Development and psychometric validation of Game-Based Mathematics Attitude Scale (GBMAS)
April Balcita Tuliao
Abstract
This study aimed to develop and psychometrically validate a tool to gauge students' attitudes concerning the game-based learning method in mathematics. Recognizing the growing integration of digital and game-based pedagogies in mathematics classes, the research intended to build a reliable and valid scale that measured cognitive, affective, and behavioral elements of students' perceptions. The study involves three phases: expert validation, pilot testing, and factor validation. Six experts in mathematics education and educational research established the content validity of the initial 25-item instrument. The instrument was pilot-tested with 120 senior high school students. Results showed positive attitudes toward GBL in math (mean=3.44, SD=0.53), with high agreement across cognitive, affective, and behavioral aspects. Based on the findings, the Scale-Level CVI (S-CVI/Ave) of 0.86 indicates adequate content validity for the instrument measuring students' attitudes toward game-based learning in mathematics. KMO (0.890) and Bartlett’s Test (χ² = 1.489, df = 190, p< .001) confirm data suitability for factor analysis. Cronbach’s Alpha values demonstrate excellent internal consistency: Cognitive Attitude (α = 0.923), Affective Attitude (α = 0.912), and Behavioral Attitude (α = 0.904), with an overall reliability of 0.882. After Varimax rotation, three distinct dimensions emerged: cognitive (7 items), behavioral (7 items), and affective (6 items), all with strong factor loadings (0.755 to 0.851). These findings highlight the GBMAS as a useful instrument that promotes evidence-based instructional design, assessment of innovative pedagogies, and research in mathematics education. The study's limitations include small sample size and single-institution focus, suggesting a need for broader validation and correlation with academic success.
Keywords
game-based learning, mathematics education, attitude scale, instrument validation, students, exploratory factor analysis
Author information & Contribution
April Balcita Tuliao. PhD student, Saint Mary’s University. Email: tuliaoapril4196@gmail.com
Disclosure statement
No potential conflict of interest was reported by the author.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
The conduct of this study has been approved and given relative clearance by Northeastern College- Basic Education Center.
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Quillbot in paraphrasing ideas and checking grammar. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
Acknowledgement
The author would like to extend her deepest appreciation to the Department of Science and Technology—Capacity Building Program for Science and Mathematics Education (DOST-CBPSME) for the scholarship grant that made this study possible.
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Cite this article:
Tuliao, A.B. (2026). Development and psychometric validation of Game-Based Mathematics Attitude Scale (GBMAS). International Journal of Science, Technology, Engineering and Mathematics, 6(1), 1-21. https://doi.org/10.53378/ijstem.353312
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