that anyone can learn for forming a developed community. In
fact, proficiency in mathematics is seen to be a good indicator of future success in school, work,
and health. Due to this, the top policy and educational administrations were compelled to
organize international assessment studies and publicize the educational reforms of the nations on
a national and international level.

Students’ Performance in Mathematics

Mathematics academic accomplishment is a serious concern for educational systems all

around the world. National policy makers and educators around the world share the desire to
comprehend and identify factors that may have significant and consistent relationships with
mathematics achievement because students' mathematical achievement is frequently linked to a
country's future economic power and competitiveness (A. Alghamdi, 2020).

Therefore, identifying sound and consistent factors relating to numerical accomplishment

and comprehending them has received tremendous respect from national pioneers, policymakers,
and educators worldwide. This has led to an increase in the amount of time and money spent on
developing effective mediations to improve numerical accomplishment (Arum, 2017).

Additionally, studies were conducted in an effort to assess the academic performance of

high school students, with a focus on how well they performed in the subject of mathematics (D.
Purnomo, 2017).

A study by Pinto (2021) showed that cognitive components such as beliefs and cognitive
processes impact one's attitude toward mathematics. However, the role of cognitive processes on
attitudes toward mathematics has yet to be studied. Researchers are interested in the attitude
toward mathematics because of the impact it has on student learning and performance in this
subject (Pinto, 2021). According to the scientific literature, mathematical attitudes are created by
cognitive, affective, and behavioral components that interact with one another (Pinto, 2021). In
terms of the cognitive component, references are made to beliefs about mathematics on the one
hand, and cognitive processes involved in the attitude toward mathematics on the other. This
study focuses on two cognitive processes that have been linked to the mathematics framework in
previous investigations, namely creativity and cognitive flexibility (Pinto, 2021).

Meanwhile, Sanchal (2017) on a study showed that the development of mathematical

thinking was linked to pupils' confidence in learning mathematics in a sporting environment
(Sanchal, 2017). According to the findings of this study, the sporting setting may have allowed
pupils to convey their mathematical concepts more comfortably, giving them more confidence
(Sanchal, 2017). With a 5% rise in the percentage of students seeing the value of mathematics
outside of school, it can be stated that the sporting setting enabled these children to consider how
mathematics can be applied outside of school (Sanchal, 2017). The data also imply that when
more students feel comfortable and enjoy mathematics lessons while studying mathematics, their
engagement level rises. As a result of increased confidence, awareness of the relevance of
mathematics, and participation in mathematics lessons, students' attitudes toward learning
mathematics improved (Sanchal, 2017).

Furthermore, a study of Mazana (2018) showed that students initially have a positive
attitude toward mathematics, but as they progress through the levels of school, their attitude
becomes less positive. It was shown that there is a strong positive but modest association
between students' attitudes and performance (Mazana, 2018). In our findings, pupils'
performance was significantly predicted by their enjoyment and attitude toward mathematics
(Mazana, 2018). The elements impacting pupils' like or dislike of mathematics included student
ability, instructional, and social psychological environmental factors. Furthermore, the findings
indicate that exam failure is attributable to instructor didactic tactics, institutional resources, poor
learning and examination strategies, and failure to understand instructions (Mazana, 2018). The
findings provide insights for future research as well as motivating improvements in teaching-
learning approaches that would encourage mathematics enjoyment and, as a result, improved
performance in the subject (Mazana, 2018).

In addition, the study of Mata (2012) showed that findings on the association between
arithmetic achievement and attitudes toward mathematics are consistent with previous studies
indicating that high performers develop more favorable views than low achievers (Mata, 2012).
Achievement is frequently associated to self-belief in competence, and self-belief in competence
can be related to attitudes toward math, implying that when students succeed at a math activity,
their sense of competence grows, which may foster more favorable attitudes (Mata, 2012).
However, when diverse situations are considered, the improvement in attitudes is likely to be
more significant, but the main contribution is determined in the classroom environment (Mata,
2012). According to research on this topic, instructor support for autonomy affected student
motivation, among other things, and those diverse pedagogical aims also explained variances in
student math motivation (Mata, 2012).

These findings, when taken together, highlight the significance of the teacher in
promoting student learning, attitudes, and even motivation, and have some consequences for
education and instructional techniques (Mata, 2012). The findings reported here indicate that
there are considerable connections between motivation and support-related characteristics and
attitudes. However, due to the cross-sectional nature of the design, we are unable to infer causal
correlations between the variables (Mata, 2012). As a result, we cannot conclude that
motivational and social context factors influence student attitudes, however we cannot rule out
the possibility that variables closely related to motivation and social support in the classroom
have a significant relationship to attitudes (Mata, 2012).

Meanwhile, the study of Yasar (2016) showed that many students struggle in
mathematics lessons, which causes increasing worry because they believe they will fail; as a
result, they acquire unfavorable attitudes toward mathematics studies. The attitude is known to
have three components: cognitive, sensory, and behavioral characteristics (Yasar, 2016). The
discovery that high school students' attitudes toward mathematics are at a medium level suggests
that more extensive research is required to improve high school students' attitudes toward
mathematics. The findings of this study reveal that high school pupils' views about mathematics
are on the middle level. mathematician (Yasar, 2016).

In addition, Elci (2017) revealed that when subjected to the effect of improvements other
than himself, the individual's attitudes regarding mathematics changed. Mathematics professors
appeared to have made a significant influence to this change. In general, mathematics teachers
examined pupils using evaluation tools composed of questions based on formulations and
complex functions (Elci, 2017). The students believed that these perplexing formulations
constituted the essence of mathematics, and they were unable to change their views about
mathematics. If a person believed that mathematics was necessary throughout his or her life,
attitudes toward it could improve (Elci, 2017). Initially, mathematics teachers should believe that
multiple techniques to problem solving exist, and afterwards, he or she should value pupils who
use such approaches; nevertheless, the contrary is true (Elci, 2017). The linkages between
mathematical concepts cannot be correctly established, and there is difficulty in problem solving
skills or relating mathematical concepts. Because such challenges impede an individual's
mathematical reasoning from improving, they reduce success (Elci, 2017). When teaching a
mathematics teacher, the instructor's contribution to classroom learning and her behaviors can be
more beneficial if the familiarity of mathematical power and thinking is prioritized (Elci, 2017).
Students can build a proper discussion atmosphere, and the duty of transfer can be formed. As a
result, class can be made more appealing, and some positive contributions to improving attitudes
toward mathematics can be made (Elci, 2017).

Mantero (2020) also stated on their study that researchers that focus on the importance of
the emotive domain in mathematics teaching and learning believe that cognitive elements are not
the only ones that matter (Mantero, 2020). When students and teachers work on mathematics or
other subjects, their interests, beliefs, feelings, and attitudes all play a role, which requires a
thorough examination of these factors (Mantero, 2020). Researchers' desire to quantify the
impact of many factors on the attitudes of students or teachers has given rise to a slew of studies
into whether measurement instruments, such as the Thurstone type, Likert scales, or
questionnaires, are best constructed and verified (Mantero, 2020). In order to analyze social
behavior, such as attitudes toward mathematics, a proper sampling approach must be used, as
well as a reliable instrument to measure behavior and a careful interpretation of the results
(Mantero, 2020).

Meanwhile, Asante (2012) revealed that attitudes toward mathematics, as well as

accompanying anxiety, have been observed in children from a variety of socioeconomic
backgrounds. The goal of this study was to look into senior high students' views toward
mathematics and to look into gender disparities in attitudes toward mathematics among Accra
students (Asante, 2012). A cross-sectional data set encompassing demographic information and
attitudes toward mathematics was gathered from 181 pupils, 109 boys and 72 girls (Asante,
2012). They were conveniently drawn from three different high schools. The demographic data
questionnaire and the Attitudes Towards Mathematics Inventory, both anonymous self-
administered questionnaires, were employed (ATMI). The data was examined using SPSS
version 16 to calculate the mean, and the results revealed a significant difference in attitudes
toward mathematics between boys and girls (Asante, 2012). As explanation factors for students'
attitudes toward mathematics, the school environment, teachers' attitudes and beliefs,
instructional approaches, and parental attitudes were discovered. Teachers and other education
industry stakeholders should conduct seminars and workshops for students, parents, teachers, and
school administrators in order to improve and encourage good attitudes about mathematics
(Asante, 2012).

Berglund (2013) on a study also revealed that the subject of mathematical attitude is very
important and has huge repercussions for pupils. Studies on student attitudes examine how
attitudes affect future academic and career decisions (Berglund, 2013). Math attitude in middle
and high school might influence interest in advanced math classes in high school and college, as
well as future job choices. For these reasons, mathematics education aims to foster positive
attitudes about mathematics among middle and high school pupils (Berglund, 2013). Examining
how gender stereotypes affect student attitudes toward mathematics yields crucial findings. This
study shows that gender stereotypes are changing in relation to perceived competence, peer
influence, mathematical relevance, intrinsic curiosity, and enjoyment. The association between
student gender and belief for each category implies that gender bias in mathematics instruction is
less prevalent than previously thought (Berglund, 2013). This study confirms that we are moving
away from a society where Barbie dolls declare "math is hard" and girls are regarded to be
essentially less accomplished than boys. There has been progress towards a culture where girls
are increasingly represented in STEM fields, and where female mathematics teachers are not
unusual (Berglund, 2013).

Meanwhile, Suleiman (2020) stated that Students' attitudes are an affective element that
can have a substantial impact on their academic performance. A student's attitude toward
mathematics is one of the elements that influence their performance in mathematics classes in
Nigeria, particularly among primary school students (Suleiman, 2020). The purpose of the study
was to uncover indicators that reflect a student's unfavorable attitude toward the topic of
mathematics. The population of the study consisted of 1,626 students from six selected primary
schools in the Nasarawa Local Government Area of Kano in Nigeria (Suleiman, 2020). The
Krejcie and Morgan table was used to pick a sample of 384 responders from a larger pool. The
respondents completed a Mathematics Attitude Questionnaire (MAQ), which measures the
students' affect, behavior, and cognitive characteristics (Suleiman, 2020). All of the data
collected was analyzed using the statistical software for social science (SPSS) (SPSS). In light of
the findings, it is advised that parents and instructors be compelled to provide certain supportive
measures in order to change the students' attitudes about mathematics. The absence of action to
alleviate negative attitudes among pupils will result in a very limited professional future for
them, as well as relatively bad arithmetic achievement on their part (Suleiman, 2020).

Guzman (2020) on a study also revealed that because they have the power to generate a
stance or evaluation against their teaching, attitudes can influence mathematics learning. The
emotive dimension, which causes emotional and motivating responses to mathematical
knowledge, influences this position or judgement (Guzman, 2020). This results in the formation
of beliefs, which is the accumulation of concepts that support or defend the reasons why we
adopt a specific stance for the objective of the attitude, in this example, learning mathematics
(Guzman, 2020). These features can be investigated more concretely through the behavioral
dimension, which allows the subject to operationalize the concepts that he or she has as a result
of the emotional reactions induced by the teaching of these materials (Guzman, 2020). Similarly,
with the development of this article, we identify the factors that promote positive attitudes
toward mathematics as perceiving abilities towards mathematics, identifying the usefulness of
mathematics for the future, the attitude of parents towards mathematics, beliefs towards
mathematics, emotional and sentimental reactions that cause the teaching and learning of
mathematics, pedagogical attitudes of the teacher, mathematical attitudes, and positive attitudes
towards mathematics (Guzman, 2020).

The study of Jaleel (2016) revealed that "Thinking about one's own thinking" is what
metacognition entails. Metacognition has two components: reflection (thinking about what we
know) and self-regulation (controlling how we learn) (Jaleel, 2016). These processes, when
considered collectively, constitute an important element of learning and development.
Developing these metacognitive talents entails not only being reflective learners, but also
learning specific learning strategies (Jaleel, 2016). Some of the terminology associated with
metacognition include metacognitive beliefs, metacognitive awareness, metacognitive
experiences, metacognitive knowledge, metacognitive skills, executive skills, higher-order skills,
metacomponents, and metamemory. Being aware of how you think is what metacognitive
awareness entails. Metacognition is the awareness of one's own thoughts and strategies. It
teaches students to be more aware of what they are doing and why they are doing it, as well as
how the abilities they are acquiring may be applied differently in different settings.

Meanwhile, a study of McFarland (2013) showed that according to research, many high
school students are unprepared for college and/or the labor field because they have not learned
how to learn. Students who are unaware of the metacognitive process are more likely to be
underachievers with lower academic aspirations and less accurate self-evaluation (McFarland,
2013). While metacognition is a learning method that has been proved to improve learning,
comprehension, attention, motivation, and memory, it is still largely absent in today's schools
(McFarland, 2013). A quasi-experimental study was conducted to determine the effects of
teaching a process-oriented metacognitive strategy to students at a public high school in
Massachusetts to determine if metacognitive awareness – as measured by the Motivated
Strategies for Learning Questionnaire (MSLQ) – could be increased (McFarland, 2013). The
study included 68 kids from all four grade levels, including 32 in the control group and 36 in the
therapy group. The study's findings revealed that less than half of the sample population initially
claimed being familiar with metacognition, and there were no significant differences in reported
degrees of metacognitive awareness across the four grade levels (McFarland, 2013). It was also
discovered that by offering direct teaching followed by exercises in the use of the learning
approach, metacognitive awareness might be strengthened. These findings corroborated previous
research that found metacognitive skills may be taught through well designed and administered
instructional activities (McFarland, 2013).

Furthermore, Farahian (2018) in a study also showed that Metacognition and its function
in the writing process have been credited by several lines of research studies, each with its
unique emphasis on the topic (Farahian, 2018). Cognitive psychology, developmental
psychology, and social cognitive psychology have all conducted experimental studies on
metacognition and contributed to theoretical advancements. Metacognition is defined as "the
knowledge and regulation of cognitive events" and is, in general, thinking about our thinking.
Interestingly, metacognition has been identified as a construct that can distinguish between good
and bad writers, and it may evolve as authors become older and progress through the school
system (Farahian, 2018).

Abdelrahman (2020) also showed that Metacognition is the ability of learners to take the
required steps to prepare appropriate tactics for addressing issues, to evaluate consequences and
outcomes, and to alter the strategy as needed, depending on prior knowledge (Abdelrahman,
2020). Metacognition assists learners in achieving a personal goal by selecting the best cognitive
tool for the job. Females outperformed males on both scales of metacognitive awareness, as
demonstrated by metacognitive knowledge. Females reported higher levels of extrinsic academic
motivation than males (Abdelrahman, 2020).

Academic achievement and academic motivation are significantly correlated, as are

academic achievement and academic intrinsic motivation and academic achievement and
academic extrinsic motivation (Miller, 2017). Metacognitive awareness is a significant
contributor to learning achievement and a great instrument for assessing academic performance
(Miller, 2017). The pupils' achievement behavior is motivated by both internal and external
factors. In this case, professors must employ effective teaching approaches such as interactive
teaching and curiosity-based learning, as well as the use of fascinating materials and fun
assignments that boost academic intrinsic and extrinsic motivation (Miller, 2017).
 The current study includes independent assessments of both intrinsic and extrinsic
motivations, based on the reasons why students engage in in-class learning, and serves as a
valuable supplement to traditional motivational assessments, such as how much students enjoy
certain activities or content domains (Dangin, 2016). To improve students' academic
performance, university instructors can help them develop their intrinsic motivation and
metacognition abilities by assisting them in setting attainable goals that aid learning acquisition
and promote constructive and meaningful participation in academic activities (Dangin, 2016).

Students' academic performance and achievement are influenced by the metacognitive

methods they use in relation to their intrinsic motivation (Vallin, 2019). As a result, these
characteristics of students' intrinsic motivation in universities must be developed and promoted
(Vallin, 2019). University professors' teaching strategies and techniques should not be restricted
to delivering knowledge, but should also encourage more interaction between professors and
students and activate the use of metacognition skills as an effective tool with good effects on
academic accomplishment (Vallin, 2019). Supporting and enhancing students' intrinsic
motivation through a variety of pleasurable non-academic activities strengthens students'
personalities, motivates them to participate, and raises their self-concept. These enhancements
would increase their intrinsic drive and provide students with the energy to address complex and
multifaceted learning problems and achieve success (Vallin, 2019).

Also, future research should focus on the effects of metacognitive awareness, academic
intrinsic motivation, and academic extrinsic motivation on university academic achievement,
such as students' qualifications, achieved knowledge and skills, and development of social
responsibility, to gain a better understanding of their effects (Kallio, 2020). Academic motivation
is a crucial aspect in achieving academic success in college. Many intrinsic and extrinsic factors
influence academic consistency motivation. Many university students lack the drive required to
flourish academically and achieve their ambitions (Kallio, 2020). Most students are pursuing
majors that they did not choose, but rather because of their parents' desires, which causes them to
lose ambition to learn and achieve (Kallio, 2020).

In addition, Vaijayanthi (2012) revealed that Metacognition allows pupils to benefit from
instruction by influencing the use and upkeep of cognitive processes. Students who use
metacognition to find acceptable learning strategies in the right situation are engaging in
metacognition (Vaijayanthi, 2012). Metacognition is a learning strategy that stresses the
development of thinking abilities and processes as a method of improving learning (Vaijayanthi,
2012). This goal is to help all students become more strategic, self-reliant, flexible, and
productive in their learning activities. It is predicated on the notion that there are recognizable
cognitive methods, traditionally thought to be used solely by the greatest and brightest students,
that can be taught to the majority of students (Vaijayanthi, 2012). The use of these tactics has
been linked to good learning, as well as determining what the question means and how it might
be addressed. Metacognition is most simply characterized as "thinking about thinking."
Metacognition is made up of two parts: knowledge and regulation (Vaijayanthi, 2012).
Information about oneself as a learner and the elements that may affect performance,
understanding about strategies, and knowledge about when and why to utilize techniques are all
examples of metacognitive knowledge (Vaijayanthi, 2012). The monitoring of one's cognition is
known as metacognitive control, and it comprises planning activities, awareness of
comprehension and task performance, and evaluation of the usefulness of monitoring processes
and techniques (Vaijayanthi, 2012). Recent study reveals that young infants, particularly after the
age of three, are capable of primitive types of metacognitive processing. Individual
developmental models differ, but most predict large advances in metacognition throughout the
first six years of life. Metacognition improves with adequate education, and there is empirical
evidence to support the idea that pupils can be taught to reflect on their own thinking
(Vaijayanthi, 2012).

Mushtaq (2013) in a study revealed that boys outperform girls in math around the world.
The findings of this research effort confirm global evidence in the context of Afghanistan,
namely that girls outperform boys in math (Mushtaq, 2013). To grasp the patterns, there are
numerous questions that require in-depth thought and research. It would be interesting to learn
why there is a difference in the upper classes (Mushtaq, 2013). When the school year begins and
the math textbooks for high school grow more demanding, but teachers' understanding is limited,
there appears to be a disparity in accomplishment. High school mathematics must be taught by a
teacher with a grade 16 diploma, but the majority of high school instructors have a grade 14
diploma (Mushtaq, 2013). Math is like a chain, with each link relating to the next; when pupils in
lower grades did not understand basic math, the problem became apparent in high schools
(Mushtaq, 2013).
 Meanwhile, the study of Yeh (2019) revealed that in most elementary mathematics
classrooms in Taiwan, traditional teacher-led instruction continues to predominate. Under such
conditions, the teacher is rarely able to care for all of the students (Yeh, 2019). Many students
may subsequently fall farther behind the standard of mathematical achievement and lose interest
in mathematics, eventually giving up on learning mathematics (Yeh, 2019). In fact, kids in
Taiwan have a lesser interest in learning mathematics than students in many other
regions/countries. Thus, how to improve kids' mathematical achievement and interest are two
key issues, particularly for low-achieving children (Yeh, 2019). Because mathematics is an
abstract topic, young kids, particularly low-achieving students, quickly lose interest in it. Some
scholars created instructional games to help students understand a certain set of mathematical
concepts. Learning is frequently predefined in textbooks or classrooms as a certain sequence that
students must follow in order to learn (Yeh, 2019). Nonetheless, the structure of knowledge is a
network rather than a linear one. Students might study knowledge and uncover the relationships
between different pieces of knowledge when learning if we could reorganize these learning
materials according to the structure of knowledge (Yeh, 2019).

Synthesis of the State of the Art

All the reviewed studies and literature showed that gamification allows the use of game
design principles in environments that are not typically considered entertaining, and it may turn
"dry, discouraging school subjects" like mathematics into exciting ones. According to the
authors, gamifying geometry with primary kids boosted students' success levels and maintained
involvement in learning. Several gamification projects connected to basic mathematics and
various education levels may be found in the literature. However, the research on gamification in
education often refers to the ambiguous link between student involvement and accomplishment.
However, it is recognized that gamification elicits the same physiological feelings as games,
such as enjoyment and fun. Furthermore, a gamified environment incorporates social aspects of
games into learning activities that foster skills such as communication, sharing, goal setting,
engagement, interaction, and problem solving. Gamification's pedagogical components include
motivation, engagement, learning, thinking, and problem solving, placing this pedagogical
innovation within educational environments. Gamification, like instructional games, provides for
the combination of "concentration demanded by challenging activities and the enjoyment
experienced when fully utilizing one's skills." Challenges within a gamification framework may
boost the attractiveness of the learning environment and encourage learner engagement if
designers build out ideas "in steps" to facilitate cognitive growth.

Theoretical Framework

This study is supported or solidified by the following theories.

Motivation theories address the mechanisms and determinants of motivation formation,

such as the basic psychological needs - autonomy, competence, and relatedness - from self-
determination theory or self-efficacy, which describes a person's belief that they can successfully
perform the required behavior. According to studies, game mechanics address the basic needs for
autonomy, competence, and relatedness in part through elements such as customization, which
promotes feelings of autonomy, achievements and badges, which foster feelings of competence,
and teams and social networks, which enhance feelings of relatedness. Gamification and serious
games can boost self-efficacy, for example, in responding to crises, spotting cyber-security
issues, and completing learning tasks. Similar to self-efficacy theory, social comparison theory
highlights the natural need to compare oneself to others, which may be inspiring or disheartening
depending on the circumstances. Social comparisons in the form of leaderboards or social status
features, for example, might have varied impacts in various populations.

Flow theory defines flow as a "holistic sensation that people experience when they act
completely involved." Although flow is intrinsically valent, it is intimately tied to motivation:
when people are completely involved in an activity, they see it as intrinsically gratifying and
pursue it for the sake of the activity rather than to attain the end objective. The influence of
gamification and serious games on flow experiences, on the other hand, has yet to be fully
proven.

Other theories address both motivation and valence, describing the effect of predictors
like expectations and values, as in the ARCS model of motivation for instructional design, which
states that motivation is the result of a combination of four factors: attention, relevance,
confidence, and satisfaction. Satisfaction as a valent factor of motivation is influenced by result
expectancies, such as objectives, while confidence relates to personal conviction in one's own
ability to succeed, also known as self-efficacy. Similarly, Locke's (1968) goal-setting theory and
success goal theory highlight the relevance of goals for motivational processes and satisfaction
with goal achievement for commitment to future goals. While the ARCS questionnaire is
frequently used to quantitatively assess the motivational effect of serious games and game-based
learning on the four factors, with positive to mixed results, possibly due to its pedagogical focus,
the latter, i.e. goal-setting and achievement goal theory, are primarily used to refine and improve
gamified interventions, e.g. with leaderboards as goal-setting mechanisms, and the
individualization to achievement goal orientations with varying degrees of success.

The third area of theoretical foundations is concerned with learning determinants and
processes. Most of these theories, such as social learning theory (Bandura, 1971), social
cognitive theory (Bandura, 2001a, Bandura, 2001b), and the sociocultural theory of cognitive
development (Vygotsky, 1978), are derived from social psychology and describe the critical role
of sociocultural influences and interactions in successful learning processes. Vicarious learning,
or learning through witnessing others, is a core idea in social learning theory and social cognitive
theory, which is an extension of social learning theory (Bandura, 1971). This notion influences
the design of game-based learning interventions, such as adding systems that allow social
observation processes (Jeen et al., 2007) or building role model game characters for vicarious
learning (Fuchslocher et al., 2011). (Amresh et al., 2019; Bowen et al., 2014; Bul et al., 2015). In
turn, sociocultural theory of cognitive development introduces the concept of the Zone of
Proximal Development, which is defined as the distance between one's current level of
development and the level of potential development that can be obtained through guidance, peer
cooperation, or instruction (Vygotsky, 1978). Based on sociocultural theory, gamification and
serious games are designed to be adaptable and personalized in order to scaffold learners within
their zones of proximal development (e.g. Davis et al., 2018; Rachels & Rockinson-Szapkiw,
2018).

Conceptual Framework

This study is guided by the Input-Process-Output (IPO) model and is shown visually
below.

INPUT PROCESS
Data on the demographic profile of Employment of quantitative
the learners approaches/methods
Data on the Proficiency Level of Pre-data collection, Data collection
the respondents in Grade 8
Data Analysis
Mathematics
 OUTPUT
Enhanced Gamified Remedial Instruction

Gap Bridged by the Study

Majority of the reviewed literature focused only on the theoretical and conceptual
foundation of gamified teaching strategy as applied to Mathematics instruction and that there is
few almost close to none studies focusing on how such can be applied as a remedial strategy for
those who are struggling with Mathematics or the basics of numeracy. Hence, this study is filling
or bridging that gap by focusing on how gamification can be used as a remedial instruction
strategy to improve the performance of the Grade 8 Mathematics students.

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