Gamified Technology-Based Learning Materials and the Reading Proficiency of Grade 5 Pupils of Dangdangla Elementary School: A Descriptive-Experimental One-Group Pretest-Posttest Research

Abstract

The goal of this study is to investigate the effectiveness of Gamified Technology-Based Learning Materials on vocabulary skills of Grade 5 pupils at Dangdangla Elementary School. Utilizing an experimental research design, the study involved 35 pupils who underwent an 18-session intervention using gamified learning strategies. A questionnaire, validated by experts, was employed to assess vocabulary proficiency before and after the intervention. Pre-intervention results indicated a satisfactory level of vocabulary skills, with notable weaknesses in configuration clues. Post-intervention analysis revealed significant improvements across all vocabulary domains, particularly in synonyms and context clues, with an overall mean score reflecting a very satisfactory level of vocabulary proficiency. Furthermore, statistical treatment using t-tests confirmed the effectiveness of the gamified materials, demonstrating highly significant differences in vocabulary skills before and after the intervention. Findings underscored the importance of incorporating engaging, technology-based resources in language instruction to enhance vocabulary acquisition. In the end, the study concluded that using game-based learning materials helped Grade 5 pupils improved their vocabulary. These materials have been checked by experts and meet school standards. Students enjoyed learning with games and showed better vocabulary skills across all areas. Recommendations included integrating gamified technology-based learning materials into regular classroom instruction, especially in vocabulary lessons to assess the effectiveness in enhancing the learners’ engagement and learning outcomes, continue using gamification and consider expanding it to other learning areas.