Enhancing mathematics learning in phase E: assessing Wordwall effectiveness

Abstract

The use of technology, classroom atmosphere, facilities, and learning resources can support quality learning outcomes in students. Wordwall, as a gamification tool, has been proven to be effective for elementary and junior high school students in mathematics. However, the effectiveness of Wordwall in enhancing senior high school students’ cognitive abilities in mathematics learning has not been investigated. Previous studies have only shown its effectiveness in improving affective abilities. Therefore, this study endeavors to evaluate the effects of using Wordwall on the mathematics learning outcomes of senior high school students in phase E. Through quasi-experimental research with pre- and post-test group design, 38 experimental class students and 37 control class students were selected as samples in this study. The study found a statistically significant difference (sig. 0.000<0.05) in the mean learning outcomes of students who used Wordwall compared to those who did not. Descriptively, the experimental group displayed superior average mathematics learning outcomes compared to the control group, demonstrating a moderate level of effectiveness (ES=0.57). The strong effect of Wordwall can be realized if it is used not only as an exercise tool within the classroom but also as an instrument for knowledge transformation, incorporating consideration of students’ learning styles.