Gubasheva A.2026-10-162026-10-162026Gubasheva A / The Impact of Gamified Learning Strategies on Student Achievement in Algebra and the Fundamentals of Analysis/ SDU University / Department of Pedagogy of Natural Scienceshttps://repository.sdu.edu.kz/handle/123456789/2676This study examined the impact of gamified learning strategies on Grade 10 students’ achievement in Algebra and the Fundamentals of Analysis and explored students’ perceptions of the gamified learning experience. A quantitative quasiexperimental design was used with 58 tenth-grade students from one school in Kazakhstan, including 29 students in the experimental group and 29 students in the control group. The intervention focused on derivative-based topics, including critical points, extrema, monotonicity, intervals of increase and decrease, and maximum and minimum values. A 25-item multiple-choice achievement test was administered before and after the intervention to measure students’ achievement. Students’ perceptions were measured using the GAMEFULQUEST questionnaire, which was completed by the experimental group after the intervention. The results showed that both groups improved from pre-test to post-test; however, the experimental group demonstrated greater improvement. The experimental group’s mean score increased from 10.28 to 17.52, while the control group’s mean score increased from 10.52 to 12.59. The posttest comparison showed a statistically significant difference in favor of the experimental group, t(56) = 5.27, p < .001, with a large effect size, Cohen’s d = 1.38. GAMEFULQUEST results indicated generally positive perceptions of the gamified learning experience, especially in the dimensions of Accomplishment and Guidance. The findings suggest that gamified learning strategies can support student achievement and create a positive learning experience in upper-secondary mathematics classrooms.engamificationmathematics educationAlgebra and the Fundamentals of Analysisstudent achievementquasi-experimental designThesis