Integration of gamification in teaching grade 10 physics: Its effect on students motivation and performance

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Lydia S. Roleda

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Antriman V. Orleans
Marie Paz E. Morales
Voltaire M. Mistades


Students in this present time are considered tech-savvy. They find the traditional method of teaching boring leading them to habitual absenteeism. When students are demotivated to learn, their performance in class is affected negatively. This action research aimed to integrate gamification - the use of game elements in non-game context - in teaching Grade 10 Physics in order to awaken the interest of the students and motivate them to study the subject and perform better in it. The effect of gamification on students motivation to study Physics was measured using a validated instrument called physics motivation questionnaire (PMQ) II and was administered before and after the conduct of the study. Two modules of Grade 10 Physics were discussed during the study and the average normalized gain of the pre-post tests of both modules were calculated to see the effect of gamification in students performance. Finally, classroom observations, surveys and interviews were done in order to determine the perception of the students towards gamified Physics instruction. The results of the study revealed that the integration of gamification in teaching Grade 10 Physics significantly improved the motivation, performance and perception of the students towards learning physics.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.


Physics--Study and Teaching; Gamification; Effective teaching; Motivation in education

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