This study aimed to determine the effect of gamification on the students? engagement and behavior in English 11. It sought to answer the following questions, the level of gamification components in terms of design, audio effect, and visual effect; the level of the students? engagement in terms of attention, interest, optimism, and the level of the students? behavior in terms of task-orientation, self-regulation, time management, the significant effect between gamification component and students? engagement, lastly the significant effect between gamification component and students? behavior in English 11 of the selected Grade 11 Senior High students of STI Campus at Sta. Cruz, Laguna. The descriptive method of research was used to analyze the data systematically. The number of respondents that are used in this study was one hundred seventy (170) respondents, they were selected through stratified random sampling. At the time the actual correlational study was conducted to use as a sampled respondent in the present study from two hundred ninety-eight (298) populations from STI Campus at Sta. Cruz, Laguna. The most enjoyed gamification component of presentation software identified by the respondents was visual effects which rated 4.27 followed by design which rated 4.26 both are Highly Appropriate and lastly is Sound Effects rated 4.16 Appropriate. The respondents acknowledged Optimism as the most effective for students? engagement which is rated 4.23 as Very High followed by Interest which is rated 4.19 then Attention rated 4.17 both Interest and Attention got High interpretation. Also, the respondents identify Self-regulation as the most effective for students? behavior which is rated 4.21 as Highly Favorable followed by Task-orientation which is rated 4.15 as Favorable, and then time management rated 4.11 also Favorable. Gamification had a ?significant effect? on both students? engagement and behavior in Eglish 11. The hypothesis that there is no significant effect between gamification and students? engagement at the same time the second hypothesis that there is no significant effect between gamification and students' behavior is also ?rejected?. Gamification had a ?significant effect? on both students? engagement and students? behavior in English 11. Based on the findings and conclusions presented, the researcher has arrived at the following recommendations. (1) The students may also study how they will apply gamification during their reporting schedule to make their presentations more engaging at the same time fun and exciting. The students can also gamify the activities they will prepare for class after their report so their classmates will be excited to participate. It is better if the students will learn more about gamification for it will also develop their creativity, patience, and critical thinking skills. (2) Teachers may use gamified PowerPoint presentations in their online teaching instead of using another online flat form for the benefit of those students who do not have a strong internet connection. In this way every student will learn effectively all together and at the same time they will have sense of enjoyment while they were learning so therefore, they will actively participate in their class discussion and activities even though they were separated by distance. (3) The school in partnership with their respective division may conduct seminars for the teachers to learn how to make gamified learning strategies. PowerPoint presentation explicitly has many pictures that can help teachers make their teaching strategy more interactive. It is a great help for the teachers to learn those things through sets of seminars so the teacher will gain sufficient skills and knowledge about gamification. Gamification is one of the best strategies to level up and make learning not only getting important information into the head of the students but also helping them to have excitement and enjoyment that as a youth they truly needed, especially in the midst of this pandemic. The teacher and the educational department must go hand in hand to develop the teaching strategy using gamification for it will not just produce intellectual students but students with good skills about their knowledge at the same time active, enthusiastic and strategic ones who know how to solve and overcome life challenges. Through gamification of learning the students are given the essential tools to tackle challenges that they might otherwise find tough when game principles and techniques are used to educational settings. When difficulties are tackled through gamification, students' engagement and productivity improve because it allows them to focus and think more freely outside the box. (4) It is highly recommended that future researchers who are interested to study gamification how it conduct a Qualitative type of research, and must prepare good qualitative questions and possible interviews to get more personal and precise answers.

Gamification

Engagement

Behavior