The study was a quasi-experimental non-equivalent control-group research design conducted to investigate the effect of game-based design activities on students achievement scores in Algebra, more specifically it aims to enhance computational skills of the students in solving quadratic equations by factoring. The participants of the study were the two sections of the junior high school students. One section was assigned as a control group who was exposed to traditional approach with usual motivation and activity given to them while the other one was an experimental group which was exposed to online game activity called “Quadratic Rush”. A post-test was administered to the control and experimental groups after the sessions. The study reveals that the scores of the respondents from post-test are higher than their pre-test. The pre-test scores of the students from the control and experimental group are not statistically significant. The results also revealed that the students exposed a game based activity obtained higher achievement scores compared to the students who were exposed to traditional activities, it is implied that the test of the students has a significant effect in terms of students scores and “Quadratic Rush” was an effective method to improve computational skills of the students in solving quadratic equations by factoring. It is suggested to increase the maturity of the study in terms of implementation of the treatment to the respondents. For teachers to incorporate games in teaching other concepts in Mathematic and develop their own game prototype that is suitable to the learners interest and needs. Doing physical games is recommendable if opportunity permits.

mathematics

students achievement

game-based activity