ABSTRACT
The research generally aimed to test the effect of game-based learning on the respondent's academic performance, interest, confidence, motivation, and anxiety in mathematics to use it in an intervention program. The experimental research design was used in research to strengthen the effect of game-based learning in mathematics classrooms. The result was the game-based learning has a very strong relationship in learner’s academic performance as the first quarterly test and a moderate relationship in learner’s academic performance as the second quarterly test. The learners respondents in the controlled group are interested in mathematics while the experimental group was very interested; the confidence of the learners in the controlled group is not confident in mathematics while the controlled group are confident in mathematics; the motivation of the leaners in the experimental group was not motivated while in the experimental group is very motivated in mathematics, and in the anxiety of the learners in mathematics in the controlled group was agreed that they experienced it while the experimental group was not agreed. The positive impact of game-based learning in mathematics classrooms concludes that it helps the learners in such factors. The research is limited only to the sixty (60) grade three learners from Elvira Razon Aranilla Elementary School in Lucena City.
Keywords: game-based learning, academic performance, interest, confidence, motivation, anxiety