Peer Teaching on Gamified Mathematics Activities and Differentiated Instruction: Battling Mathematics Anxiety

Abstract

Mathematics anxiety is a common challenge among senior high school students, negatively affecting their performance and confidence in learning. Innovative strategies are needed to make mathematics more engaging and less intimidating.

This study aimed to reduce mathematics anxiety and improve academic performance among Grade 11 GAS students at Abra High School through peer teaching integrated with gamified activities and differentiated instruction.

A multimethod quantitative design, specifically experimental, descriptive, comparative, and correlational approaches were all employed. A two-group pretest–posttest design was used, with one section taught using peer teaching with gamified activities and another using differentiated instruction.

The respondents were 111 Grade 11 GAS students from Abra High School, Main Campus, Bangued, Abra (Opal = 54, Quartz = 57) during school year 2024–2025. A total enumeration sampling technique was applied.

Two tools were used: (1) adapted Mathematics Anxiety Rating Scale (MARS) and Mathematics Anxiety Scale (MAS) to measure cognitive, social, and emotional anxiety; and (2) a validated teacher-made pretest and an adapted posttest (Borje, 2023) to assess performance in five Statistics and Probability topics. Anxiety levels were rated using a 5-point Likert scale, while performance was evaluated using the Department of Education’s grading system (DepEd Order No. 08, s. 2015).

Data collection began with pretests on anxiety and Mathematics performance. The intervention phase lasted five weeks, integrating peer teaching with gamified activities (e.g., Math Bingo, Relay Race, Number Line Race) and differentiated instruction (content-based and group activities). Posttests were then administered to measure changes in anxiety and performance.

Descriptive statistics (mean) described performance and anxiety levels. Independent t-tests examined pre–post differences, while bivariate analysis tested relationships between Mathematics anxiety and performance.

Findings showed that prior to the intervention, students exhibited moderate Mathematics anxiety, with high cognitive anxiety and noticeable emotional symptoms. Their performance was satisfactory overall, though some topics, like "The Normal Curve," were more challenging. A weak correlation was found between anxiety levels and pre-test performance.

After the intervention, both instructional strategies significantly improved students’ academic performance, with gamified approach showing more consistent results. Anxiety levels also decreased significantly across cognitive, social, and emotional dimensions. Differentiated instruction was slightly more effective in reducing emotional anxiety. Post-intervention, the relationship between anxiety and performance remained weak, suggesting that while reducing anxiety contributes to a better learning environment, performance is also influenced by other factors such as engagement and instructional strategies.

Study concludes peer teaching, when combined with interactive and student-centered strategies like gamification and differentiated instruction, is effective in addressing both emotional and academic challenges in Mathematics learning. Recommendations include implementing these strategy more broadly, training teachers, developing contextualized learning materials, monitoring student progress, and conducting further research.

Altogether, this research underscores the importance of varied, adaptive teaching methods in enhancing students’ confidence, well-being, and academic success in Mathematics.