Games-based learning has captured the interest of educationists and industrialists who seek to reveal the characteristics of computer games as perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies on the context of gaming and education in Third World countries. This study investigated the effects of game playing on performance and attitudes of Grade VIII students toward mathematics. The study implemented TGT technique for the experimental group and typical lecture-based approach for the control group. The same achievement test was employed in both pretest and posttest; an inventory of attitudes towards mathematics was applied for the pretest and posttest on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for the teacher and an FGD guideline for students were applied to serve the purpose of research objectives. After three weeks of intervention, it was shown that the TGT experimental group students had achieved a significant learning outcome than the lecture based control group students. Attitude toward mathematics differed to a certain positive extent in the TGT experimental group. Based on these findings, some recommendations were made to overcome barriers to integrating web-based game playing into the classroom.