Math-Mazing Roulette: Effects on Grade 9 Learners’ Achievement and Engagement in Radicals

Abstract

Gamified learning environments are increasingly explored as alternative assessment strategies that promote motivation and engagement in mathematics. This study investigated the effects of Math-mazing Roulette, a classroom-based gamified summative assessment tool, on Grade 9 learners’ achievement and engagement levels in radical expressions, specifically rational exponents and radical equations. Using a quasi-experimental posttest-only non-equivalent group design, two intact Grade 9 classes (N = 80) from a public secondary school in Marawi City were assigned to either a traditional written summative test or a gamified summative test consisting of five rotating game stations containing the same assessment items.
Quantitative findings revealed that learners who completed the gamified summative test demonstrated significantly higher achievement scores than those who took the written test, as evidenced by the Mann–Whitney U test. Engagement data showed high behavioral, emotional, and cognitive engagement during the gamified assessment. Students displayed active participation, enthusiasm, collaboration, and perseverance throughout the activity. Thematic analysis of student reflections further revealed key themes such as reduced test anxiety, increased motivation, enjoyment, peer support, and deeper focus during problem solving.
The results indicate that gamified summative assessments can serve as meaningful alternatives to traditional paper-based tests by reducing pressure and creating a supportive and interactive environment for demonstrating mathematical understanding. This study contributes to the growing evidence that classroom gamification can enhance assessment experiences, particularly in topics where students often struggle. Integrating structured game elements into assessment practices may help teachers promote both engagement and improved achievement in mathematics.