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The Influence of Gamified Instruction and Traditional Teaching Method in the Academic Performance of Grade 12 Students in Physical Science and the Mediating Roles of Motivation and Engagement

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Title: The Influence of Gamified Instruction and Traditional Teaching Method in the Academic Performance of Grade 12 Students in Physical Science and the Mediating Roles of Motivation and Engagement
Language: English
Authors: Maria Zharina Sanchez, Crisanta Montejo, Geraldine Niña Rocel Libron, Michael Corpuz
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Document Type: Reports - Research
Education Level: Grade 12
High Schools
Secondary Education
Descriptors: Game Based Learning, Educational Games, Grade 12, High School Students, Science Instruction, Gamification, Conventional Instruction, Science Achievement, Foreign Countries
Geographic Terms: Philippines
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677882
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677882
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PubType: Report
PubTypeId: report
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IllustrationInfo
Items – Name: Title
  Label: Title
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  Data: The Influence of Gamified Instruction and Traditional Teaching Method in the Academic Performance of Grade 12 Students in Physical Science and the Mediating Roles of Motivation and Engagement
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Maria+Zharina+Sanchez%22">Maria Zharina Sanchez</searchLink><br /><searchLink fieldCode="AR" term="%22Crisanta+Montejo%22">Crisanta Montejo</searchLink><br /><searchLink fieldCode="AR" term="%22Geraldine+Niña+Rocel+Libron%22">Geraldine Niña Rocel Libron</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Corpuz%22">Michael Corpuz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
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  Data: N
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  Label: Page Count
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  Data: 16
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  Data: 2025
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  Data: Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED677882
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677882
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Grade 12
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Gamification
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Science Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: The Influence of Gamified Instruction and Traditional Teaching Method in the Academic Performance of Grade 12 Students in Physical Science and the Mediating Roles of Motivation and Engagement
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            NameFull: Maria Zharina Sanchez
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            NameFull: Crisanta Montejo
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            NameFull: Geraldine Niña Rocel Libron
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            NameFull: Michael Corpuz
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            – D: 08
              M: 12
              Type: published
              Y: 2025
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            – TitleFull: Online Submission
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