This study wants to identify the level of implementation of gamified instruction on students self-efficacy and its performance in Mathematics. Specifically, it seeks to determine the level of using gamified instruction, students self-efficacy and performance. In addition, the study would like to test the significant differences in students performance before and after the implementation of gamified instruction. Furthermore, it also aims to test the significant relationship between gamified instruction and students self-efficacy and performance in mathematics. The researcher utilizes a self-made questionnaire as an instrument in gathering information. The study includes 40 struggling mathematics students from Grade 7 at San Antonio Integrated National High School in the school year 2023-2024. These students are selected by the researcher to obtain a broader range of responses regarding the implementation of gamified instruction. Based on the results of the data, the findings are drawn from this study. The students had very high experience on using gamified instruction and self- efficacy upon their experience on the gamified instruction practices. Also, students obtained developing in comprehension and problem-solving but beginning in critical thinking for the before evaluation while the students were classified as developing in problem solving and critical thinking but obtained approaching proficiency in comprehension for their after. Students performance in mathematics after the usage of gamified instruction showed differences on the results of written test after the integration of gamified instruction as they were able to identify relationships of the given in creating solutions upon exposure on the curriculum delivery with the use of games and applications. Moreover, the usage of gamified instruction in mathematics subject does not predict and improved students performance as not all the students had equal access in information communication technology resources which were necessary in the implementation of strategy in the subject. In line with the findings of this study, students performance in mathematics after the usage of gamified instruction showed significant differences on the results of written test after the integration of gamified instruction. In addition, the gamified instruction was observed to be significant predictor in developing students self-efficacy in mathematics subject. Moreover, the usage of gamified instruction in mathematics subject does not improved students performance thus signified acceptance of null hypothesis. Based on the findings and conclusions made, and the following recommendations are forwarded. The school may devise different practices to address students critical thinking and problem-solving skills, conduct learning action cell to utilized gamified instruction and consider the flexibility of materials and availability of resources in implementing gamified instruction. Also, the teacher may enhance the culture of integration of gamified instruction in mathematics and utilize gamified instruction to provide practice drills and supplemental activities to students to attain mastery.

performance in Mathematics

self-efficacy

gamified instruction