Effectiveness of Classroom Gamification in Multi-Grade Schools

Educational Teachnology

ABSTRACT The study determined the effectiveness of classroom gamification in teaching as a strategy for students’ academic performance. The multigrade teachers’ respondents administered this strategy to learners enrolled in Grades 5 and 6 in the four (4) identified multigrade schools of Bayabas District in Surigao del Sur Division during the Academic Year (AY) 2023-2024. Moreover, this study utilized interactive game creators in PowerPoint as a gamification strategy in teaching literacy. The experimental method, specifically the quasi-experimental design of the research, was used with a research-made survey instrument as the primary tool for obtaining data. It used descriptive and inferential statistics. The profile of teachers: 100% were female, 71% were age 25 years and below, 50% had a bachelor’s degree as their professional qualification, and 50% a master’s degree; both 50% had 1 to 5 years and 11 to 15 years of experience, and lastly 71% got teaching-learning training attended. On the profile of learners, 51% were female, and 68% were 12 to 14 years old. The pre-test profile of the two classes has mean scores in the Traditional method obtained a mean score of 23.45. At the same time, the gamification instruction approach obtained a mean score of 26.72. When the two classes were exposed to different methods and approaches, one used the traditional method, and the other used a gamification instruction approach. The classes gathered different results in the post-test achievements. The Traditional method obtained a mean score of 38.54, while the class utilizing the gamification instruction approach obtained a mean score of 39.54. This is proof that using the gamification instruction approach is most effective in the teaching and learning process in teaching literacy. These findings should reassure educators of the effectiveness of the gamification approach. There was no significant relationship between the teachers' profile and the level of effectiveness of the classroom gamification strategy. Because testing using Pearson R correlation, as viewed in Table 5, shows no significant relationship. However, a class with a substantial relationship between the sexes was achieved on the students' profiles. There is a considerable difference between the pretest and post-test achievement of multigrade learners taught using gamification and traditional methods. In the problems encountered, the indicator "learners are motivated to participate in activities simply to earn points or rewards" gained the number 1 spot with a mean of 4.79, which highly impacts the teacher's use of the gamification instruction approach. Based on the study's results, a proposed intervention plan can be designed to enhance the development of the gamification instruction approach.

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