Republic of the Philippines

North Eastern Mindanao State University

Enhancing the Capability to Solve the

Basic Mathematical Operations of
Grade Three Pupils Through the MGAE
(Motivation, Gamification, Application,
and Evaluation) Model in Teaching
Mathematics

An Action Research Presented to

The Faculty and Staff of Department of General Teachers
Training
North Eastern Mindanao State University-Tagbina Campus
Poblacion Tagbina, Surigao Del Sur

In Partial Fulfillment of the Requirements

For Practical Research Course

Jericha A. Oscares
Gracelyn A. Patac
First Semester, AY 2024-2025

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

Table Of Contents
Page
Title Page i
List of Figures ii
List of Tables iii
Chapter 1 iv

The Problem and its Setting

Introduction 1

Theoretical Framework

Conceptual Framework

Significance of the Study

Scope and Limitations

Definition of Terms

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

Chapter 1: Introduction
Mathematics is a foundational skill critical to academic success and daily
functioning; however, many Grade 3 pupils struggle with basic mathematical operations,
which can hinder their overall educational development. Research indicates that a lack of
motivation and engagement in learning can significantly impede students’ ability to grasp
fundamental mathematical concepts. Furthermore, traditional teaching methods often fail to
resonate with young learners, leading to disinterest and frustration. Hence, this research
aims to create a more interactive and engaging learning environment by integrating
elements of motivation and gamification into mathematical instruction, thereby enhancing
students' capabilities in solving basic mathematical operations.
Several studies have underscored the importance of motivational strategies and
active learning in teaching mathematics. Cardino and Ortega-Dela Cruz (2020) highlight that
fostering motivation through engaging activities is crucial for improving student learning
outcomes in mathematics. Additionally, Abramovich, Grinshpan, and Milligan (2019)
emphasize the effectiveness of action learning, which involves students working on real-life
problems under the supervision of more knowledgeable mentors, such as teachers or faculty
members. Through this research, we intend to explore how these concepts can enhance the
mathematical abilities and attitudes of Grade 3 pupils.
However, despite the promising strategies discussed in existing literature, there are
still gaps in knowledge that need to be addressed. While studies such as those by Cardino
and Ortega-Dela Cruz (2020) and Abramovich et al. (2019) emphasize motivation and action
learning, few have specifically examined their direct impact on basic mathematical
operations among Grade 3 pupils. Additionally, the role of parental involvement and its
influence on pupils’ motivation to learn remains underexplored. Another area that requires
further investigation is the integration of gamification with traditional teaching methods and
its long-term effect on students' problem-solving abilities.
By addressing these gaps, this study holds significant value for both educators and
learners. For educators, it offers a structured approach through the MGAE model, providing
a framework that integrates motivation, gamification, and active learning in teaching
mathematics, specifically targeting young learners who struggle with basic operations. This
approach can serve as a guide for developing more engaging and effective teaching
strategies that can be adapted in various educational contexts. For students, the research
aims to foster not only better mathematical performance but also improved attitudes towards
the subject, which could lead to long-term academic success.

Theorical Framework
The study provides discussions about the influence of student learning styles and
teaching strategies on academic performance in mathematics (Cardiuno & Ortiga 2020). The
utilization of media to improve instructing and learning supplements conventional ways to
deal with learning. Viable guidance fabricates between understudies’ information and the
learning destinations in mathematics. Through the using of media, it engages students, aids
them in knowledge retention, as well as motivates them. It focuses on using game-thinking,
Tagbina, Surigao del Sur 8308
086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

game mechanics, and elements to engage pupils and solve problems. There are five
principles: goal orientation, achievement, reinforcement, competition, and fun direction. This
framework is based on social engagement and applied to e-learning environments (Jerome
Bruner). By encouraging exploration, discussion, and real-world applications, teachers can
help learners develop their problem solving skills and have fun while doing it. As such, it is
important to consider each student's individual needs and choose manipulative tools that are
best suited for their individual learning style. To improve mathematical learning and
acceptability, teachers should employ manipulatives (Ramirez & Tibaraw).

The theory of gamification strategies enhance pupils engagement in the classroom

setting (Caraan, Dinglasan 2022) by incorporating game elements such as challenges,
rewards, and progression, students become more invested in learning, making the process
enjoyable and interactive. Gamification allows for goal-oriented learning, where pupils can
track their progress through levels or earn rewards, building confidence and a sense of
achievement as they master concepts like addition and subtraction. This approach also
supports personalized learning, enabling teachers to adjust tasks according to each pupil's
ability level, ensuring that both struggling and advanced learners can progress at their own
pace. Moreover, gamified activities often promote collaboration, encouraging students to
work together to solve problems, enhancing both their mathematical reasoning and social
skills.

Theorical Framework
The study provides discussions about the influence of student learning styles and
teaching strategies on academic performance in mathematics (Cardiuno & Ortiga 2020). The
utilization of media to improve instructing and learning supplements conventional ways to
deal with learning. Viable guidance fabricates between understudies’ information and the
learning destinations in mathematics. It focuses on using game-thinking, game mechanics,
and elements to engage pupils and solve problems.

There are five principles: goal orientation, achievement, reinforcement, competition,

and fun direction. This framework is based on social engagement and applied to e-learning
environments (Jerome Bruner). By encouraging exploration, discussion, and real-world
applications, teachers can help learners develop their problem solving skills and have fun
while doing it. To improve mathematical learning and acceptability, teachers should employ
manipulatives (Ramirez & Tibaraw).

The theory of gamification strategies enhance pupils engagement in the classroom

setting (Caraan, Dinglasan 2022) by incorporating game elements such as challenges,
rewards, and progression, students become more invested in learning, making the process
enjoyable and interactive. Gamification allows for goal-oriented learning, where pupils can
track their progress through levels or earn rewards, building confidence and a sense of
achievement as they master concepts like addition and subtraction. This approach also
supports personalized learning, enabling teachers to adjust tasks according to each pupil's
ability level, ensuring that both struggling and advanced learners can progress at their own
pace. Moreover, gamified activities often promote collaboration, encouraging students to
work together to solve problems, enhancing both their mathematical reasoning and social
skills.

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

Conceptual Framework
The study highlights the effectiveness of gamification and motivation in teaching
problem-solving in elementary grades, showing a significant impact on student learning and
achievement. By incorporating gamification elements such as rewards, challenges, and
interactive learning, the GMA (Gamification, Motivation, and Application) model enhances
student engagement and motivation. When students are actively involved and motivated,
they approach problem-solving with greater enthusiasm and persistence. Game mechanics
like goal-setting, instant feedback, competition, and collaboration further immerse students in
the learning process, making them more invested in finding solutions to problems.

The paradigm of the study, as shown in Figure 2, has two processes as

represented by the boxes which show the progression of the chronological steps in
the workflow. Gamified systems offer repeated practice in problem-solving while
maintaining a sense of achievement, which helps students build resilience and foster a
positive attitude toward challenges. Gamification, therefore, not only aids in the development
of mathematical skills but also promotes a growth mindset, encouraging students to try
different approaches, learn from mistakes, and continuously improve their problem-solving
abilities.
Furthermore, the application aspect of this model emphasizes the real-world
relevance of learning, making abstract mathematical concepts more concrete and easier for
students to grasp. As a result, students develop stronger problem-solving skills, which lead
to improved academic performance in mathematics. This approach not only enhances their
ability to solve mathematical problems but also boosts their confidence and fosters a positive
outlook toward learning, ultimately contributing to their overall success in the classroom.
Tagbina, Surigao del Sur 8308
086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

Figure 2. Schematic Diagram of the Study

Statement of the Problem

This study aims to assess the effectiveness of gamification throu real life
application as employed in teaching mathematics. Specifically, it seeks to answer the
following questions:
1. What is the solving problem skills of grade 3 pupils in the control group before and
after the implementation of the traditional method?

2. What is the solving problem skills of grade 3 pupils in the experimental group before
and after the implementation of the Motivation, Gamification, Application, and
Evaluation (MGAE) model?

3. Is there a significant difference in the problem solving skills among the grade 3 pupils
in the control group before and after the implementation of traditional method?

4. Is there a significant difference in the problem solving skills among the grade 3 pupils
in the experimental group before and after the implementation of MGAE model?

5. Is there a significant difference in the problem solving skills in the control and
experimental group before and after the implementation of the two strategies?

6. What is the level of interest of the learners in the control group before and after the
implementation of the traditional method?

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

7. What is the level of interest of the learners in the experimental group before and after
the implementation of MGAE model?

8. Is there a significant difference of the level of interest in the control group before and
after the implementation of the traditional method?

9. Is there a significant difference of the level of interest among the grade 3 pupils in the
experimental group before and after the implementation of the MGAE model?

10. Is there a significant difference in the level of interest in the control and the
experimental group before and after the implementation of the two strategies?

Scope and Limitations of the Study

( DIRI KA SUGOD)

Significance of the Study

For pupils, the study aims to demonstrate the potential of gamification to improve
problem-solving skills in mathematics. By making the learning process more enjoyable and
interactive, the MGAE model helps students develop resilience, persistence, and enthusiasm
for problem-solving, which are essential for long-term academic success. The model also
supports differentiated learning, ensuring that each pupil can progress according to their
individual abilities, thus catering to a diverse range of learners.

For teachers, this research provides a structured framework that can be applied to
enhance teaching effectiveness. The MGAE model offers a practical guide for designing
lessons that incorporate game-based elements, real-world applications, and active learning
techniques, all of which are proven to improve student motivation and achievement.
Teachers will benefit from the insights on how gamified learning can be seamlessly
integrated into traditional methods, promoting greater participation and fostering critical
thinking among pupils.

School Administrators and Curriculum Implementers can use the findings of

this study to guide decisions in curriculum development and teaching practices, ensuring
that these innovative approaches are incorporated into school programs to better cater to the
diverse needs of learners. By implementing this model, schools can improve student
engagement and achievement, fostering a more dynamic and inclusive learning
environment.

Future Researcher. As it fills gaps in the existing literature on the role of

gamification in elementary mathematics education. It provides insights into how motivation,
parental involvement, and innovative teaching strategies can positively influence student
performance. Future researchers can build on this work to further explore the long-term
effects of gamification in various educational contexts or extend the study to different grade
levels and subjects. Ultimately, this research contributes to more effective and engaging
teaching methods, benefiting not only students but also the broader educational community.

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph
 Republic of the Philippines
North Eastern Mindanao State University

Definition of Terms

1. Gamification. The use of game design elements such as points, rewards, challenges,
and levels in non-game contexts to increase engagement and motivation in learning,
particularly in teaching problem-solving in mathematics.

2. Motivation. The psychological process that stimulates students’ interest and desire to
engage actively in the learning process. In this study, motivation is enhanced through
interactive learning and the use of gamified elements to foster a positive attitude towards
problem-solving.

3. Application. Refers to the real-world relevance and use of mathematical concepts in

practical situations. In this context, it involves integrating real-life scenarios in teaching to
help students understand the practical significance of mathematics.

4. Evaluation. The process of assessing students' progress and the effectiveness of

teaching methods. In this study, evaluation refers to the use of pre-tests and post-tests to
measure the impact of the MGAE model on students’ problem-solving skills and their overall
academic achievement.

5. Problem-Solving. The cognitive process of finding solutions to complex or simple

mathematical problems. In this study, it refers to the ability of Grade 3 pupils to solve basic
mathematical operations effectively through the implementation of gamification techniques.

6. Interactive Learning. A student-centered approach where learning occurs through active

engagement, often using digital or physical tools that encourage participation, discussion,
and collaboration.

7. Critical Thinking. The ability to analyze, evaluate, and apply information to solve
problems. In this study, critical thinking is developed through gamification as students are
encouraged to explore different approaches to solving mathematical problems.

8. Real-Life Application. The process of applying mathematical knowledge and skills to

real-world situations. This enhances students’ understanding of mathematical concepts by
showing their relevance beyond the classroom.

9. Engagement. The degree to which students are actively involved and interested in
learning. Gamification aims to increase engagement by making the learning experience
more enjoyable and rewarding.

10. Parental Involvement. The participation of parents in their children's education,

particularly in encouraging and supporting their learning activities. This study explores how
parental involvement influences the motivation and academic performance of Grade 3 pupils
in mathematics.

Tagbina, Surigao del Sur 8308

086-628-0714
www.nemsu.edu.ph