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The Use of Gamification Approach in Teaching Science

Author

Listed:
  • Loure Jane C. Sabellano

    (Mindanao State University-Sultan Naga Dimaporo,Lanao del Norte, Philippines)

  • Aminah B. Aliman

    (Mindanao State University-Sultan Naga Dimaporo,Lanao del Norte, Philippines)

  • Rhea Mae D. Lim

    (Mindanao State University-Sultan Naga Dimaporo,Lanao del Norte, Philippines)

  • Feb Yvonney M. Matugas

    (Mindanao State University-Sultan Naga Dimaporo,Lanao del Norte, Philippines)

  • Gloria E. Bandala

    (Mindanao State University-Sultan Naga Dimaporo,Lanao del Norte, Philippines)

Abstract

This study aimed to assess the effectiveness of implementing a gamification approach to the improvement of academic performance in Science to Grade IV students of Sultan Ali Dimaporo Memorial Integrated School. The data was gathered on October 2024, data were consolidated, tabulated, analyzed and interpreted using frequency and percentage, and t-test as statistical tools. This study anchored on the following theories: Self- Determination Theory (1985) by Decci and Ryan, The Flow Theory (1970) by Mihaly Csikszentmihalyi and Constructivism Theory (1973) by Jean Piaget. In relation to gamification approach for enhancing the science ability of the learners, these approaches entail that learners should be constantly encouraged to explore the world, to learn by doing especially in the discipline of science, to look at things in different ways, to discuss their world view with others and as a result continuously transform their understanding of world in light of these experiences. This study used quasi-experimental design. The numbers of respondents needed to complete this study were thirty (30); fifteen (15) students per group. Results show that both control and experimental group got “Achieved†in their pre-test. However, most of the respondents in the control group got “Achieved†in their post-test while in the experimental group, all of them got “Highly achieved.†Moreover, this study found out that there is a significant difference of the pre-test and post-test scores of the control group and the experimental group. Overall, this study shows that gamified learning has a significant positive impact on education, enhancing students’ academic performance, engagement, and motivation in Science education. Furthermore, future researchers may explore on the capability of the method in improving Science ability of the students.

Suggested Citation

  • Loure Jane C. Sabellano & Aminah B. Aliman & Rhea Mae D. Lim & Feb Yvonney M. Matugas & Gloria E. Bandala, 2025. "The Use of Gamification Approach in Teaching Science," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 7988-7993, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:7988-7993
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    References listed on IDEAS

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    1. María Napal & Ana María Mendióroz-Lacambra & Alicia Peñalva, 2020. "Sustainability Teaching Tools in the Digital Age," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
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