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The Academe

Volume no. 21 | 2021
Issue no. 1


Title
DESIGNING A GAMIFIED STATISTICS AND PROBABILITY CLASS: A STRUCTURAL EQUATION MODELING
Author
Chazz Wilson A. Garcia III; Romell A. Ramos
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Abstract
The dynamic nature of mathematics education emphasizes the need for innovative teaching strategies that cater to the diverse needs and demands of 21st-century learners. Gamification is one of the many creative strategies used by teachers to engage students with and improve their achievement and attitudes in mathematics. In this causal-mediation research, a gamified senior high school statistics and probability class was designed based on partial least square structural equation modeling (PLS-SEM). The responses from the 193 STEM students, purposively selected from the Schools Division of Batangas City, provided enough information on the validity and reliability of the hypothesized model. Results showed a moderate integration of game elements into teaching statistics and probability. Students attending these gamified classes were highly motivated and engaged with their learning. The final structural model confirmed the Theory of Gamified Learning and Gamification Effectiveness Theory. In particular, learner engagement fully mediated the relationship between learners’ motivation to attend gamified class and their achievement and attitude. It also showed that learner engagement partially mediated the relationship between the integration of game elements and their achievement and attitude in statistics and probability. To effectively integrate gamification in mathematics classrooms, the KALARO Framework (Knowledge, Application, Learning Motivation, Achievement, Real-time Assessment, and Optimization) could be used as a reference.
Keywords
gamification, statistics and probability, motivation, achievement and attitude, STEM, KALARO Framework
References
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