Abstract
The study used gamified mobile courseware in a Statistics and Probability class. A mixed-method design was employed to examine its effect on senior high school students’ conceptual and procedural knowledge and engagement, motivation, self-regulation, and self-efficacy in learning mathematics. Of the 158 Grade 11 students, 104 participated and were divided into four groups. The students who used the gamified mobile courseware and self-learning modules for three weeks were randomly selected using a free random generator online. The respondents’ midterm grades in General Mathematics and pretest scores were used to establish the comparability of the two groups. Results showed that the gamified mobile courseware in Statistics and Probability positively affected students’ procedural knowledge and motivation in learning mathematics. Examining the effect of gamification elements on students’ cognitive and non-cognitive abilities may be considered for future studies.
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