Effectiveness Of Using Gamification As A Teaching Strategy On Learners’ Academic Performance In Cabiao, Nueva Ecija
Keywords:
Polytechnic University of the Phlippines–Cabiao Campus, Bachelor in Elementary Education, Gamification Teaching Strategy, Academic Performance, English, Mathematics, ScienceAbstract
This research study investigated the effectiveness of using a gamification teaching strategy on the academic performance of Grade 6 students in selected public elementary schools in Cabiao, Nueva Ecija. Utilizing a quantitative descriptive research design, with simple random sampling, data were collected through validated instruments by experts, and responses from 201 randomly selected Grade 6 students. The result showed that the teacher's gamification teaching strategies used by the teacher were rated “Agree” with a weighted mean of 3.76. The academic performance of the students in English and Mathematics, revealed of (WM= 3.86), and in Science (WM= 4.01), which fell into the “Very Satisfactory” category. However, the result of the correlation analysis revealed (Pearson r = 0.098, p = 0.168), showing that there is no statistically significant correlation between the academic performance of students in the investigated subjects and the use of gamification in teaching strategy. Based on the results and related implications, one can suggest that teachers should continue to incorporate gamified tasks, like role-playing, interactive games, group challenges, and problem-solving, into their learning materials. These interventions can make the classroom more dynamic, engaging, and constructive with regard to learning by promoting teamwork and engagement, and expanding student understanding of the content.
References
[1]Almeida, F., & Simoes, J. (2019). The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm. Contemporary Educational Technology, 10(2), 120–136. https://doi.org/10.30935/cet.55446
[2] Alshaikhi, N. M. A. (2020). The effect of enrichment activities based on gamification on motivation and achievement in the English language course among 4th-grade elementary students. Middle East Current Studies Journal, 33(June), 1–15. (https://www.mecsj.com/)
[3] Codish, D., & Ravid, G. (2014). Personality based gamification—Educational gamification for extroverts and introverts. In Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (pp. 36–44). The Open University of Israel. https://www.openu.ac.il/innovation/chais2014
[4] Dikmen, M. (2020). An investigation into the effect of gamification on students’ academic achievement and attitudes toward lessons. Education and Information Technologies, 25(4), 3435–3455. https://doi.org/10.1007/s10639-020-10135-2
[5] Lee, C. B., & Koh, J. H. L. (2023). Collaborative creativity among undergraduate students as game creators during gamification in a university-wide elective course. International Journal of Educational Technology in Higher Education, 20(6), 1–20.
[6] Luo, H., Xie, J., & Lajoie, S. P. (2020). Gamifying learning in virtual environments: A systematic review. Educational Technology Research and Development, 68(4), 1–25. https://doi.org/10.1007/s11423-020-09794-6
[7] Majeed, N., & Shoaib, A. (2019). The impact of gamification on student motivation and engagement: A case study of poorly implemented gamification in education. Asian Journal of Education and Training, 5(3), 454–461. https://doi.org/10.20448/journal.522.2019.53.454.461
[8]Mora, A. (2020). Gamification in science education: Benefits and limitations. Educational Research and Reviews, 15(2), 72–79.
[9] Muji, S., Harahap, F., & Rangkuti, Y. (2021). The role of team-based gamification in improving student collaboration and motivation. International Journal of Instructional Technology and Education Studies, 8(2), 45–53.
[10] Sahoo, S., & Pany, S. (2021). Gamification in education: A strategy to engage and motivate learners. International Journal of Research in Engineering, Science and Management, 4(5), 164–167. https://doi.org/10.47607/ijresm.2021.432
[11] Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1), 1–8. https://doi.org/10.15700/saje.v39n1a1510
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal on Management Education and Emerging Technology(IJMEET)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
