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The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students' Academic Achievement in Mathematics

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Title: The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students' Academic Achievement in Mathematics
Language: English
Authors: Mujeebur Rahim (ORCID 0009-0005-9621-1148), Lubna Ali Mohamm (ORCID 0000-0003-4570-774X), Saba Batool (ORCID 0009-0000-3103-8747)
Source: International Journal of Technology in Education. 2025 8(4):977-997.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Grade 5, Elementary School Students, Mathematics Achievement, Gamification, Evaluation Methods, Pretests Posttests, Mathematics Tests
Geographic Terms: Pakistan
ISSN: 2689-2758
Abstract: Using gamification in assessments makes learning more engaging and encourages students to participate actively in the classroom. This study investigates the effect of gamification-based formative assessment on academic achievement among primary school students in the context of mathematics learning. Randomized pretest-posttest control group design was utilized in a true experimental design. The target population of this study contained 10 schools, with 248 students in the 5th class in District Astore, which had internet access and an IT lab. A simple random sampling technique was applied to select the sample as a school from the target population. A pretest and posttest were conducted to gather data on mathematics achievement of cognitive skills. The study used Kahoot in gamification-based formative assessments to determine an improvement in postintervention academic achievement in mathematics among primary students. It was found that the experimental group had a significantly higher mean score (M = 25.52, SD = 1.74) compared with the control group (M = 14.59, SD = 2.17) with a large effect size (Cohen's d = 4.92), using gamified assessment improves cognition. It implies the extent to which gamification has a positive influence on students' interaction, learning, and success in mathematics. To improve mathematics learning, educators in schools should incorporate games, such as Kahoot, because they are fun, reduce pressure, and increase success. Future studies may be conducted on whether gamification-based formative assessment practices effectively improve the higher-order cognitive skills of students toward mathematics teaching.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486720
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students' Academic Achievement in Mathematics
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Mujeebur+Rahim%22">Mujeebur Rahim</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9621-1148">0009-0005-9621-1148</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lubna+Ali+Mohamm%22">Lubna Ali Mohamm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4570-774X">0000-0003-4570-774X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saba+Batool%22">Saba Batool</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3103-8747">0009-0000-3103-8747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2025 8(4):977-997.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 2689-2758
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using gamification in assessments makes learning more engaging and encourages students to participate actively in the classroom. This study investigates the effect of gamification-based formative assessment on academic achievement among primary school students in the context of mathematics learning. Randomized pretest-posttest control group design was utilized in a true experimental design. The target population of this study contained 10 schools, with 248 students in the 5th class in District Astore, which had internet access and an IT lab. A simple random sampling technique was applied to select the sample as a school from the target population. A pretest and posttest were conducted to gather data on mathematics achievement of cognitive skills. The study used Kahoot in gamification-based formative assessments to determine an improvement in postintervention academic achievement in mathematics among primary students. It was found that the experimental group had a significantly higher mean score (M = 25.52, SD = 1.74) compared with the control group (M = 14.59, SD = 2.17) with a large effect size (Cohen's d = 4.92), using gamified assessment improves cognition. It implies the extent to which gamification has a positive influence on students' interaction, learning, and success in mathematics. To improve mathematics learning, educators in schools should incorporate games, such as Kahoot, because they are fun, reduce pressure, and increase success. Future studies may be conducted on whether gamification-based formative assessment practices effectively improve the higher-order cognitive skills of students toward mathematics teaching.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 977
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: The Effect of Kahoot as a Gamification-Based Assessment Tool on Primary Students' Academic Achievement in Mathematics
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            NameFull: Mujeebur Rahim
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            NameFull: Lubna Ali Mohamm
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            NameFull: Saba Batool
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              M: 01
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              Y: 2025
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