The effectiveness of teaching using the gamification strategy on tenth grade students’ achievement and their motivation towards learning mathematics in the State of Kuwait

Abstract

Objectives: This study aimed to identify the effectiveness of teaching trigonometric concepts by gamification on the achievement of tenth grade students in the State of Kuwait and their motivation towards mathematics. Method: The semi-experimental approach was used. Participants included 53 female students from the tenth grade in the State of Kuwait. They were divided into two groups: A control group and an experimental group, the experimental group included 27 female students, who were taught using the gamification strategy, and the control group included 26 female students, who were taught in the usual method. For 16 lessons, two tools were administered; the first is an Achievement Test in trigonometry concepts, and the second is Motivation Mathematics Questionnaire. Results: The study showed that teaching students in the tenth grade of the trigonometry unit using gamification led to any increase in their academic achievement in the same unit, and that teaching using the usual method did not lead to an increase in achievement, and there were no statistically significant differences in the level of motivation in mathematics. Conclusion: According to the study, a special teachers’ center for gamification should be established. A guide on gamification should also be provided to the teachers and encouraged to be used. Gamification activities should be included in mathematics curricula. Gamification should be applied to mathematics lessons to make learning more exciting and enjoyable, as well as the inclusion of gamification strategies into vocational preparation courses offered by teacher preparation institutions.