The Impact of Gamified Instruction on Filipino Language Acquisition in Grade 10

Abstract

The challenge of maintaining student engagement is especially evident among high school learners, who often face various distractions and competing interests. This study aimed to investigate the effectiveness of gamified instruction in enhancing the academic performance of Grade 10 students in Filipino. Specifically, it examined the impact of gamification on students’ performance and identified challenges encountered during its implementation, providing insights into its pedagogical value in language instruction. A mixed-methods research design was utilized, combining both quantitative and qualitative approaches. Quantitative data were collected through pretests and posttests and analyzed using a paired sample t-test. Results revealed a statistically significant improvement in the academic performance of students after the implementation of gamified instruction. Prior to the intervention, most students struggled to meet the expected proficiency level. However, post-intervention results showed that all students achieved performance levels ranging from satisfactory to excellent. Qualitative data gathered through student reflections and feedback revealed that gamified instruction increased motivation, participation, and interest in learning Filipino. Students reported that the use of game elements made the lessons more engaging and relatable, leading to a more interactive and enjoyable learning experience. Based on the results, gamified instruction proved to be an effective teaching strategy that promotes student engagement and enhances learning outcomes. It offers a promising approach for making Filipino classes more dynamic, especially for learners who may otherwise find traditional methods less stimulating.