Enhancing TLE Learning of 7th Grade Students Through the Assessment of Pedagogical Participation in Technology-Driven (PPT) Invented Educational Games

Abstract

Gamification has increasingly been used as an instructional strategy to promote learner engagement and improve learning outcomes. However, its application in Technology and Livelihood Education (TLE), where learners are expected to acquire both conceptual knowledge and practical competencies, remains relatively limited. This study developed and evaluated a PowerPoint-based TLE Educational Learning Game and examined its effectiveness in improving Grade 7 learners’ academic performance, retention of learning, and satisfaction. A quasi-experimental pretest-posttest non-equivalent groups design was employed among 80 Grade 7 learners from General Santos City National Secondary School of Arts and Trades. Two intact classes, 7-Cerna (n = 40) and 7-Gordo (n = 40), were assigned through a draw-lots procedure as the experimental and control groups, respectively. The experimental group received instruction through custom-made PowerPoint-based educational games, while the control group received conventional lecture-discussion instruction. A 25-item TLE pretest/posttest, retention test, expert evaluation questionnaire, and student satisfaction questionnaire were used. Data were analyzed using descriptive statistics, Effectiveness Index, and t-tests. The gamified group increased its mean score from 11.18 (SD = 1.82) in the pretest to 20.38 (SD = 0.74) in the posttest, yielding an Effectiveness Index of 81.50%. The control group increased from 11.18 (SD = 2.21) to 15.33 (SD = 0.69), with an Effectiveness Index of 30.02%. The developed game obtained an overall expert evaluation mean of 4.49 (SD = 0.33). Two weeks after the posttest, the experimental group obtained a retention mean of 19.00 (SD = 0.91). Student satisfaction was very high, with an overall mean of 4.66 (SD = 0.62). The findings indicate that the PowerPoint-based TLE Educational Learning Game was associated with substantial learning gains and favorable learner experiences. The results support the use of carefully designed gamified instructional materials as an additional strategy for teaching TLE.