Received: 18th May 2022; Revised: 26th May 2022, 18th June 2022, 20th June 2022; Accepted: 24th June 2022


  • Rolando B. Magat Jr. Ph. D. in Mathematics Education Student, Centro Escolar University, Manila City, Philippines, Faculty Member, Rizal Technological University, Mandaluyong City, Philippines



Cognitive Abilities, Conceptual Knowledge, Gamified Mobile Courseware, Procedural Knowledge, Non-Cognitive Abilities


The study used gamified mobile courseware in a Statistics and Probability class. A mixed-method design was employed to examine its effect on senior high school students’ conceptual and procedural knowledge and engagement, motivation, self-regulation, and self-efficacy in learning mathematics. Of the 158 Grade 11 students, 104 participated and were divided into four groups. The students who used the gamified mobile courseware and self-learning modules for three weeks were randomly selected using a free random generator online. The respondents’ midterm grades in General Mathematics and pretest scores were used to establish the comparability of the two groups. Results showed that the gamified mobile courseware in Statistics and Probability positively affected students’ procedural knowledge and motivation in learning mathematics. Examining the effect of gamification elements on students’ cognitive and non-cognitive abilities may be considered for future studies.


Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language. International Journal of Humanities and Social Science Invention, 6(9), pp. 36-44. Retrieved from

Alsultanny, Y. A. et al. (2014). Effects of using simulation in e-learning programs on misconceptions and motivation towards learning. International Journal of Science and Technology Educational Research, 5(2), pp. 40-51. Retrieved from

Aplaon, Z. C. (2017). Needs assessment of senior high school mathematics teachers in teaching statistics and probability. International Forum Journal, 20(2), 143-159. Retrieved from

Banson, J. & Arthur-Nyarko, E. (2021). Interactive courseware and academic performance in geometry in junior high schools. British Journal of Education, 9(9), 31-54.

Chen, Y. (2019). Effect of mobile augmented reality on learning performance, motivation and math anxiety in a math course. SAGE Journals, 57(7), 1695-1722. Retrieved from


Chua, V. G. (2015). Assessment of the mathematics curriculum in the SHS modeling program. Retrieved from

Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Thousand Oaks, California: Sage Publication, Inc.

Delgado, P. (2020, July 24). The teaching of mathematics requires urgent restructuring, says new report. Observatory of Educational Innovation. Retrieved from

Department of Education (2020, August 14). Official statement on the opening of classes. Retrieved from

EducationWeek (2021, January 21). Teaching math in a pandemic. Retrieved from

Fabian, K., Topping K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: Effects on student attitudes and achievement. Education Tech Research Development, 66(5), 1119-1139.

Fakomogbon, M. A. & Bolaji, H. O. (2017). Effects of collaborative learning styles on performance of students in a ubiquitous collaborative mobile learning environment. Contemporary Educational Technology, 8(3), 268-279. Retrieved from

Ferlazzo, L. (2020, May 8). Less is more in math distance learning. EducationWeek. Retrieved from

Gonzales, C. (2020, October 23). DepEd finds 41 errors in self-learning modules. Retrieved from,the%2027%20errors%20are%20from%20modules%20locally%20

Hasan, M., Aziz, N., Mohyaldinn, M., & Mohamed, M. (2017). Improving students’ motivation to learn through gamification. 7th World Engineering Education Forum. Retrieved from

Irfan, M. et al. (2020). Challenges during the pandemic: Use of e-learning in mathematics learning in higher education. Infinity Journals, 9(2). Retrieved from

Jaudinez, A. S. (2019). Teaching senior high school mathematics: Problems and interventions. Pedagogical Research, 4(2), em0031.

Jorge, C. (2020, April 28). PH education and the new normal. Philippine Daily Inquirer. Retrieved from

Ocampo, S. & Ocampo, B. (2018). Capacity building of statistics teachers through mentoring and innovative ways. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10),

Kyoto, Japan, (pp. 1-5). Voorburg, The Netherlands: International Statistical Institute. Retrieved from

Ogaga, G. A., Igori, W., & Egbodo, B. A. (2016). Effectiveness of instructional materials on the teaching of social studies in secondary schools in Oju local government area of Benue State. International Journal of Current Research, 8(7), 33859-33863. Retrieved from

Papp, T. A. (2017). Gamification effects on motivation and learning: Application to primary and college students. International Journal for Cross-Disciplinary Subjects in Education, 8(3), 3193-3201. Retrieved from

Reston, E. D. & Loquias, C. M. (2018). Improving statistical pedagogy among K to 12 mathematics teachers in the Philippines. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10), Kyoto, Japan, (pp. 1-5). Voorburg, The Netherlands: International Statistical Institute. Retrieved from

Salim, K. & Tiawa, D. (2015). The students’ perceptions of learning mathematics using flash animation secondary school in Indonesia. Journal of Education and Practice, 6(34), 76-80. Retrieved from

Smith, T. (2017). Gamified modules for an introductory statistics course and their impact on attitudes and learning. SAGE Journals, 48(6), 832-854. Retrieved from

Tran-Duong, Q. H. (2021). Designing e-courseware to support Vietnamese students in self-study fractions (4th grade mathematics) by programmed instruction method. International Journal of Instruction, 14(4), 259-280.

UNICEF (2020). Final report: The impact of the COVID-19 crisis on households in the National Capital Region of the Philippines. Economic Policy Research Institute. Retrieved from

Uzunboylu, H., Tezer, M., & Yildiz, E. (2020). The effects of the authentic learning approach with a course management system (moodle) on students’ mathematics success and online authentic learning self-efficacy. Educational Research and Reviews, 15(11), pp. 679-689.

Zulnaidi, H. & Zamri, S. (2016). The effectiveness of the GeoGebra software: The intermediary role of procedural knowledge on students’ conceptual knowledge and their achievement in mathematics. EURASIA Journal of Mathematics Science and Technology Education, 13(6), pp. 2155-2180.




How to Cite

Magat , R. B. J. (2022). GAMIFIED MOBILE COURSEWARE’S EFFECT ON STUDENTS’ COGNITIVE & NON-COGNITIVE ABILITIES: Received: 18th May 2022; Revised: 26th May 2022, 18th June 2022, 20th June 2022; Accepted: 24th June 2022. Docens Series in Education, 3, 17–36.