Date of Publication
4-2024
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Physics
Subject Categories
Educational Methods | Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Voltaire Mallari Mistades
Defense Panel Chair
Maricar S. Prudente
Defense Panel Member
Socorro E. Aguja
Denis Dyvee R. Errabo
Abstract/Summary
Gamification refers to the incorporation of game elements within a context that is not inherently associated with games. In the context of this research, the game components that were integrated included points, badges, leaderboards, levels, rules, and stories. The purpose of this action research was to determine how teaching electricity using a gamified learning module affected the self-directed learning skills (SDL) and physics performance of grade 12 students (n = 200) through an explanatory sequential mixed-method research design. Prior to its implementation the gamified module underwent expert evaluation, resulting in a rating of "Very Acceptable." To assess the potential impact of gamification on students' SDL skills and physics performance, a paired samples t-test was conducted using SPSS. The purpose of this analysis was to determine whether any statistically significant differences existed between the students’ responses on the relevant assessment instruments that were administered before and after the implementation of the gamified module. The findings indicated a statistically significant improvement across all domains of SDL skills, specifically in the areas of learning motivation, planning and implementing, self-monitoring, and interpersonal communication. Additionally, there was a statistically significant improvement in the students' physics performance scores. The validity of these findings was established through the application of thematic analysis on the responses obtained from students during a semi-structured interview focused on the topic of gamification. Findings revealed that the utilization of gamification in teaching electricity can facilitate and develop the SDL skills of students and improve their academic achievement in physics. Furthermore, Spearman's rank order correlation analysis indicated significant and strong relationships between self-directed learning skills and physics performance. Furthermore, the statistical analysis revealed that all the correlation coefficients are less than the significance level (p<0.01). The findings corroborate the current body of data regarding the correlation between self-directed learning (SDL) and physics performance. Thus, when considering a wider perspective, SDL has the potential to result in favorable improvements in the academic performance of the students.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Physics—Study and teaching; Gamification
Recommended Citation
Elepaño, C. T. (2024). The effect of gamification on the self-directed learning skills and physics performance of grade 12 students. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/59
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Embargo Period
4-22-2025
