Universal Journal of Educational Research

Amelton Ofril

Department of Education, Lapu-Lapu City, Philippines

ABSTRACT

The Gamified Flipped Classroom (GFC) has gained significant attention in educational research, with studies highlighting the effectiveness of both Flipped Classroom and Gamification as separate approaches. The integration of these two methods provides a strong justification for exploring their combined potential specifically in mathematics. This study examines the efficacy of the GFC model in enhancing students' performance in mathematics. Specifically, it aims to evaluate students' performance before and after the intervention, determine whether a significant difference exists, and identify opportunities and challenges encountered during the GFC implementation. Adopting a Sequential Explanatory Mixed-Method approach, this study utilized a quasi-experimental one-group pretest-posttest design with 36 participants selected through convenience sampling. Quantitative data analysis revealed a significant improvement in students' mathematics performance after the intervention. To complement these findings, a Focus Group Discussion (FGD) was conducted to explore students' experiences and insights, uncovering themes such as enhanced student motivation and participation using badges and leaderboard but challenges in time management and workload balance. The study highlights the potential of the GFC model to enhance mathematics learning while highlighting areas for improvement in its implementation. These findings serve as a cornerstone for developing a lesson exemplar tailored to the GFC model and offer practical recommendations for integrating gamified and flipped learning strategies in educational settings.