English Majors’ Perceptions on General Pedagogical Knowledge (GPK) in Teaching Vocabulary Skills Through Gamification

Abstract

This study determined the perceptions of English major students at Divine Word College of Legazpi on General Pedagogical Knowledge (GPK) in teaching vocabulary through gamification. A descriptive research design with a qualitative approach was employed, utilizing a validated, researcher-made survey administered to 33 students during the first semester of the academic year 2024–2025. Statistical tools were used for data analysis, including frequency distributions, t-tests, and ANOVA. 

The results indicated that most respondents were young adults aged 18–22, predominantly female, first-year, and regular students. Respondents strongly agreed on the effectiveness of gamification in enhancing vocabulary skills, particularly in context clues, collocations, idiomatic expressions, and sentence usage. Despite demographic differences, no significant variations in perceptions were found, which underlines the universal applicability of gamified learning. As an output, the study proposed the Gamified Vocabulary Learning (GVL) Program, which integrates digital tools for interactive and personalized learning that offers real-time feedback and fosters motivation. In conclusion, gamification proved to be an effective and inclusive strategy for vocabulary acquisition that promotes deeper engagement and retention. Recommendations include expanding gamification to other subjects, fitting activities for diverse learner needs, and training educators to effectively implement gamified teaching strategies.