Teachers’ Gamification Skills and its Effects on Learners’ Academic Performance

AUTHOR(S)

Maribel R. Ferrer William A. Buquia

ABSTRACT

—— This research determined the level of teachers’ gamification competencies and its relationship to learners’ academic performance in public elementary schools. Standing on the heels of modern trends to lean toward more learner-centered and innovative pedagogies, this study attempted to establish how the attitudes, knowledge, and skills of the teachers in using game elements are related to actual classroom performance. Descriptive–correlational research design was employed for this study where data were gathered from all teachers in the selected district using a researcher-developed questionnaire that was subject to expert validation and had excellent reliability during pilot testing. The instrument was used to collect data regarding teachers’ profile variables, their gamification competencies across attitude, knowledge, and skills, and learners’ academic performance as recorded in official school records. It was revealed that teachers exhibited gamification competencies to a considerable extent, and they are comparatively strong in sustaining motivation and creating collaborative activities but still face challenges in customizing gamified tasks and integrating technology into it. It was also found that learners generally performed from satisfactory to very satisfactory. Results showed that there is no significant relationship between teachers’ demographic profile and their gamification competencies but a significant positive relationship between teachers’ gamification competencies and learners’ academic performance, suggesting that the higher the level of gamification practices, the better the learning outcomes. This study concludes that enhancing teachers’ pedagogical and digital competencies in gamified instructions can meaningfully support the achievement of learners, calling for structured professional learning toward both dimensions of gamification skills. Keywords: Gamification, Academic Performance, Instructional Strategy, Learner Engagement, Teacher Competence