Student’s Engagement, Motivation and Achievement using Gamified Assessment (GA) in learning Mathematics
DOI:
https://doi.org/10.11113/sh.v14n3-2.2029Keywords:
Engagement, Motivation, Achievement, Gamified Assessment, MathematicsAbstract
The new teaching reform has ushered in new learning strategies, especially online teaching during the epidemic. The new educational concept virtually encourages teachers to use various innovative assessments such as gamified assessments to guide and attract students to learn independently to achieve teaching objectives. This allows Web 2.0 applications to provide an opportunity for students to integrate into this innovative learning environment. However, no concrete research has been conducted to investigate the impacts of gamified assessment (GA) on the engagement, motivation, and achievement of primary school students. This study uses a quantitative research design, a pre-experimental study of a one-group pre and post-test method to investigate students’ engagement, motivation, and achievement using gamified assessment in learning Mathematics. The data collection process took about 4 weeks and a total of 30 students were selected as the sample of this research. The sample of this study consisted of Year 3 students at one of the Chinese vernacular schools in the northern district of Johor. The students were selected through the purposive sampling technique. Data were obtained through several instruments such as questionnaires and pre and post-test. Data were analyzed using descriptive analysis and inferential analysis which are Pearson Correlation and paired sample t-test using the SPSS software. The result of this study shows that 83% of students agreed that the use of Quizizz as GA tool in Mathematics learning can improve their engagement and achievement in learning. The result also shows that, 83% of students believe that using Quizizz can inspire and stimulate their motivation in learning. Furthermore, study shows that there is a moderately positive correlation between motivation and achievement (r = .328, n = 30, p = .077). Finally, the study also demonstrates that there was a significant difference in the effect of gamified assessment on primary students’ engagement, motivation, and achievement in learning Mathematics. (t=-13.001, df =29, p<0.05). Overall, this study found that the use of gamified assessment (GA) can affect students’ engagement, motivation, and achievement in learning mathematics.
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