ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined elementary science teachers’ knowledge, application, and proficiency in the use of gamified instruction in the Tinoc District, Ifugao. The study was done in the identified elementary schools which fall under the Department of Education (DepEd) -Tinoc District of the province of Ifugao in the Philippines. The survey-descriptive method of research was used to evaluate the present phenomena underlying teachers’ proficiency in utilizing gamified instruction, and its relationship of level of knowledge, level of application and level of proficiency of teachers in the implementation of gamified instruction in the elementary level of DepEd-Tinoc District for School Year 2023-2024. The respondents composed of 16 public elementary schools with a total combined number of elementary teachers of around 120 science teachers. The findings show that teachers have only moderate knowledge and application of gamification techniques such as rewards, competitions, storytelling, feedback mechanisms, and social interaction. There is not much use of the badges and leaderboards, while the use of storytelling and tracking feedback is evident. A strong correlation is shown between teachers’ understanding of gamification and their efficacy in implementing these strategies. The findings finally support the possibility of gamified instruction as an educational revolution technique which proves worth exploring and using more in classrooms based on game-based learning. Keywords — Gamified Instruction, Elementary, Teacher Proficiency