Collaborative Learning and Gamification Strategies in Relation to Learners’ Mathematics Performance

Effective classroom strategies, such as collaborative learning and structured feedback, play a vital role in enhancing student proficiency and performance. This study explored the extent of Mathematics teachers' use of collaborative learning and gamification strategies on learners' mathematics performance in selected private schools under the Archdiocesan Commission on Education in Misamis Occidental during SY 2024-2025. A total of 120 Grade 9 students from private secondary schools, selected through a random sampling method, served as respondents. Using a descriptive-correlational design, data were gathered through survey questionnaires and analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation, and Stepwise Multiple Regression. Results showed that teachers applied collaborative learning and gamification strategies to a great extent, while students' mathematics performance was at a satisfactory level. A significant relationship was found between structured cooperative learning, particularly assessment and feedback, and learners' performance. Gamification showed no significant relationship, though game-based learning emerged as a predictor of performance. Structured collaborative learning strategies are more strongly linked to student performance than gamification. Math teachers may focus on enhancing collaborative learning with effective assessment and feedback to support student achievement.