1|Page

Abstract

Effectiveness of Game-Based Activities

Enhancing Student’s Academic Performance in TLE

As educators, they aimed that every lesson they’ve conducted will

eventually productive. And that every student, not only learned it by book

but also in a practical way. It is also indispensable that students find it

enjoying while learning as it increases their interest in doing the lessons

better.

This research aimed to assess the effectiveness of game-based

activities in enhancing the student’s academic performance towards

learning in Technology and Livelihood Education (TLE) in Gibacungan

National High School in terms of students’ motivation, students’ attitude,

students’ cognitive development, game interface and students’ expectation.

The participants of the study were the Grade 8 Newton students of

Gibacungan National High School. The study utilized Action Research, and

the statistical tools used for the treatment of data are percentage, mean and

standard deviation through the integration of IBM SPSS statistics. The result

of the study revealed that there is a significant difference on the result of the

test if educators will be integrating game-based activity over just merely

using the traditional way. Thus, the result finds the game-based activity

effective in the academic performance of the students. Results show that

features of the games makings learning more engaging, exciting, and full of

fun and thrill for the participants. Levels of interest towards the use of

game-based learning is highly influenced by students' motivation, students'

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attitude, students' cognitive development, game interface, and students'

expectation. Based on the results, it is recommended that game-based

activities lesson be formally part of the Department of Education curriculum

and trainings and seminars be conducted to orient teachers in this

classroom intervention.

Effectiveness of Game-Based Activities

Enhancing Student’s Academic Performance in TLE

By:

A project submitted in
partial fulfillment of the
requirements for the
degree of
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December 2024

TABLE OF CONTENTS

Abstract
----------------------------------- 1

Title Page -----------------------------------

2

Table of Contents -----------------------------------

3

I. The Problem -----------------------------------

4
Purpose of the Study -----------------------------------
7
Definition of Terms
----------------------------------- 7
Research Question
----------------------------------- 8
II. Literature Review -----------------------------------
8
III. Methodology -----------------------------------
14
4|Page

 Traditional Test
-----------------------------------14
 Game-Based Activity Test -----------------------------------
15
 Kahoot -----------------------------------
15
 Quizlet Live -----------------------------------
15
 Quizziz -----------------------------------
16
IV. Study Results
-----------------------------------17
V. Conclusions -----------------------------------
21
VI. Concerns and Limitations
-----------------------------------23
VII. REFERENCES ----------------------------
-------24
5|Page

I. THE PROBLEM

In today’s generation, classroom has been the learning spot of

every students where there are various strategies employed for an

effective learning and game-based learning is one of those. Game-

based learning is a technique in learning where you can actively use

games to improve student learning. In this case, learning comes from

playing the game while promoting critical thinking and problem-

solving skills. It can be achieved through digital or non-digital games

and simulations allowing students to experience the learning in an

empirical manner. Digital gaming, participating in game forums, and

connecting to social networks with embedded games are ordinary

activities of a game-based learning. The popularity of digital devices

and online games and applications has paved the way for Game-based

Learning. Examining these applications and deciding the effectiveness

can be a focal point for education and in the decades to follow. As

teachers transitioned their classrooms to the new online learning

platform, they were confronted with pedagogical issues such as

stimulating students' curiosity, creativity, and critical thinking.

Through integrating game-based learning, teachers can enhance their

educational strategies amidst the global health emergency. Game-

based learning by definition is describe as the integration of games,

may it be electronic or non-electronic, as the main lesson or as

enhancement of a lesson while directing to the desired outcome which

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is to keep learning evolve. (Denham, Mayben, & Boman, 2016). This

kind of strategy brings game-based mechanics and thinking to

normally non-game contexts (Sanchez, & Jouneausion, 2017). When

game-based learning is employed, students compete in a gaming

environment while trying to execute a set of learning tasks

individually or in a group. This game includes but not limited to

Kahoot, Sudoku, or Puzzles which makes the students learn in an

engaging and interactive manner. The clubbing of games with

education not only makes learning fun but also promotes "Learning by

Doing. This means that students were able to learn more when they

engaged themselves into the actual activity. " Furthermore, it

promotes a student-centered environment that develops and nurtures

students' soft skills and well-being in a fun and playful way. Students

engaged in games generally have a significant chance to learn,

practice, and demonstrate understanding of the lesson. Indeed, games

have always been a tool that draws the attention of many people (Sarı,

& Altun, 2016).

The classroom where this study took place is currently having a

situation where TLE majors find it a little bit difficult to connect

themselves to the lesson. Hence, the teachers were trying to integrate

the game-based activities as their learning techniques. Thus, the

proponent of this study is trying to test the Effectiveness of Game-

Based Activities Enhancing Student’s Academic Performance in TLE.

7|Page

The sample respondents that is selected for this study are from

the varied population that is smart, dedicated and energetic Grade 8

students belonging to section Newton residing in the mountainous

and refreshing school of Gibacungan National High School

compromising 29 healthy and energetic students. Based on study,

there are 40% of the students are having below the required grade for

honor rule and 60% are meeting in between or above the grade

requirement for honor rule. Therefore, the researcher is trying to seek

for an answer to the following questions:

1. What challenges does the 40% students encounter which made

their grades at a below required grade for honor rule?

2. Is there any game-bases strategy that can be employed as the

remedy for the low grades of the students who belong in the

40% sample?

3. What game-based activities might be advisable to the teachers

that can possible yield a better result?

A neutral and safe assumption that there are tons of game-based

activities that can be employed that can possibly yield a better and

successful result as represented by the student’s performance in the

pre-test and post-test. This study is conducted for the sole purpose of

testing the Effectiveness of Game-Based Activities Enhancing

Student’s Academic Performance in TLE as used by the proponent in

the classroom.
8|Page

The sample respondents for this study are distributed according to

their grade level performance and their honor rank in the classroom

and the scoring for the game-based activities are based on a criterion

such,

 Time on task: How long it takes a student to complete

a task

 Energy consumed: How much energy a student uses to

complete a task

 Equipment units used: How many equipment units a

student uses to complete a task

 Efficiency: How efficient a student's solution is, based

on the amount of energy used.

The respondents composed of 29 students where proponent has

seen a courage in them to improve their academic performance. The

29 students have been together in on classroom and all throughout

the school year.

Identifying the effective game-based activities is important but

executing the game with the aim of a positive results is equally

important which can yield a positive result in a long run.

Purpose of the Study

This action research aims to determine the Effectiveness of

Game-Based Activities for use in enhancing Student’s Academic

9|Page

Performance in TLE of Grade 8 Newton students studying in

Gibacungan National High School. The purpose of doing so is to

ensure an improved and progressive learning for every Grade 8

Newton student in the said school where learning can be used for the

next year’s student who will come and meet the institutional

requirements.

Definition of Terms

In this study, the proponent will be using the term “Efficiency”

which refers to how fast or slow does the game-based activities

improve the learning of the Grade 8 Newton students. When referring

to the subject, the proponent is using the term “varied population”

which is incorporating a number of different students of different

grade scores. The abbreviation of TLE stands for Technical and

Livelihood Education referring to the major subject for every student.

Research Question

1. What game-based activities should be integrated towards the

learning journey of the Grade 8 Newton Students in Gibacungan

National High School?

2. Is the utilization of game-based learning an effective strategy to

increase the academic performance of learners in Technology

and Livelihood Education (TLE) with low grade?

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3. Are these game-based activities can be accomplished without

increasing the consumption time?

4. Which game-based activity when used can yield an improvement

to the student’s academic performance?

II. Literature Review

Game-based learning is designed to meet the equilibrium point

on theoretical content and learning through the use of games. It

allows students to explore rigorous learning environments and

concepts and targeted learning outcomes (Chen et al., 2018); this

is especially effective in the context of the Technical and Livelihood

learning environment as this subject make most of the practical

test where students are actually doing the task to learn (Mozelius

& Hettiarachchi, 2017). Games must be integrated to ensure that

the students can do the cycle again within the game context

without losing their interest to learn. Further, a good educational

game should, during such states of repetition, elicit desirable

behaviors in students; this can be achieved through fostering

certain emotional and cognitive reactions to interactions with and

feedback received from the game (Boctor, 2013). Between games,

a debriefing process and a review of learning outcomes should be

implemented (Mozelius & Hettiarachchi, 2017). Post-game

debriefings allow the teacher to establish a connection between the

game and the real world. It also creates an association between

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occurrences within the game and those of real life, thereby

connecting the students’ understanding of the game to education

(Bundick et al., 2014).

Before integrating game-based learning in the class, the teacher

will try to measure the stock knowledge of the students by allowing

them to answer the pre-test that were used to measure students’

prior knowledge towards the topic. Some of this question will be

repeatedly ask by the teachers in the post-test to measure if the

have really learn from the discussion. The results of the

assessment were used as basis for comparison if there is a

significant difference between pre-test and post-test. After the

class, the participants answered a survey questionnaire to measure

the games' effectiveness towards students' motivation, attitude,

cognitive development, game interface, and expectations (Borbon,

J. 2023). Game-based learning programs should provide students

with the capacity to be involved in their education, and to reflect

on, understand, and apply the acquired knowledge in real life

(Boctor, 2013). The adoption of an adventure approach in

educational games can be effective in this regard. Educational

adventure games are purposefully designed to provide

“edutainment” (a mix of education and entertainment); such games

are generally complex and feature clear demonstrations of

deterministic problems (Bundick et al., 2014). For instance, in

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adventure games, problems are often part of the game, and players

must find solutions to these problems in order to advance in the

game. Thus, players’ in-game decisions can have direct

consequences on the game’s progression, meaning the player is in

control of the game. In adventure games, the puzzles can be

difficult to solve, but it is not difficult to try different possible

solutions (Bundick et al., 2014). Importantly, Boctor (2013) noted

that the learning process associated with adventure games can

improve players’ general ability to identify solutions to problems.

Whether a game qualifies as educational depends on several

aspects. According to Plass et al. (2015), the characteristics of an

educational game are essentially determined by its interactivity

aspects, while others, such as Boctor (2013), provide a more

specific definition, suggesting that dynamic visuals, regulations,

objectives, and interaction features are the defining characteristics

of educational games. Hwang et al. (2016) further argued that

educational computer games are anchored on the aspects of

fantasy, curiosity, challenge, and control. Here, fantasy represents

the scenarios in which the games are set. The fantasy aspect

creates greater interest among students and increases their

learning efficiency (Hwang et al., 2016). Regarding curiosity, along

with the games’ non-deterministic outcomes, the continuous

introduction of new information can sustain students’ interest in

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the game. Regarding challenge, the games should be timed and

played under specific confines. Finally, for control, as in real life,

participants must adhere to certain rules, whether they are the

system rules that define the game world, or procedural rules that

relate to possible actions. In this way, educational games create

second-order reality for participants.

Pho and Dinscore (2015) stated that game-based learning is not

superior to other learning approaches in terms of educational

potential, but that it has a greater potential to enhance motivation

and increase student interest in the subject matter. Contrasting

with this assertion, other researchers have established that

students are better able to retain knowledge learned through

game-based approaches than that encountered through other

learning approaches, but that this is dependent on the domain in

question; interdisciplinary topics that require skills such as critical

thinking, interpersonal communication, and debating are those

that are associated with the greatest game-based learning

advantage (Kucher, 2021).

Games and Collaborative Learning

According to Dichev and Dicheva (2017), collaborative learning

is an established component of the learning process, and the game-

based education approach is the most effective method of ensuring

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collaborative learning among students. Collaborative learning

involves students obtaining knowledge through sharing information

with the class community, and the use of technology in learning is

known to encourage students to be more interactive and less

passive during learning sessions. Game-based learning also

provides a constructivist learning environment in which students

utilize existing skills to solve problems relating to the subject

matter in question; game-based learning can also help students

process and decode essential information for understanding

learning materials. Thus, game-based learning affords students

opportunities and structures to engage more strongly with the

education process. Through game-based learning, students can

exchange information and ideas with each other, and

collaboratively perform simple tasks and solve challenges.

Moreover, Boctor (2013) pointed out that game-based learning

converts teachers into participants in and teachers of the learning

process; this contrasts with the traditional method of imparting a

repository of information to passive students who may often be

uninterested and inattentive.

Games and Growth Mindset

Kühn et al. (2019) suggested that the keys to triumphing in

video games are determination, resourcefulness, and problem-

solving skills. When players begin to play a game, they fully expect
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to make some mistakes and to require perseverance to negotiate

difficult levels, perhaps needing to replay levels repeatedly before

successfully progressing beyond them. This ability to retry levels

creates a sense that there is no such thing as failure in video

games (Schaaf & Mohan, 2016). When comparing this with basic

classroom learning, it is notable that students require the same

kind of resolve to learn how to solve class-based problems.

Determination and tenacity could be considered the foundations of

a progressive mindset, which is based on cognitive flexibility,

problem-solving, and pattern recognition Wu (2015) reported that

most youths play digital and/or non-digital games outside the

classroom. Wu (2015) also reported that almost 94% of teenage

girls and 99% of teenage boys spend an estimated 7–15 hours per

week playing video games. The popularity of such games among

children and youths has led to game-based learning being proposed

as a learning tool for educating young people and developing their

growth mindset (Boctor, 2013). A growth mindset develops when

students who have experienced failure are encouraged to persist

and do better (Dostál, 2015). Students with a growth mindset are,

therefore, willing to attempt a task repeatedly until they achieve

the desired outcome. Such benefits of game-based learning further

incentivize the incorporation of digital and/or non-digital game

elements into classroom learning environments. Unlike studying,

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games are primarily designed to be enjoyable and to encourage

players to continue playing. The principal structure of many games

is based on interchanging disappointment and victory. For this

reason, game-based learning can represent a practical tool for

developing a growth mindset. Games retain students’ interest and

develop their commitment because the activities are fun, which

helps students remain positive even if they are unsuccessful (Rowe

et al., 2011; Taub et al., 2017). Students may not achieve their final

desired objective immediately, but since they can identify the

progress they have made in the game, they are encouraged to try

again in an attempt to improve their performance When

integrating game-based learning in a class, the games must be

structured and employed appropriately; otherwise, they will not

have the anticipated effect. For example, some games might

include calculation aspects but not necessarily be educational (Pho

& Dinscore, 2015). It is the teacher’s responsibility to select

suitable games that feature the correct concepts for their students;

for instance, games employed to help students’ complete

mathematical problems must have sufficient accuracy in terms of

calculation solutions. Moreover, for game-based learning to have

the intended learning impacts, teachers must choose easy-to-follow

and straightforward games (Li, 2017). From the author’s

perspective, the common attitude that, when playing games,

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repeated attempts may be necessary to complete levels implies

that failure in game-based learning is not treated with the same

negativity that accompanies failure in classroom tests. The games

can also impart a belief to students that any challenge can be

accomplished.

III. Methodology

The proponent has selected 3 game-based activities that will

be integrated and be evaluated afterwards. These 3 game-based

activities are; Kahoot, Quizzlet Live, and Quizziz which will be

utilized for 2 weeks in a successive manner. Each game will be

independently conducted to the degree practical in this real

classroom environment. Researchers will instruct the students

about the mechanics of the game as well as the normal teaching

style that includes the working problems. The students are guided

until they will be able to do the task on their own. Prior to the

game, the researcher will be demonstrating each game on how to

do it and if the students are already knowledgeable on the flow of

the game, the teacher can now integrate the game to the actual

lesson. The game’s yield will be identified through the teacher’s

supervision and objective judgement on the score. The researcher

will conduct 2 tests for comparison, the Traditional Test where

students answers the test merely with the use of paper and pen

and the other one is the Game-Based Activity test where there are
18 | P a g e

3 game-based activities to be employed. These are Kahoot, Quizlet

Live and Quizziz. These three games will be conducted separately

but on the same questions in random arrangement.

Traditional Test

In the traditional test, researcher will conduct the test after the

discussion like the traditional way of doing so by just dictating the

question twice and allow students to write their answers using their

pens and papers. Right after answering the test, the researcher will

do the checking in a traditional way the “round robin” way. And the

researcher will identify the result by calling the highest to the lowest

scores.

Game-Based Activity Test

Game 1: Kahoot

This is an online game-based learning and trivia platform used

in the class as a bell-ringer that motivates students to get engaged

before the beginning of the class. Students used their gadget to

access the game using the computer-generated game pin. Students

answered the time-bounded questions. After the time allotted for each

item, the teacher acknowledged the top scorers in the game. Students

who played Kahoot in the classroom reported feeling more confident

as well as improved concentration, motivation and understanding of

the content.
19 | P a g e

Game 2: Quizlet Live

It is a web-based program designed to help students learn

information through engaging tools and activities. The students will

enter the game code that allows them to join the game. This was used

as a tool for preparing the class for a formative assessment. It was

also used as a drill in the class in order to master the concepts

discussed. Every time the students get the correct answer, he/she

then moves to the next question; otherwise, the student needs to

answer the question again and find the correct answer to move to the

next item. The teacher monitored the progress of the students and

identified who needed some remedial activity

Game 3: Quizziz

It is a game-based learning assessment tool that enhances

student engagement. This was used as a post-assessment tool. The

order of the questions is randomized for each student, so it's not easy

for players to cheat. At the end of the game, the teacher can see what

the student has mastered and know where they can improve. It is a

game of speed and accuracy; this adds excitement to game-based

learning. Using this tool, the teacher monitored the progress of the

students. At the end of the quiz, the teacher graphically identified the

individual items which the student answered correctly or incorrectly.

After the class, the participants answered a survey questionnaire to

20 | P a g e

measure the games' effectiveness on students' motivation, attitude,

cognitive development, game interface, and expectations.

Data Collection and Recording

After conduction the tests, the student’s scores for the test will

serve as the data which will be used to evaluate the game-based

activities in enhancing the student’s academic performance in TLE.

Each test will consume a certain period of time and will last for 2

weeks’ time period. On the first day of each unit, a complete test will

be administered. The score of this will be recorded and evaluated

using the percentage mean for the whole class and compared it in

every activity test unit. In the period of 2 weeks, the test will be

administered twice a week which will give a total of 4 data within the

2 weeks’ time. Copies of all assessments were kept to allow for

comparison among content areas as determined by the lesson

designation printed in each section of each assessment. These were

used to determine any changes in performance as related to each

lesson area.

IV. Study Results

In order to compare the two administered tests, the traditional

test and the game-based activity test, it was important to measure the

effectiveness of each test as well as the game-based activity for the

class as a whole. The researcher chose to compare the actual scores

21 | P a g e

of the participants from both tests as shown in Figure 1 & 2. The

mean for this set of differences is calculated as well as the percentage

for each of the test.

Figure 1: Traditional vs. Game-Based Activity Test (Kahoot)

Figure 1: Traditi onal vs. Game -Base d Acti vity

Te st ( Kahoot)
110%
90%
70%
50%
30%
10%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
T0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0.
R7 75 7 65 6 55 75 9 85 75 7 65 6 55 75 8 7 9 85 75 7 6 7 75 7 8 7 9 95
A
D
I
T
I
O
N
A
L
T TRADITIONAL TEST KAHOOT
E
S
T
K0. 1 0. 1 1 0. 0. 1 1 0. 0. 0. 0. 1 1 1 1 1 1 0. 0. 0. 0. 1 1 1 0. 1 1
A9 95 85 9 9 95 95 9 9 9 85 9 95
H
O
O
T

Figure 2: Traditional vs. Game-Based Activity Test (Quizlet Live)

22 | P a g e

Figu r e 2: Tr a d iti o n a l vs . Ga m e-Ba s ed

A cti vity Tes t (Qu iz let Live)
90%
50%
10%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
T0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0.
R7 75 7 65 6 55 75 9 85 75 7 65 6 55 75 8 7 9 85 75 7 6 7 75 7 8 7 9 95
A
D
I
T
I
O
N
A
L
TRADITIONAL TEST QUIZLET LIVE
T
E
S
T
Q1 0. 0. 1 1 1 0. 0. 0. 1 1 0. 0. 1 0. 0. 0. 0. 0. 1 0. 0. 0. 1 0. 0. 0. 0. 1
U 95 9 95 95 9 95 95 95 9 9 95 95 95 9 85 85 85 9 95
I
Z
L
E
T
L
I
V
E

Figure 3: Traditional vs. Game-Based Activity Test (Quizziz)

Figur e 3: Tr aditi onal vs . Gam e-Bas ed

A cti vity Tes t (Quiz z iz )
90%
50%
10%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
T0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0. 0.
R7 75 7 65 6 55 75 9 85 75 7 65 6 55 75 8 7 9 85 75 7 6 7 75 7 8 7 9 95
A
D
I
T
I
O
N
A
L
TRADITIONAL TEST QUIZZIZ
T
E
S
T

Q0. 0. 0. 1 1 1 0. 0. 0. 1 1 1 0. 0. 1 0. 0. 0. 1 1 1 0. 0. 1 1 0. 1 0. 0.
U9 9 95 95 9 95 95 9 85 9 95 95 95 85 9 9
I
Z
Z
I
Z
23 | P a g e

Report
TRADITIONAL QUIZLET KAHOOT QUIZZIZ

N 29 29 29 29
Mean 94.6552 95.8621 95.3448
Std. Deviation 4.98767 5.18738 4.98767
Note: Data derived from IBM SPSS Statistics
All means of the subject grow with 95% in all Game-Based

Activity units of the study. While the dispersion of the individual score

fell at 5 percentage of the mean. The highest growth in Kahoot Game

is demonstrated in Students 2,4-5,8-9, 14-19, 24-26, 28-29 at a 100%

level. While the lowest is in student 6 & 22 at 85% level. On the other

hand, the highest growth in Quizlet is in Student 1,4-6,10-11,14,20,24

& 29 at a 100% level while the lowest growth is in student 25 & 26 at

85%. Lastly, the highest growth in Quizziz is in student 4-6, 10-12, 15,

19-21, 24-25 & 27 at a 100% level while the lowest growth is in

student 16 & 26 at 85%.

Figure 4: % Growth from Traditional Test vs. Game-Based Activity

Test (KAHOOT)
24 | P a g e

KAHOT
50%
45%
45%
40%
40%
35%
35%
30% 30%30% 30% 30%
30%
25%25% 25% 25% 25% 25% 25%
25%
20% 20% 20% 20% 20%
20%
15% 15%15% 15%15%
15%
10% 10% 10%
10%
5%
5%
0%
Figure
1 2 3 4 45 shows
6 7 8 9the percentage
10 11 growth
12 13 14 15 16 17 18 19 20 21of22the
23 24 integrated
25 26 27 28 29 game-

based activity test particularly kahoot as the learning techniques for

the Grade 8 Newton students. The highest growth took place from

student #14 with approximately 45% while the lowest percentage

growth is from student 5. This highly signifies that kahoot as the

learning techniques have been so effective in enhancing the

performance of the students in TLE.

Figure 5: % Growth from Traditional Test vs. Game-Based

Activity Test (QUIZLET LIVE)

25 | P a g e

QUIZLET LIVE
50%
45% 45%
45%
40%
40%
35% 35%
35%
30% 30%30% 30%
30%
25% 25%25% 25%
25%
20%20% 20% 20% 20% 20%
20%
15% 15%
15%
10% 10%
10%
5% 5% 5% 5% 5% 5%
5%
0%
1 Figure
2 3 4 5 56 shows
7 8 9 the
10 11 percentage
12 13 14 15 16 17growth of22the
18 19 20 21 23 24integrated
25 26 27 28 29game-

based activity test particularly Quizlet Live as the learning techniques

for the Grade 8 Newton students. The highest growth took place from

student #6 & #14 with approximately 45% while the lowest

percentage growth is from student 8,9,18,26,28 & 29. This highly

signifies that Quizlet as the learning techniques have been so effective

in enhancing the performance of the students in TLE.

Figure 6: % Growth from Traditional Test vs. Game-Based Activity

Test (QUIZZIZ)
26 | P a g e

QUIZZIZ
50%
45%
40%
40%
35% 35%35%35% 35%
30% 30% 30% 30%
30%
25% 25% 25% 25% 25%25%
20% 20% 20%
20%
15% 15%
10%
10%
5% 5% 5%
0% 0%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
-5%
-10%

Figure 6 shows the percentage growth of the integrated game-

based activity test particularly quizziz as the learning techniques for

the Grade 8 Newton students. The highest growth took place from

student #6 with approximately 45% while there is a negative

percentage growth from student 29 and no growth for student 28 but

their raw scores for both activities are still in a passing level. This

highly signifies that quizziz as the learning techniques have been so

effective to enhance the performance of the students in TLE.

V. Conclusions

It is way subjective to give conclusion as to what effective game-

based activity that would fit to the enhancement of the student’s

academic performance in TLE Subject. However, based on the actual

results of the study, it shows that the 3 proposed game-based activity

conducted by the proponent has been so effective and has a positive

27 | P a g e

impact on the student’s academic performance. This study has been

inspired by the intention to discover the effectiveness of the game-

based activity to the academic performance of the Grade 8 Newton

students in Gibacungan National High School towards their TLE

major. Prior to the conduct of this study, the school is implanting the

traditional way of carrying out their test where students answer the

questions merely by the use of their papers and pen. However, when

the study has been conducted and the game-based activity has been

integrated, the proponent has proven enough that the test result or

the performance of the students has improved when it compares to

the traditional test.

The result of the 3 game-based activity has brought an

exemplary progress to the student’s performance. Kahoot as an online

game-based learning and trivia platform used in the class as a bell-

ringer that motivates students to get engaged before the beginning of

the class has brought 45% maximum increase in the percentage raw

scores of the students in belonging to Grade-8 newton. Quizlet Live as

the web-based program designed to help students learn information

through engaging tools and activities where the students will enter

the game code that allows them to join the game has also brought

45% growth from the test performance of the students from

traditional test. And lastly, Quizziz as a game-based learning

assessment tool that enhances student engagement wherein this was

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used as a post-assessment tool has also brought a huge impact on the

enhancement of the test results of the Grade 8 Newton students in

Gibacungan National High School with 45% growth in raw scores of

the students as a whole.

The result convinced the researcher that it is way better if a

game-based activity will be integrated as tools in the learning journey

of every student as it gives high probable impact to the learning

engagement of the students and will brought a positive result. It

illuminates that educators might consider diverting their strategy in

teaching as students become highly motivated to the class if ice

breakers are integrated. They have become energetic and enthusiastic

while they are still in the momentum for doing better in class.

VI. Concerns, Limitations and Future Research

This study is conducted in a very limited sample at

approximately 29 samples which is way smaller than the student

population in the whole Tabango secondary schools thus, the

result of this study could not be generally executable over the

other schools. It may work in the school where the study

conducted but it doesn’t give the assurance that it is also

effective when applied to other schools or other class. As part of

the action research nature, it may be constructed or

reconstructed over the period of time in a particular. While

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trying to widen the scope, it might open new doors of

possibilities for other game-based activity that would be

beneficial to student’s academic performance. The effectiveness

was assessed through conduction several tests which proves

that traditional test is a little bit not engaging compare to the

game-based activity test.

For this study to be more statistically testable and to

discover more activities that will possible enhance the student’s

academic performance not only in TLE but also to other subject,

this study should be considered as a preliminary work, wherein

it is this researcher's belief a need for additional study is

indicated by the findings.

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