THE PERCEPTIONS OF SELECTED PANTAO RAGAT CENTRAL SCHOOL TEACHERS ON THE GAMIFICATION AS TEACHING STRATEGY

This study aimed to investigate the perceptions of 30 elementary teachers at PantaoRagat Central School regarding the use of gamification as a teaching strategy for math subjects. Through purposive sampling, 30 teachers (20 primary and 10 intermediate educators) were selected to ensure a diverse and relevant sample with experience in gamification. The research utilized a descriptive-survey method to collect data on teachers' demographics, game preferences, and perceptions of gamification. Analysis involved using frequency, percentage analysis, and mode to understand the teachers' views on gamification strategies. The results reveal that 90% of the respondents were female teachers aged 36-45 with 11-20 years of teaching experience. Race Game, Puzzle, and Bouncing Sum emerged as the most commonly used gamification strategies. The teachers expressed a positive perception of gamification, believing in its effectiveness in enhancing student engagement, motivation, problem-solving skills, collaboration, and teamwork. They recognized gamification as adaptable to primary grade levels, integrable into math and other subjects, and aligning well with the curriculum. This positive reception among the teachers indicates the potential of gamification to improve student learning experiences and outcomes. The study's implications underscore the importance of understanding teachers' preferences when implementing gamification and tailoring content for math subjects based on popular strategies. Teachers' positive views support the integration of gamification into curriculum design, enhancing engagement, enjoyment, and personalized learning experiences. This study highlights gamification as a valuable teaching strategy for math subjects, providing insights for educators and stakeholders interested in enhancing teaching and learning through gamification.