THE EFFECTS OF GAME-BASED MATHEMATICS LEARNING ON PUPILS' ACADEMIC PERFORMANCE IN JUNIOR HIGH SCHOOL

The purpose of this study was to evaluate the effects of game-based mathematics learning on students' academic performance in Junior High School. The particular goals were to find successful game-based mathematics learning methodologies, investigate their impact on students' attitudes toward mathematics, and compare their efficacy to traditional learning methods. The study used an action research technique with Form 1 students as the focus, and a sample size of 40 students was used, utilising the census method. Pre-test, mid-test, and post-test assessments were used to measure the impact of game-based mathematics learning. The performance of the students was calculated, and the mean score was used to compare their performance before and after the intervention. The daily attitude survey instruments were used to measure students' attitudes toward mathematics. SPSS version 25.0 was used to analyse quantitative data, which included descriptive and inferential statistical methods. Certain games, such as number munchers, fraction action games, and emojilicious coordinate story games, were found to be useful in increasing kids' mathematical proficiency in the study. Furthermore, game-based learning had a clear positive impact on students' attitudes toward mathematics, making it more interesting and engaging for them. Furthermore, the implementation of the game-based learning intervention resulted in a significant improvement in student results on mathematics examinations. According to the study's findings, educators should explore introducing game-based learning activities into their mathematics classes since they have the potential to boost student attitudes and arithmetic achievement, making the subject more interesting and engaging for pupils.