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EFFECTIVENESS OF LOCALIZED GAMIFICATION AS A

SUPPLEMENTARY INSTRUCTIONAL MATERIAL
IN ENHANCING THE PERFORMANCE
OF GRADE 11 LEARNERS IN
PRACTICAL RESEARCH 1
(This is your approved title)

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May, 2024
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Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

(Includes the overview of the study. Observe how

paragraphs are created. 1 paragraph = 1 literature. Give emphasis on the
reason why you need or want to pursue this topic or study Must include
the background of the problem.)

The Educational system of the Philippines has undergone a lot

of changes in almost all of its aspects. Thinking that the archipelago

has been submerged into different colonization period, natural

catastrophes and even wars, the educational system survive and

thrive. One of the most dominant changes that occurred in the system

is paradigm shifts (Oxford Business Group, 2022). This intensified and

became very eminent ever since the start of the Pandemic. With this,

the (United Nations, 2020) emphasized on an article a great urge to

seize the opportunity to find new ways to address the learning crisis

and bring about a set of solutions previously considered difficult or

impossible to implement. As per the group Child Hope Philippines, the

pandemic had brought a lot of new dilemmas that even worsen the

scenario in our educational system. (The Current Education Issues in

the Philippines — and How Childhope Rises to the Challenge, 2021)

“Learning must go on” this has been the mantra of the UNICEF

as per a published article (UNICEF, 2020). There are different

recommendations as well for every stakeholder. With this, last October

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2020, the Department of Education had launched the blended learning

programs that involved varied modalities - Online Classes, Modular, TV

and Radio Broadcast or a combination of these. With the aim to pursue,

support and enhance the quality of Education and graduates it will

produce amidst the crisis. (DepEd.org, 2020) A new hope arise as

these modalities were introduced. The country was in a middle of a

health emergency affecting all corners of the earth, but the emergency

extended to the educational sector. And these modalities aimed to

address the call for learning continuity. Despite all the efforts to ensure

the effectivity of these modalities in a limited amount of time, there are

still loopholes and question marks in different aspects that affected the

overall effectiveness of the newly developed modality.

This is evident in a recent survey by a multisectoral group

Movement for Safe, Equitable, Quality and Relevant Education

(SEQuRE) from June 25 to July 12 this year among 1,278 teachers,

1,299 Grades 4 to 12 students, and 3,172 parents, a whopping 66%

under online learning admitted that they "learned less" in the new set-

up. Moreover, 86.7% of students under modular learning and 74%

under blended learning answered that they had "learned less" under

the alternative modes of learning contrasted to that of the face-to-face

classes (Magsambol, 2021). Furthermore, there are a lot of factors that

may have contributed to this survey results and to the difficulty that the

learners and all the stakeholders are facing, such as lack of social

interaction, cheating, requirement of deep self-motivation and proper

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time management skills (The TechEd, 2020),isolation, procrastination,

distraction, (Tamm, 2020) and many others. In the Philippines, one of

the major competitions of studying among learners is online gaming.

According to (Rakuten Insight, 2021), 75% of the 6,805 respondents of

a survey conducted last April,2020 stated that they are into playing

online games. With over 29.9 million recorded online gamers in the

Philippines, there is no doubt that this is one of the major concerns that

we must address. Despite this fact, in the educational research of

(Dumrique & Castillo, 2018), it has been proven and suggested that

gaming can also be very beneficial in the studying of learners, as it can

be a way to set focus. Games are good way to train the brain on how to

be critical in thinking, communicate properly, be strategic, and also

enhances the performance of our senses – as the skills the21 st century

era are requiring the learners. In addition, as stated in the International

Journal of Education and Technology, the ultimate goals of gamification

are to enhance certain abilities, introduce objectives that give learning a

purpose, engage students, optimize learning, support behavior change,

and socialize ( Dichev, C., & Dicheva, D., 2017). These goals, can be

of great support to the educational system and paradigm to uplift the

learners. Just as how in an article Published by the World Government

Summit in partnership with Oxford Analytica mentioned that when the

educational interest for many students begins to drop, just as the reality

of today is, education will be most in need of alternative education

styles. It also discussed how promising gamification in education will

be. As it promises better honing from the basic education up to the

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collegiate level. (World Government Summit, 2016) Nonetheless,

gamification had already started paving its way in various educational

set up, style and even paradigm. Majority of which are those in the

early childhood and preadolescence brackets. The promise of

gamification is yet to be fully utilized nowadays, especially in these

trying times of the pandemic to further optimize all the benefits it may

bring to all stakeholders and the system.

Taking all this into account, the pandemic, the paradigm shift,

technological evolution, motivational issues, educational changes and

the like it is relevant and timely to come up with a modified

methodology specified and localized for the learners- starting in a

locality. It is out of curiosity plus the motivating power of other

researches that made the researcher come up with a quest to unravel

the effectiveness of gamification. Though, it had been widely used in

the different parts of the world, it is only until the pandemic era of

education that educators and other stakeholders in the Philippines

realized the importance, relevance and applicability of this method in

the daily teaching-learning routine. In the locale, Cabuyao Integrated

National High School, teachers had started utilizing different platforms

that promote and incorporate gamification. Furthermore, technology

has advanced significantly since its earliest days, and it is high time for

the educational system to embrace and utilize the advancements and

innovations that it has to offer. It is very crucial also for the educators to

enhance and modernize conventional teaching techniques.

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Gamification, as promising as it is, may be a bit challenging to

implement, especially if it does not address the local context

appropriately. It can be complicated and difficult to grasp due to its

large scope and vast range of variance. As a result, the researcher

wanted to create a localized gamification methodology model that

would assist teachers in carrying out their lessons. This is also to help

the learners enhance their performance in the targeted subject, improve

their motivational aspects, and be better at learning. (This is my work,

please do not plagiarize)

(Please be more specific. Narrow down your concept or topic.)

As the pandemic surge is continuously hindering the coming

back of our learners in school, little by little their performance and

motivation to study decreases. This is very evident with the sudden

increase of drop rates with a close to 4 million this school year as

reported by the Department of Education (Philippine Star, 2021). With

this, in the same article, it was mentioned that a survey by the

Philippine Statistics Authority showed nine percent or 3.53 million of the

estimated 39.2 Filipinos aged 6 to 24 years old were considered Out of

School Youths (OSYs). A majority of 83.1 percent of this number are

from the ages 16-20, the typical age of the Senior High School

Students. The PSA data indicated that the most common reasons

among OSYs for not attending school were marriage or family matters,

high cost of education or financial and lack of personal interest. This is

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also synonymous with the one stated by (Tucker, 2021) in a survey by

Psychology today among American students, they tend to drop out of

high school and college due to apathy or boredom. High school

students often report that academic content isn't interesting and they

don't have a personal connection with their teachers. This is the

problem the educational system is facing today. The learners are inside

their homes. The only access they have with their school is the module

that they have and/or online/synchronous meeting. The challenge is to

still provide quality education to learners produce effective

methodologies and to motivate the learners to still be in school in spite

and despite the pandemic.

(At the end of the Part, localize, and with that I mean re-

allign with your research) The researcher believes that it is very

relevant and timely to assess a technology-driven motivational

methodology starting with the Grade 11 learners of Cabuyao Integrated

National High School. Since Online and Modular learners had been

utilizing tablets provided by the school and the local government, it is

feasible to assess the effectiveness of a localized gamification in

enhancing the performance of the learners in Practical Research. (This

is my work, please do not plagiarize)

Theoretical Framework
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(Other qualitative researches does not include this one. But

for our paper, we will include this. Kindly give atleast 2 theories/

Model/Framework that reflects the concept or study. The study

must be deeply anchoered to the theories. Also write here how

and why will the theories be helpful in the study)

. (Introduce first the theories/model) This study will be anchored to the

Theory of Gamified Learning by Richard N. Landers (2015), the Self-

determination theory of Edward L. Deci and Richard M. Ryan (2000)

The ADDIE model originally developed by Centre for Educational

Technology at Florida State University for the United States Army

(Serhat, 2018) and the SAMR Model by Ruben Puendetura (Terada,

2020).

. (Explain Each) The Theory of Gamified Learning (TOGL) by

Richard N. Landers empirically contextualize gamified learning as an

intervention that identifies and utilizes gaming attributes into learning

where the different gaming attributes, instructional content, and

students' “behaviors and attitudes” work together to affect learning. In

this theory of gamified learning, gamification is defined as the use of

game attributes (as defined by the Bedwell taxonomy) outside the

context of a game with the purpose of affecting learning-related

behaviors or attitudes. These behaviors/attitudes, in turn, influence

learning by one or two processes: by strengthening the relationship

between instructional design quality and outcomes (a moderating

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process) and/or by influencing learning directly (a mediating process).

(Landers R. N., 2015) (Landers & Landers, 2014)

Moreover, the Self-determination theory (SDT) of Deci and Ryan

(2000) will be utilized specifically the four psychological aspect aspects

- autonomy, competence, relatedness, and purpose to determine,

examine, and explain the motivational behavior that will be brought

about by gamification. (Bovermann & Bastiaens, 2020) SDT provides a

wide range of framework for human motivation and also, a metatheory

for framing motivational studies. (Deci, E. L., & Ryan, R. M., 2000)SDT

has been frequently used as a framework for examining students’

learning motivation and engagement, especially in learning

gamifications of the early childhood and elementary education.

Furthermore, there are two Instructional System Design (ISD) to

be utilized in this study. The first one is the ADDIE model originally

developed by Centre for Educational Technology at Florida State

University for the United States Army (Serhat, 2018). The model

stands for Analysis, Design, Development, Implementation and

Evaluation. It is a complex yet generic process utilized by different

instructional designers and training developers. According to (Culatta,

2022) it is the basis of other ISDs available today. It is a dynamic and

flexible guideline for building effective training and performance support

tools. Each phase has its own outcome that feeds the subsequent step

of the process: Analysis - focuses on the clarification and establishment

of the goals, assessment of the learner’s schema and learning

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environment; Design – is the most systematic or logical phase that

deals with defining, designing, and assessing a set of planned

strategies aimed at achieving the project's objectives; Development -

initiates the development and testing of the project's methodology. In

this step, designers use the data gathered in the previous two phases

to construct a program that will transmit what needs to be taught to

participants. If the first two stages involved planning and brainstorming,

the third step is all about putting it all into action. This phase contains

three duties, namely drafting, production and assessment;

Implementation - this stage reflects the continuous modification, editing

and alteration of the program or methodology to ensure optimum

effectiveness and favorable outcomes; Lastly, Evaluation – this is the

stage where the methodology shall be subjected to testing, assessing

and checking. There are two phases in this stage the Formative, that

took place while doing the study, Summative at the end of the program

(University of Washington Bothell, 2019) . With all these steps, there

will be an assurance that the methodology to be created shall be

meticulously scrutinized to serve its purpose – to supplement and

support the existing strategies of teachers in teaching.

Moreover, the SAMR model is also one of the ISD that stands for

Substitution, Augmentation, Modification, and Redefinition. This is a

common model used by educators and teachers in personalizing and

localizing learning for the learners to visualize a broader and more

complex concepts (PowerSchool-California, 2021) . This model is very

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relevant, especially with the pedagogical changes that the educational

system is experiencing now (George Lucas Educational Foundation,

2020). It gives emphasis on the importance of technological integration

as an aid in the teaching-learning process to be more effective and

efficient. Substitution, being the first in the model, is focused on

substituting with technology as a direct substitute tool. It is basically

utilizing a technological tool to make the task easier but on almost

same manner. (Fastiggi, 2019) Augmentation is somehow similar with

substitution it is just that there is a significant improvement. These two

are the basics of the paradigm shift we are experiencing. The traditional

face-to-face classes are substituted and augmented by Online Classes.

Moreover, technology simply provides a medium for the instruction

which can probably enhance learning. Modification is where more of the

innovations will enter. It is enhancing the activities and significantly

modifying and transforming the process. In today’s methods, we apply

the learning management systems that provide a transformational

experience for the teachers and learners (George Lucas Educational

Foundation, 2020). The last part of this framework is redefinition. This is

where the lesson escalates to higher levels of advancements –

technologically and methodologically. The introduction of more advance

tools and virtual realities for instance can be incorporated here.

. (After, Localize again. Re-allign with your research) These

theories and Instructional System Design Models will be very beneficial,

timely and effective for the purpose of this study to empirically

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investigate the effectiveness of localized gamification as a

supplementary instructional material in enhancing the performance of

Grade 11 Senior High School learners of Cabuyao Integrated National

High School in their Practical Research subject. (This is my work,

please do not plagiarize)

Research Framework

( SEARCH FOR THE MOST SUITABLE conceptual or

research framework, for your QUALITATIVE RESEARCH)

(Sample only)

Figure 1. Conceptual Paradigm

(Explain here the process. Remember: ARROW- effect, LINE -

Relationship)
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Statement of the Problem

This proposed study will determine the effectiveness of localized

gamification as a supplementary instructional material in enhancing the

performance of Grade 11 Senior High School learners of Cabuyao

Integrated National High School in Practical Research.

Specifically, this study aims to answer the following questions:

1. What are the lived experiences of the participants of the study on

online distance learning modality?

2. What are the themes that emerge base on the significant statement of

the respondents on online distance learning?

What development plan can be made to enhance the

experiences of students on online distance learning modality? (Sample

Qualitative questions. This must be in relation with your topic of

course)

Significance of the Study

(Arrange in Heirarchical order- from those that will benefit most to the

least, usually, future researcher ang last)

This study is deemed beneficial to the following:

School Principal/ Head This study will help them come up with even

better programs for the learners to enhance their learning and their

academic performance especially amidst this pandemic.

Senior High School English Teachers. This will help encourage

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them to innovate and jive with the evolving technology and the

paradigm shift in education to enhance their methodologies and

strategies in teaching.

Students. This will help them understand further the importance of

motivation in their studies as well as the good aspects of gaming in a

gamified education set up to help them enhance their academic

performance.

The Researcher. This study will provide useful and relevant

experience on the procedures to be conducted in developing a

research study.

Future Researchers. This will be a springboard to

unravel the deeper context and broader effects of Gamification as a

method to enhance the Academic Performance and other educational

aspects of learners. (This is my work, please do not plagiarize)

Scope and Delimitation of the Study

(What are the contents of the study? Who are the

participants, what are the scope of the locale, the study itself and

the aspects you want to study? What will be the timeline? Also

include the limitation of the study. Why limit with your participant

and locale?)

This study will focus primarily on investigating the effectiveness of

localized gamification as a supplementary instructional material in

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enhancing the performance of Grade 11 Senior High School learners of

Cabuyao Integrated National High School in Practical Research for the

school year 2021 – 2022, second semester. The respondents of this

study will be 30 Online Distance Learning (ODL) and 30 Modular

Distance Learning (MDL) grade 11 Science, Technology, Engineering

and Mathematics (STEM) learners that utilize the tablets provided by

the school and the local government of Cabuyao City.

Furthermore, this study shall be limited to investigating the

academic performance in the subject Practical Research only.

Moreover, only 5 most essential and most substantial competencies of

the fourth quarter competencies shall be targeted and addressed. And

these competencies are:

1. chooses appropriate qualitative research design;

2. describes sampling procedure and sample;

3. plans data collection, data gathering instrument, and analysis

procedures;

4. collects data through observation and interviews; and

5. infers and explain patterns and themes from data. (This is my work,

please do not plagiarize)

Definition of Terms

(Define the variables and the most important and relevant terms

according on the usage in the study. Use the operational meaning –

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how they are used in the study, and the technical meaning or the

dictionary meaning)

The following terms are operationally defined for a better

understanding of the readers.

Academic Performance. The measurement of learners’

achievement in an academic subject.

Gamification. The act of adding game-like attributes to

something to make it more fun, motivational and recreating.

Localized Gamification. A localized methodology utilized by the

teachers (including the researcher) in Teaching that involves game-like

attributes that is supposed to motivate learners to study better.

Modality. The pathway by which the process of teaching and

learning occurs.

Modular Distance Modality (ODL). A new delivery mode of

teaching platforms that utilizes modules. For this study, these modules

are saved in the provided tablets to learners to pave way for distance

learning.

Modular Learners. Are grade 11 learners who are taking

lessons through e-modules saved in the provided tablets with an option

to or not to attend synchronous discussions.

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Motivational Strategies. These are tactics, techniques, or

approaches to encourage learners to participate in the teaching and

learning process. (IGI-Global, 2022)

Online Distance Modality (ODL). A new delivery mode of

teaching platforms that used an internet connectivity which aims to

have a distance learning.

Online Learners. Are grade 12 learners who are taking lessons

through a virtual environment.

Synchronous Classes. Online class where the teacher and

learners meet through a virtual online platform.

Student motivation. Supporting students emotionally,

metacognitively, and intellectually to give themselves to the process of

mastering academic content. (Heick, 2022) (This is my work, please do

not plagiarize)
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