Gilbert C. Deniega

Gamification Approach towards Increased Performance Level of Grade 8 Science Students in Distinguishing Matter From Non-Matter: An Action Research Marjorie G. Hacuman, Gilbert C. Deniega, Susan S. Janer, Ph.D. San Juan National High School Jupi National High School Sorsogon State College, School of Graduate Studies-,-,- Abstract - This action research determined the effect of gamification approach on the performance level of Grade 8-Science students in distinguishing matter from non-matter. It examined whether or not gamification approach is an effective approach in increasing the performance level of the students. This employed non-equivalent pretest-posttest quasi-experimental research design The respondents were the Grade 8 students from two out of three sections regularly handled by one of the researchers in Jupi National High School at Jupi, Gubat, Sorsogon namely the Grade 8-Chaucer (experimental group) with 19 students and Grade 8-Shakespeare (control group) with 15 students selected for the convenience of the researchers and to avoid class interruption. A 20-item classification-type test was developed as the research instrument with a Cronbach alpha coefficient value of 0.71. The experimental and control groups were given a pre-test and post-test with the results analyzed and interpreted through mean and performance level comparison. It was found out that there was a significant difference in performance levels of the experimental group which was taught using gamification approach and the control group taught using traditional method. With 13.79% difference in performance level, gamification approach has significantly made an impact in the performance level of the students. It has made the performance level of the students increased thus an effective approach in teaching the topic Distinguishing Matter from Non-matter. Through the findings of this study, gamification approach is highly recommended as an effective teaching approach in teaching such topic and such type of learners. Keywords: gamification approach, matter, non-matter, performance level INTRODUCTION The choice of approach to be employed is a very important thing to consider in teaching a particular topic. No matter how easy the topic is, how mastered it is by the teacher, yet without the appropriate mean to do it, no good, for sure, will happen for the learners. A very significant point to consider in choosing an approach in teaching is the learners’ ability. That is, the approach should adjust for the learner’s ability. In Jupi National High School, classes are grouped heterogeneously. Fast, average and slow learners are combined in one class. The usual setting is that slow learners really are left beyond. The Grade 8 Science students find difficulties in distinguishing matter from non-matter due mainly to their lack of interest and motivation manifested by low class interaction and learners being just passive ones. As a result, the performance level is considerably low. Gamification approach is a common thing of discussion and study nowadays in the field of teaching. Several definitions and descriptions have been put in papers about gamification. According to Yu-kai Chou [1] in his Complete Gamification Framework called Octalysis, gamification is design that places the most emphasis on human motivation in the process. While gamification techniques are adopted to support classroom learning of content in specific subject areas, they are also employed to pursue transversal objectives, such as fostering participatory approaches and collaboration among peers, self-guided learning making assessment procedures easier and more effective integration of exploratory approaches to learning and strengthening student creativity [2]. The gamification refers to the use of game mechanics in non-gaming contexts [2][3]. Gamification is also taking off in education [2] due to the conviction that it supports and motivates students, and can thus lead to enhanced learning processes and outcomes [2]. Also, it is the phenomenon of creating gameful experiences [2]. According to Gartner [3], the widespread interest that gamification is attracting lies in its potential to strengthen engagement, change behaviours and support innovation. This action research aimed to investigate the effect of gamification approach on the performance of Grade 8 Science learners in distinguishing matter from non-matter in Jupi National High School to improve the performance level of the students in such topics and related ones. OBJECTIVES OF THE STUDY This action research aimed to investigate the effect of gamification approach on the performance of Grade 8 Science learners in distinguishing matter from non-matter in Jupi National High School at Jupi, Gubat, Sorsogon towards increased performance level in comparison to the traditional method of teaching. Specifically, this study aimed to determine the performance level performance level of Grade 8 Science students in the experimental group in distinguishing matter from non-matter before and after the conduct of gamification approach and the performance level of Grade 8 Science students in the control group before and after using traditional method of teaching. It also aimed to determine whether there is a there a significant difference on the performance level of Grade 8 students in experimental group after using gamification approach and in the control group using traditional method of teaching or none. MATERIALS AND METHODS This study used non-equivalent pretest-posttest quasi-experimental research design. A 20-item classification-type pretest-posttest was made and used as the research instrument with a reliability value of 0.71 obtained using Cronbach Alpha Coefficient. The reliability testing was conducted in three Grade 8 sections in San Juan National High School, San Juan, Casiguran, Sorsogon. Nonprobability sampling technique was employed to avoid class interruption. That is, the samples of the study were the Grade 8 students from two of the three sections regularly handled by one of the researchers. Namely, the two sections selected were Grade 8-Chaucer composing of 34 students as the experimental group and the Grade 8-Shakespeare composing of 28 students as the control group both in Jupi National High School, Jupi, Gubat, Sorsogon. Only students who have completely taken the pre-test, attended the class during implementation of gamification approach and took the post-test were included in data presentation and analysis. As a result, 19 out of 34 from the experimental (Grade 8-Chaucer) and 15 out of 28 from the control group (Grade 8-Shakespeare) were left. The control and experimental groups were both given a pre-test before the implementation of gamification approach. This was to measure and determine their performance levels to ensure that both groups almost have considerably equal level of achievements. After the implementation, a post-test was given to both control and experimental group. The result of pre-test and post-test of the control and experimental group was compared and analyzed by getting the mean score and performance level. The same teacher taught both the control and experimental group and conducted the post-test right after the lesson. This was to avoid imminence of any possible biases. Also, to ensure the validity of the pre-test and post-test, the teacher maintained class rules including proper seat arrangement and disallowing of conversation among each student during the conduct of the said tests. Students were not allowed to leave the classroom until they were able to finish the tests. The teacher didn’t leave the class as well. Table 1. Model of Data Gathering SAMPLES PRE-TEST INTERVENTION POST-TEST Control Group / X / Experimental Group / / / FINDINGS/RESULTS A. PRESENTATION OF DATA Table 2. Control Group (Grade 8-Shakespeare) Pre-test and Post-test Results SAMPLES SCORES PRE-TEST POST-TEST- MEAN 12.73 14.4 PERFORMANCE LEVEL 63.67% 72% Table 3. Experimental Group (Grade 8-Chaucer) Pre-test and Post-test Results SAMPLES SCORES PRE-TEST POST-TEST- 19 20 16 18 18 17 18 20 18 9 16 19 8 13 MEAN- PERFORMANCE LEVEL 65.26% 85.79% B. ANALYSIS OF DATA Table 4. Experimental and Control Group Pre-test Result Comparison SAMPLES MEAN PERFORMANCE LEVEL Control Group-% Experimental Group-% Difference 0.32 1.59% Table 4 shows the Pre-test Result Comparison of Experimental and Control Group through determining the Mean and Performance Levels of each. As presented in the table, the mean difference of experimental and control group is 0.32 whereas the performance level difference is 1.59%. Table 5. Experimental and Control Group Post-test Result Comparison SAMPLES MEAN PERFORMANCE LEVEL Control Group 14.4 72% Experimental Group-% Difference-% Table 5 shows the Post-test Result Comparison of Experimental and Control Group through determining the Mean and Performance Levels of each. As shown in the table, the mean difference of experimental and control group is 2.76. On the other hand, the performance level difference is 13.79%. C. DISCUSSION/INTERPRETATION OF DATA In Table 4, pre-test mean and performance level differences between the experimental and control group were shown. Noticeably, the mean (0.32) and performance level (1.59%) differences were very minimal. That is, initially, both the experimental and control group performed almost equally before the intervention was conducted. Another way to say is that, students in experimental and in control group almost have the same level of achievement before the conduct of the intervention, the gamification approach. With this, the researchers were on the next way determining whether or not gamification approach is effective in increasing the performance level of students in distinguishing matter from non-matter. In Table 5, post-test mean and performance level differences between the experimental and control group were presented. As noticed, the mean and performance level differences were considerably and significantly high. And with these considerably high difference values, gamification approach really has an impact on the performance level of students. Gamification approach has made the performance level of students increased and thus an effective approach in teaching the topic Distinguishing Matter from Non-matter. CONCLUSION AND RECOMMENDATION Many studies show that students who perceive themselves to be acting with a sense of autonomy, competence, and relatedness during the learning activity experience high-quality motivation. It is a mean not only for the fast learners who show autonomy during class discussion while the slow learners having the sense of heteronomy which made them feel invisible inside the classroom. It is undeniable to say that teachers give more attention to the students who can answer the given questions while ignoring those who can’t. It is the time for the teacher to reflect if he/she is an effective teacher. Before proceeding to the lesson proper, the teacher should motivate the students first and when all of the students were engaged that’s the time that a teacher will be able to impart lessons, but the problem is; are all of the students engaged, motivated and ready? This paper underlines the effects of Gamification approach to the performance level of the students. We run some tests to the two sections; 8-Chaucer (experimental group) will be utilizing Gamification approach as an instruction and 8- Chaucer (control group) will be utilizing the traditional approach. For the pre-test; the control group got 63.67% performance level while the experimental group got 65.26% performance level. During the instruction, the teacher utilized two different approach for the two sections, traditional and Gamification approach. After the lesson, the two sections had their post-test and the results were; control group got 72% performance level while the experimental group got 85.79% performance level. These results indicate that there is a big difference between the control group and experimental group having different kind of instruction. For the experimental group, it shows that there is a good effect in utilizing Gamification approach. The students were highly motivated since their interest was captured with the use of games and it helps them to understand the lesson easily. The students who are fearful during recitation were raising their hands more frequent and they are excited for the assessment. The Gamification approach used in instruction shows a good effect to the learning of the students, not only as an extrinsic motivation but also as an intrinsic motivation for lifting their confidence and being highly motivated to be engaged in the class activity. Gamification is not a term to only describe a game but it is a term used to describe the learning process to become more engaging and motivating. The objective of this paper was to evaluate if there is an effect to the performance level of the students with the use of Gamification approach. The result proves that there is an effect to the learning process especially motivation and interest of the students. Gamification approach is highly recommended to all the teachers in any subject and in any type of learner. This could help the students who were less motivated during class discussion, boost their confidence to express their ideas and most especially is to make them feel they belong in class. But this approach shall not be used as a tool for assessment. It may be challenging for the teachers to develop different kinds of engaging instructions but it would be of great help to all the students who needs great assistance. Likewise recommended and looked forward to are research studies with related or of similar interest with this action research. REFERENCES [1]Chou, Y.K. (2013). Octalysis: Complete Gamification Framework. http:// www.yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/october,2019 [2]Caponetto, I., Earp, J. & Ott, M. (2014). Gamification and Education: A Literature Review. https//www.researchgate.net/publication/-. Retrieved October, 2019 [3]Mora, A., Gonzalez, C.S., Riera, D., Moreno, J.A. (2015) A Literature Review of Gamification Design Frameworks. https//www.researchgate.net/publication/-. Retrieved October, 2019