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The Impact of Gamified Mathematics Learning Platforms on Motivation and Academic Achievement for 10 and 11 years old Primary School students in Tuition Centre Malaysia

GONG HUI LIN

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Participants

Design

40 primary school pupils

Ages 10 and 11

Malaysian tuition center setting

Quantitative action research design

Quasi-experimental pre-post test setup

Two weeks intervention duration

Experimental group used Wayground gamification

Control group used traditional worksheets

Identical mathematical learning goals

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Research Methodology Overview

Groups

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Age Group	Frequency (n)	Percentage (%)	Group Division
10 Years Old	20	50%	Balanced across conditions
11 Years Old	20	50%	Balanced across conditions
Total Sample	40	100%	20 Experimental / 20 Control

Participant Age Demographics

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Gamified group improved by 21.45%.

Control group improved by 6.15%.

Net gain difference was 15.30%.

Mathematics Academic Achievement

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p < .001

Statistically Significant

Null hypothesis is fully rejected.

Significant achievement improvement was proven.

Independent t-test t(38) = 3.83.

Large effect size Cohen's d = 1.21.

Achievement Hypothesis Result

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Gamified group motivation gained 0.38.

Control group motivation gained 0.08.

Difference between groups was 0.30.

Mathematics Motivation Results

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Null hypothesis is fully rejected.

Motivation increased significantly in gamified group.

Independent t-test t(38) = 3.77.

Large effect size Cohen's d = 1.19.

Motivation Hypothesis Result

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Research question 1 positively answered.

Research question 2 positively answered.

Research objective 1 fully met.

Research objective 2 fully met.

Both null hypotheses successfully rejected.

Research Evaluation Criteria

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Discussion of Findings

Findings align with prior literature.

Immediate feedback boosts pupil engagement.

Gamification reduces fear of failure.

Traditional teaching remains valuable too.

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For Educators

For Institutions

For Parents

Combine gamification with traditional teaching.

Target repetitive practice math topics.

Provide teacher training for technology.

Integrate structured digital practice platforms.

Set healthy screen time limits.

Encourage purposeful educational gaming habits.

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Practical Recommendations

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Extend intervention beyond two weeks.

Expand total participant sample size.

Examine specific isolated game mechanics.

Combine quantitative and qualitative data.

Future Research Directions