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A quasi-experimental quantitative design involved 60 students, 30 from each school, selected via random stratified sampling. Pre- and post-test instruments measured performance, with dependent t-tests analyzing achievement change and independent t-tests examining gender differences. Results show significant improvement after gamification (p \u003C 0.05) with no significant gender differences, supporting the null hypothesis. The study concludes gamification enhances understanding and achievement regardless of gender, with recommendations for broader sampling and additional demographics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparison-of-student-achievement-through-circumference-board-gamification-between-schools-in-putrajaya/580890/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparison-of-student-achievement-through-circumference-board-gamification-between-schools-in-putrajaya/580890.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main aim?","Question",{"text":112,"@type":113},"To evaluate how Circumference Board gamification affects second-form students’ achievement in the topic of circles across two schools in Putrajaya, Malaysia.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students selected and how many participated?",{"text":117,"@type":113},"Sixty second-form students participated, with 30 students from each school (15 male and 15 female), selected using random stratified sampling.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about achievement and gender differences?",{"text":121,"@type":113},"Students showed significant improvement after engaging with Circumference Board gamification (p \u003C 0.05). Independent t-test results indicated no significant gender differences in achievement, supporting the null hypothesis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580890,1792192306,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","COMPARISON OF STUDENT ACHIEVEMENT THROUGH CIRCUMFERENCE BOARD GAMIFICATION BETWEEN SCHOOLS IN PUTRAJAYA  \n* Muhammad Zulfadhli Zulkefly 1  \nFauzi Mohamed Yusof1  \n[1] Fakulti Sains dan Matematik, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia  \n* [d100903@siswa.upsi.edu. my](d100903@siswa.upsi.edu. my)  \nABSTRACT  \nThis study aims to evaluate the impact of Circumference Board gamification on  \nthe achievement of second-form students in the topic of circles at two schools in  \nPutrajaya, Malaysia. The study involved 60 students, with 30 students from each  \nschool (15 male and 15 female) selected using random stratified sampling. A  \nquasi-experimental design was employed, utilizing a quantitative approach with  \npre-and post-test instruments to measure students' academic performance. Data analysis included a dependent t-test to assess changes in student achievement and an independent t-test to examine potential gender differences in achievement. The findings reveal a significant improvement in student performance after engaging with Circumference Board gamification, with a pvalue of \u003C0.05 indicating no significant gender differences in achievement, thereby supporting the null hypothesis (Ho2) . This study concludes that Circumference Board gamification enhances students' understanding of circlesand impacts their achievement positively, regardless of gender. Future research could broaden the sample to enhance the generalizability of the results and  \nincorporate additional demographic variables for deeper insights. Additionally,  \nintegrating international perspectives on gamification in education could  \nstrengthen the theoretical foundation of the study.  \nKeywords: Gamification, circle, mathematics education, pre-test, post-test.  \nINTRODUCTION  \nThe 21st-century learning (PAK21) has become one of the most prominent educational phenomena in Malaysia today. PAK21 is an effective approach that aligns with the era of globalization, aiming to produce a skilled and competent generation. The Malaysian Education Blueprint (PPPM 2013-2025) outlines six key student aspirations that must be achieved: communication, collaboration, critical thinking, creativity, and the application of noble values and ethics (Wardywaty & Mohd Isa, 2020) . The teaching and learning (TnL) process in classrooms serves as the primary platform for implementing this policy, with teachers utilizing a variety of methods to facilitate student development. As such, the role of teachers in applying PAK21 has become crucial in building a generation prepared to face global challenges (Nor Atika & Siew, 2022) .  \nTo thrive in the 21st-century learning environment, mathematics teachers must find innovative approaches that equip Generation Z to confront the challenges of the 4th Industrial Revolution while maintaining strong spiritual values, personal characteristics, and a national identity. In this context, the Circumference Board emerges as an alternative tool that supports the achievement of PAK21’s aspirations, particularly in mathematics education.  \nTeaching and learning in the 21st century must align with advancements in technology. Gamification, or game-based learning, can make the TnL process more interactive and enjoyable (Kitikedizah &  \nMaimun Aqsha, 2022) . In gamification, systems are designed to support individual and collaborative learning, manage learning content and activities, and bridge both formal and informal learning environments (Yaniaja et al. , 2021) . Students who engage in gamification develop strong problemsolving skills and are actively involved in reflective learning, which promotes deeper understanding (Nivandi et al. , 2022) . By integrating gamification, educators can equip students with skills relevant to contemporary challenges (Muhammad Ammar & Asdar, 2022) . The use of gamification in education offers numerous benefits, including more engaging and interactive lessons, increased student motivation, and the","cbCaiqWj0zMQWO1r","https://ap.wps.com/l/cbCaiqWj0zMQWO1r","pdf",236036,11,"English","# Abstract\n# Introduction\n# Research Hypothesis\n# Literature Review","[{\"question\":\"What is the study’s main aim?\",\"answer\":\"To evaluate how Circumference Board gamification affects second-form students’ achievement in the topic of circles across two schools in Putrajaya, Malaysia.\"},{\"question\":\"How were students selected and how many participated?\",\"answer\":\"Sixty second-form students participated, with 30 students from each school (15 male and 15 female), selected using random stratified sampling.\"},{\"question\":\"What were the key findings about achievement and gender differences?\",\"answer\":\"Students showed significant improvement after engaging with Circumference Board gamification (p \\u003c 0.05). Independent t-test results indicated no significant gender differences in achievement, supporting the null hypothesis.\"}]","COMPARISON OF STUDENT ACHIEVEMENT THROUGH CIRCUMFERENCE BOARD GAMIFICATION BETWEEN SCHOOLS IN PUTRAJAYA | PDF",1792038467,28]