Gamification Practices and Student Academic Performance in Mathematics in Public Secondary Schools in Rwanda

Abstract

This research examined the impact of gamification techniques on math proficiency among students in Rwandan public secondary schools. In particular, to look at how gamification techniques affect math performance in Rwandan public secondary schools, to gauge how much math performance is attributable to gamification techniques in Rwandan public secondary schools, and to analyse the connection between gamification techniques and math academic achievement in Rwandan public secondary schools. 503 pupils, 52 headteachers, and 115 instructors made up the study's population ; there were 670 responders in all, and 251 kids from 20 schools in the Muhanga District made up the sample size. Results were analysed using SPSS version 21. According to the results for the first objective, 57.4% strongly agreed and 19.1 % agreed that assigning points, badges, or other rewards for completing math problems or achieving specific milestones can encourage them to engage more deeply with the material. 58.5% strongly agreed and 18.1% agreed that displaying a leaderboard that shows my progress and rankings compared to my peers can foster healthy competition and motivate them to improve. 68.1% strongly agreed that introducing virtual currencies or tokens that students can earn for completing math tasks can add an element of fun and encourage students to participate more actively. 66.0% strongly agreed and 21.3% agreed that designing math challenges or quests that students can complete to earn rewards or advance through a game-like progression system can make learning math more engaging and enjoyable and 74.5% strongly agreed and 21.3% that using interactive simulations or math games that allow students to visualise and interact with mathematical concepts can help students better understand and retain mathematical concepts. To the second aim, 53.5% strongly agreed and 16.3 % agreed that their ability to accurately solve math problems and complete assignments can indicate their understanding of mathematical concepts and my ability to apply them to real-world scenarios, while 53.5% agreed and 20.9% that their fluency and speed in performing math operations, such as addition, subtraction, multiplication, and division, can indicate their comfort and proficiency with basic arithmetic. 65.1% strongly agreed and 18.6% that their ability to solve complex math problems and demonstrate critical thinking skills can indicate their understanding of mathematical concepts and their ability to apply them to novel situations, and finally, 60.5% strongly agreed and 18.6% Agreed that their ability to explain and demonstrate their understanding of mathematical concepts, such as fractions, decimals, or algebra, can indicate their grasp of the subject matter. The correlation matrix between independent variables (problem-based learning, displaying leaderboards, using projectors in teaching math, and assigning badges instead of grades) and dependent variables (improved student mathematics score from tests and exams, exam and test results, engagements and participation, and improved class participation) Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommended that Incorporating game-like elements, interactive tools, and collaboration into the math curriculum can make learning more engaging and motivate students. These tools can help students understand complex concepts in a fun and engaging way. Providing immediate feedback on performance, setting clear goals, and creating a positive learning environment can also help students stay focused and motivated. These gamification practices can lead to improved academic performance in math in public secondary schools in Rwanda.