Education
Volume: 106 , Issue: 1 , August Published Date: 03 August 2022
Publisher Name: IJRP
Views: 523 , Download: 399 , Pages: 70 - 81
DOI: 10.47119/IJRP1001061820223717
Publisher Name: IJRP
Views: 523 , Download: 399 , Pages: 70 - 81
DOI: 10.47119/IJRP1001061820223717
Authors
| # | Author Name |
|---|---|
| 1 | ROMINA G. TARACATAC |
Abstract
This study was conducted to find out the efficacy of gamified activities as students? learning engagement in an online English class. It employed a descriptive design, and it was participated by seventy (70) Grade 11 students under online distance learning of Laguna Senior High School. A survey questionnaire was used as the main instrument in obtaining the pertinent information. It determined the status of gamified activity elements such as enjoyable, educational, interactive, and participative on students? motivation, interest, competence, and behavior. It also identified the level of student learning engagement during online classes and whether this variable significantly affects the student?s engagement during online classes. This study aimed to answer the following questions, 1. What is the status of gamified activity elements? 2. What is the level of student learning engagement during online classes? And 3. Is there a significant effect of using gamified activities as a student's learning engagement in an online English class in senior high school? The results of the study revealed that the status of gamified activity elements was very high. The findings also exposed that the level of students learning engagement during online classes with regards to students? interest was very high while students? motivation, competence, and behavior were high. It also showed that there is a significant effect of using gamified activities on students? learning engagement in online English classes when it comes to gamified elements, educational, interactive, and participative. However, in terms of the variable, enjoyable, it was observed that it brings positive effects to students but lest no significance. Based on the result of the study, the null hypothesis was partially not sustained. Thus, this still calls for the acceptance of the alternative which incites that there is a significant effect of gamified activities on students? learning engagement during an online class. This recommends for the teachers utilize the findings from this study to design activities that will suit the student?s needs during this time of the pandemic. School management may also consider the findings from this study to craft projects/activities to address problems related to decreasing the attention span of students during an online class.