One of the hardest courses for students to grasp is mathematics, yet it's a crucial ability to have. In order to figure out why students behave in a certain way when studying mathematics, researchers must look for the factors that influence their behaviors. This study helped by presenting the Grade 6 students' learning behaviors in mathematics and their enjoyment of e-learning games. With thirty (30) grade six students as respondents to the adapted-modified survey questionnaire, the study's objectives for the academic year 2021–2022 were successfully met through the descriptive-correlational research design and purposive sampling technique. The findings demonstrate a positive significant relationship between interest, confidence, motivation, and usefulness that is consistent with students' learning behavior in mathematics and the enjoyment of e-learning games in terms of concentration, goal clarity, feedback, challenge, autonomy, immersion, social interaction, and knowledge improvement. Findings showed that e-learning games were helpful at increasing students’ interest in the subject. This means that using e-learning games as a good teaching tool can help to enhance and enhance students' learning behavior. Taking into account the limitations on a specific subject, the study suggests further scrutiny on the enjoyment of e-Learning games as applied in other disciplines.
enjoyment of e-learning games, Grade 6, learning behavior, mathematics
Leila Mae D. Abion. Corresponding author. Undergraduate student, Laguna State Polytechnic University, San Pablo City Campus. Corresponding email: 0319-1073@lspu.edu.ph
Ma. Loida E. Alcantara. Undergraduate student, Laguna State Polytechnic University, San Pablo City Campus
Delon A. Ching. Research Advisor, Laguna State Polytechnic University- San Pablo City, Campus
This paper is a finalist in the International Research Competition Category 2 Undergraduate.
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Cite this article:
Abion, L.D., Alcantara, M.E. & Ching, D.A. (2023). E-Learning games enjoyment to pupils’ learning behaviors in mathematics classroom. International Journal of Educational Management and Development Studies, 4 (2), 170-186. https://doi.org/10.53378/352993
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