The study focused on the effect of using T-game in teaching Mathematics among 80 Grade VII Students of Tabok National High School in the Mandaue City Division, Tabok Mandaue City for the 2014-2015 school year. Specifically, it looked into the pre-posttest level of performance among the control group: students taught using the mandated Learner’s Material and the experimental group: students taught using the T-Game in teaching mathematics. Aside from the academic performance of the two groups, both groups’ attitude was collected to correlate students’ performance to their attitude in the learning process. Moreover, the career preferences of both groups were collected before and after the conduct of the study.
It was established that the use of T-game has significant improvement on the experimental group which achieves higher scores compared to the control group. However this significant improvement was only evident in the Knowledge and Process level of assessment. It was found out that the T-game provides a positive attitude for students in learning mathematics. In effect, male students tend to consider choosing Science and Mathematics related careers. The result of the study affirms Kiili’s Experiential Gaming Model from Kolb’s Experiential Learning Theory.
It is therefore recommended to use the T-game in teaching Mathematics. This game creates an environment of active learning and full involvement of the students in grasping the necessary competencies. Though this may apply to this institution, it is highly regarded to carefully study the correlated factors and that further related studies with a wider scope of population be pursued.