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AbstractThis research examined how using games to differentiate instruction affected students perceptions and achievement in math. Based on the theory of differentiated instruction and supported by the constructivist learning framework, and motivation-based learning, this study used a quasi-experimental design with 60 kindergarten learners. Prior to the intervention, both groups had low score as which was Very Low. The mean score of the experimental group was 9.17 and 10.40 of the control group. The starting points were the same, which confirmed that the intervention was intact. The study proved that there were a significant difference in the post-test scores of the experimental group. Therefore, the game-based instruction method had positive effects on learners engagement, motivation, enjoyment, confidence and perception of difficulty level. The results confirm that differentiated strategies (especially those with games) are effective in catering to a class of mixed ability and readiness (Average) learners as the experimental group increases in performance. According to their research, innovation in teaching through gamification enables a deeper understanding of concepts in students. Game-based learning can be used in mathematics education to create differentiated instruction for all children.Keywords: game-based instruction, mathematics education, learner attitudes, quantitative assessment, instructional strategies, student engagement, affective learning outcomes

Copyright © 2025 Rosemarie C. Lebrita. This is an open access article distributed under the Creative Commons Attribution License.