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The Role of Gamification on Students Academic Performance in Senior High School Physical Science Course


Affiliations
1 Department of Education, Master Teacher Philippines, Philippines
2 De La Salle College of Saint Benilde, Centro Escolar University, Philippines
     

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Gamification plays an important role in the learning process. This study aimed to signifies the role of gamification on the students’ academic performance in senior high school physical science course.  Forty grade 11 senior high schools were the subject of this study. The control group was exposed the traditional teaching in the 21st century with the use of multimedia teaching while the experimental group was exposed to a gamified classroom with the use of a gamification platform. A 30-item test was given before and after the intervention. The results were tabulated and tested statistically with the used of SPSS software. The result of the independent t-test for the pretest of the control and the experimental group showed that the two groups were comparable. The t-test for the independent sample for the posttest for the two groups suggests that gamification had improved the academic performance of the students. The Wilcoxon Signed Rank Test for the pretest and posttest of the controlled group had also shown a positive change in the result of the test. It is recommended to use the gamification across all learning areas to test further its effectiveness in the academic performance of the students.


Keywords

Gamification, Academic Performance, Physical Science.
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  • The Role of Gamification on Students Academic Performance in Senior High School Physical Science Course

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Authors

Renato A. Tiria
Department of Education, Master Teacher Philippines, Philippines
Dennis G. Caballes
De La Salle College of Saint Benilde, Centro Escolar University, Philippines

Abstract


Gamification plays an important role in the learning process. This study aimed to signifies the role of gamification on the students’ academic performance in senior high school physical science course.  Forty grade 11 senior high schools were the subject of this study. The control group was exposed the traditional teaching in the 21st century with the use of multimedia teaching while the experimental group was exposed to a gamified classroom with the use of a gamification platform. A 30-item test was given before and after the intervention. The results were tabulated and tested statistically with the used of SPSS software. The result of the independent t-test for the pretest of the control and the experimental group showed that the two groups were comparable. The t-test for the independent sample for the posttest for the two groups suggests that gamification had improved the academic performance of the students. The Wilcoxon Signed Rank Test for the pretest and posttest of the controlled group had also shown a positive change in the result of the test. It is recommended to use the gamification across all learning areas to test further its effectiveness in the academic performance of the students.


Keywords


Gamification, Academic Performance, Physical Science.

References





DOI: https://doi.org/10.36039/ciitaas%2F11%2F3%2F2019%2F182802.41-44