Improving Low Academic Performance of Grade 9 Learners in the Novel Noli Me Tangere through Differentiated Game-Based Instruction

Abstract

This study investigated the effectiveness of Differentiated Game-Based Instruction (DGBI) in improving the academic performance of Grade 9 learners in the Filipino novel Noli Me Tangere at Kapatagan National High School during the School Year 2024–2025. Using a one-group pre-test and post-test pre-experimental research design, 50 students were assessed before and after the intervention. Results revealed a substantial improvement in learners’ performance, with the Mean Percentage Score increasing from 38.67% (Beginning level) to 81.33% (Approaching Proficiency level). A paired t-test confirmed a statistically significant difference (p < 0.05) between pre-test and post-test scores. Findings suggest that DGBI is an effective instructional strategy for enhancing student engagement, comprehension, and mastery of literary content.