Educators are required to refine their teaching methods to help the learners understand the lessons clearly, especially in Mathematics. Mathematics is perceived as a subject where learners are not very much eager or motivated to learn. Because of this, the researcher has come up with the idea of gamifying the classroom activities to evaluate their learnings and for better retention.

According to Merriam Webster, gamification is the process of adding games or games like elements to something (such as a task) to encourage participation. Tanaka (2018) said, “If you want an effective intervention, you’d better gamify it; you’d better make it fun for kids. “Also, gamifying classroom activities will encourage students to be more active and participative, thereby improving their learnings and achievements.

This study sought to create an instructional design that is game-based to improve the achievement of Grade 10 students in Mathematics.  Specifically, it sought to answer the following questions:

1. What describes the Teacher-Made Diagnostic Test in terms of (a) learning competencies, and (b) item placements?
2. Based on the Teacher-Made Diagnostic Test, which of the competencies did the students perform poorly?
3. What describes the result of the Achievement Test in Mathematics 10 based on the 5 least mastered learning competencies on which the gamified evaluations have been used?
4. Is there a significant difference between the result of the diagnostic test and Achievement test in Mathematics 10?

In this study, the researcher used the following gamified evaluations:

• “1 for All, All for 1” – a gamified evaluation that will show the individual’s ability to answer the question that would affect the group’s performance.
• “You Bet!” – a gamified evaluation that uses “point cards”. This is a betting game, so the more point cards collected, the more chances to win the game.
• “Answer’s Relay” is an outdoor gamified evaluation that is almost similar to the game “Message Relay”.
• “Call Your Answer!” is an outdoor gamified evaluation that integrates technology by using a cellphone to answer a question.
• “Around the Qs” is an outdoor gamified evaluation that is almost similar to the game “Moving Examination”.

Further, this study used a descriptive analysis in understanding the results of the diagnostic and achievement tests of 83 Grade 10 students of Marcelino A. Javarez National High School in School Year 2019-2020. The researcher personally administered the diagnostic test with the respondents. The diagnostic test result identified five (5) least mastered learning competencies wherein the gamified evaluation was used. At the end of the first quarter, the researcher personally administered the achievement test to the respondents. Then, the researcher gathered the data and subjected it to statistical treatment where the results were tabulated and interpreted. As part of the special ethical considerations, the researcher submitted a request letter to the Office of the Schools Division Superintendent asking permission to conduct the study noted by the School Principal of Marcelino A. Javarez National High School.