| Abstract: |
This study explores how interactive classroom games can improve Grade 12 students' performance in Physical Science at Sibagat National High School, Agusan del Sur. The implementation of gamification in science education has been an intriguing area for many researchers as it is something familiar to students, and at the same time, it draws their interest. Grounded in Anchored Instruction Model, Theory of Gamified Learning, and Self-Determination Theory, the research compared two teaching approaches which are traditional instruction using lectures and discussion, and gamified instruction using validated classroom games designed to reinforce science concepts. A quasi-experimental design was adopted that incorporates pretest, posttest, motivation, and engagement. The 100 student participants were chosen using purposive sampling to examine the impact of the intervention on Grade 12 students. The research instruments included a researcher-made achievement test, and an adopted research questionnaire on student's motivation and engagement. The data were analyzed using frequency, percentage, and mean scores. ANCOVA was also applied to compare post-test results between the two groups, while statistically controlling for pre-test scores. This method helps reduce error and sharpen the precision of the findings. ANCOVA further determined whether gamified instruction leads to significantly better outcomes than traditional teaching, even after accounting for students' prior knowledge. Repeated measures ANOVA was also conducted to examine the differences between pre-test and posttest scores across teaching methods. The findings revealed that students taught using gamified instruction performed better than those taught using the traditional method. The results therefore provide compelling evidence that gamified instruction can foster improved academic performance and create more meaningful learning experiences. |