Abstract
This study examined Clash of Integers, a researcher-developed web-based gamified platform, as a supplementary tool for teaching integer operations to Grade 7 students of Tugbo Integrated School. The study focused on students’ performance before and after using the platform, the difference between their pretest and posttest scores, their perception of the platform, and the intervention plan developed from the findings. A one-group pretest-posttest pre-experimental design was used with twenty (20) Grade 7 students from the class where the intervention was conducted. Data were gathered through a 40-item researcher-developed assessment, a perception survey questionnaire, and the implementation of the Clash of Integers platform. Frequency count, percentage, Mean Percentage Score, weighted mean, and paired-samples t-test were used in analyzing the data. The results showed that the students’ Mean Percentage Score increased from 34.75% in the pretest, interpreted as Needs Major Support, to 80.88% in the posttest, interpreted as Emerging. The paired-samples t-test showed a significant difference between the pretest and posttest scores, with a computed t-value of 12.46, which was greater than the critical value of 2.093 at the 0.05 level of significance. The students also gave positive feedback on the platform, with an overall composite mean of 4.43, interpreted as Strongly Agree. These findings suggest that the use of Clash of Integers was associated with improved performance and positive learner perception. However, because the study involved one intact class, a small sample, no control group, and a short implementation period, the findings should be viewed as preliminary evidence. Further studies with larger samples, longer implementation, and comparison groups are recommended.